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LEARNING OBJECTIVES
1. Understand how blogs and personal websites are useful to the job search.
2. Determine whether blogs and personal websites are appropriate for your search.
Blogs Are the Subset of Websites That Feature Articles
A blog, the more commonly used shorthand of weblog, is a type of website or part of a website that features articles, or posts. Millions of blogs are available on the web, and they cover a wide range of subjects. Many organizations have a blog to promote their business and interact with their audience. Individuals also have blogs—some represent purely personal musings, almost like a virtual diary, and some represent specific subject matter or expertise.
For the job seeker, a blog is an opportunity to demonstrate expertise and therefore build credibility. A job seeker in PR might blog about trends in PR or provide PR coverage for a specific industry, organization, or person, for example, blogging press releases and breaking news. In this way, the job seeker provides tangible evidence of what he might offer on the job. A job seeker in children and arts nonprofits might blog about the different organizations active in the space. She might cover events or conferences. She might follow specific issues, such as the shrinking public education budgets for arts in schools.
You can add photos to your blog or use audio or video files as part or all of your posts. Many different templates are available to organize your blog, some of which are free, but some need to be purchased. Different applications you can have with your blog can give you different functionalities, such as the ability to link to your other social media profiles, to create a membership community, to share your calendar, and so forth. What you decide to include and how you organize your blog showcase your creativity, structure, and thinking process.
Blog posts often link to other blogs and published information. Providing such links also demonstrates your expertise and training as a job seeker. You show that you keep abreast of current news and trends in your area of expertise.
Finally, the discipline and commitment required to populate a blog signal that you follow through and are committed to your area of expertise. This signaling works both ways—if you start a blog and it has few posts all dated from a while ago, then you send a negative signal.
If you decide to get started with a blog, you can use free sites like WordPress, Blogger, or Typepad to create an account and start blogging. Alltop, Digg, and Delicious are examples of sites that list highly trafficked articles, many of which are from top blogs. You can see the range of blogs out there, as well as formats, writing styles, and use of audio and video by visiting these article aggregator sites.
A Personal Website Turns You into “You, Inc.”
Many people are accustomed to visiting an organization’s website for more information about it. You might be going to a new restaurant, so you look it up online to see the menu, photos of the dining area, or special promotions or coupons. Likewise, an individual might consider creating a personal website to share information about him or her.
For the job seeker, you might include your résumé and a contact page so prospective employers and recruiters can reach you. You might have samples of your work. This is especially common, in fact, expected, for creative professionals in editorial, art, design, photo, and, of course, digital jobs. You might have a blog as part of your website to cover a specific industry, function, or other expertise. In this way, you showcase yourself much like an organization shares its information and selling points. If a prospective employer wants to learn more about you and searches for you online, they may find your website.
To start a website, you need to register a domain name—the name of your website. GoDaddy and Register are two popular registration sites. You also need to select an extension, typically “.com,” but it can also be .net, .org (typical for nonprofits), or other extensions. Most registration sites offer website hosting for free (think of your host as where your website resides on the Internet) in exchange for posting advertisements on your site. You can also pay a monthly hosting charge and get additional storage space for additional pages, no advertising on your site, and other extras.
Interacting with Other Blogs and Websites Is an Alternative to Managing Your Own
If the prospect of populating your own blog and maintaining your own website doesn’t sound appealing, then you might consider creating an online presence for yourself by commenting and interacting with other blogs and websites:
• Identify the blogs and websites that are related to your target function, industry, and organization.
• Regularly visit the blogs and websites. You can subscribe to blogs via e-mail or an RSS feed (an online reader) so that posts get delivered to you automatically.
• When you read something that interests you, post a comment or ask a question to forward the discussion. This showcases your ideas (and bloggers often appreciate knowing posts have elicited responses).
• If you have an idea for a post that might be suitable for the blog, contact the blog owner and ask if you can guest post.
Interact with other blogs and websites so you can share your ideas and expertise without having to maintain your stand-alone site. Staying on top of other blogs and websites also shows commitment and follow-through because doing so takes time and attention. This interaction also is a form of online networking, and can be seen as a form of social networking, in addition to your activity on LinkedIn, Facebook, and other social media sites. If you are trying to connect with someone you do not know, following their blog or website is a way to get to know them, as well as demonstrate your commitment and interest. If an organization’s website features a recently published report, commenting on that report can attract the attention of the author and give you an entry point into the organization.
To stay on top of relevant blogs, remember the article aggregators, such as Alltop, Digg, and Delicious, that showcase the top-read news stories and articles and frequently the most-visited blogs. Quora and Squidoo are two examples of websites that are specifically set up for people to showcase their expertise. Quora consists of questions and answers where anyone can contribute. By answering questions about a specific topic, you showcase your expertise in the topic. Squidoo consists of blogs on different topics, called lenses. You set up a lens on your specific area of interest and populate it. This is very similar to starting your own blog, but your blog (or lens) is part of a large collective group, rather than a separate individual blog.
Twitter Is a Microblog for Your Job Search
Twitter is a microblog because you post very short items—140 characters or fewer. It is impossible to showcase deep knowledge in 140 characters. However, you can link to other articles (or your own blog or website) and, in this way, demonstrate that you are current on the trends and news of your area of expertise. The fact that you are using a fast-moving, leading-edge technology tool such as Twitter signals to prospective employers that you are on the leading edge yourself. This is critical for digital-related jobs but also in general for marketing, communications, creative, technology, and other fields where being an early adopter is valued.
You can also follow other people’s Tweets, including organizations’ Tweets. Some organizations post jobs on Twitter. Similar to the Groups function in social media sites that aggregate job seekers, Twitter accounts set up for job seekers link to career advice and job leads. As with blogs and websites, if you are trying to connect with someone you do not know, following them on Twitter is a way to get to know them, as well as demonstrate your commitment and interest. The almost real-time nature of Twitter updates also means you can get a jump on the latest job postings.
KEY TAKEAWAYS
• Blogs, websites, and the microblog Twitter can help you, the job seeker, showcase your expertise and connect with people active in your target area.
• Much like organizations use websites to share information and market to prospective customers, you can use a personal website to share information and market to prospective employers.
• You do not need to set up your own blog or website to take advantage of the benefits of having one. You can comment and interact with other blogs and websites and still highlight your expertise by the insightfulness of your comments. Commenting also connects you with people; you demonstrate genuine interest by paying attention to what they post.
Exercises
1. Will you start a blog or website? If you are in a creative field—editorial, art, design, photo, digital—a website is necessary. If you are in a marketing-related field, social media is so important that increasing your activity there can help your search. What steps do you need to take to get started or be more active? Make a list of specific actions (e.g., register a domain name) you need to take, and set a timetable for each.
2. If you’re still unsure about whether to start your own blog or website, start posting comments on other sites. You want to visit these sites for research anyway. Use your comments as an accountability tool to stay on top of your research and to force yourself to come up with insights.
3. Even if you decide not to Tweet regularly, write ten Tweets related to your target industry, function, or organizations. This exercises your creativity and your ability to be concise. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Job_Searching_in_Six_Steps/11%3A_Social_Media_and_the_Job_Search/11.03%3A_Blogs_and_Personal_Websites.txt |
LEARNING OBJECTIVES
1. Understand social media and the job search from the recruiters’ perspective.
2. Tailor your job search by using your knowledge of how recruiters use social media.
The Job Search Process from the Hiring Perspective
We covered the six steps of the job search process from the job seeker’s perspective. On the other side of the equation, however, the organization that needs to hire has its own process. Social media is helpful to the employer (and therefore to you) at each step the employer takes:
• Identify the need.
• Kick off the search.
• Invite candidates for interviews.
• Select candidates for final rounds.
• Extend and negotiate an offer.
Use Social Media to Identify Needs Early and Tap the Hidden Job Market
Initially, the employer must recognize there is a need. This occurs before the search can begin, and this is where the hidden job market (the market of unadvertised jobs) flourishes. If you are following organizations online and watching for breaking news, new employee arrivals, and employee departures, then you might also see a potential need. You might be able to tap the hidden job before it becomes public.
Jennifer Sobel is a Recruitment Manager at Disney ABC Television Group:
Many job seekers are desperately trying to use social networking tools to search for jobs, which is a great idea. However, they are using the tools all wrong. I must get ten to fifteen “LinkedIn” requests per day from people searching for a job at my company. Their requests usually sound something like this “Hi, I don’t know you but would love to work at Disney ABC Television Group. Are there any openings for me?”…I would urge each job seeker to only reach out when they have identified an open position that they meet the minimum qualifications for.…Not having your research done beforehand comes off as lazy and it doesn’t give a recruiter any reason to help you.
Use Social Media to Help Recruiters Find You When They Start the Search
When the search kicks off, an organization’s recruiter needs a way to collect suitable résumés. The recruiter may post the ad to the organization’s website, he or she may use social media to promote the opening, an external recruiting agency may be called, or external job boards may be used. Recruiters also actively try to find candidates, and many recruiters use social media sites because they are readily searchable to find suitable matches.
Regina Angeles is CEO of Talent2050, an executive search firm that provides multicultural recruiting solutions for online and traditional media companies:
Candidates should invest time in building a robust online profile, especially on LinkedIn. Third-party and corporate recruiters continue to rely on LinkedIn as a sourcing and referencing tool. Make sure your profile contains keywords that will make you searchable.
Most recruiters also have an existing candidate database that they tap when news of an opening breaks. If you are active in social media and if you are already in the organization’s sights—perhaps by having interacted online—you might leap to the top of their existing candidate database.
This also means, of course, that recruiters can find negative information about you. Do an Internet search on yourself before you start your job search. Look at what employers will see. You might be unknowingly tagged in someone else’s photos or mentioned in someone else’s profile. You might have hastily written an angry comment or shared something overly personal. Even if the content is appropriate, you might have hastily typed something with mistakes and spelling errors, and it looks sloppy. We cover online profile repairs in the next section on managing your online brand; however, be aware that recruiters will research you, so be proactive so you know what they will find.
Use Social Media to Make Your Qualifications Stand Out during Interview Selection
Recruiters often skim résumés because they have so much volume. If you are an unsolicited candidate and this is the only time recruiters see your profile, then you have just a few seconds to make an impression. If you have been active in social media, however, mentions of you exist outside the résumé. You might have a portfolio online, and although a recruiter might be turned off by a multipage résumé, an online profile that is interactive and easy to click through does not feel as cumbersome.
Use Social Media to Prepare for Interviews
Social media is great for identifying trends and breaking news. Subscribe to blog posts and Twitter feeds in the days leading up to your interview to ensure you are current. Dig deeply into an organization’s employee profile by looking at the online profiles of people who work there, and prepare highlights of your own experience to match existing hiring patterns. Look at the way the organization promotes itself online—this is what they want you to know, so this is what you should reflect in your discussions about the organization.
Use Social Media to Be a Worthy Negotiating Adversary
Organizations respect you when you are a good negotiator. If you ask for what is customary for your target market, employers will know that you are savvy in your field. Social media is great for gathering data, and its interactivity and ability to finely search by a mix of keywords mean that you can use social media to get nuanced data. Take advantage of this because employers expect you to negotiate, and your ability to negotiate well is a reflection on you as a candidate.
KEY TAKEAWAYS
• Employers take different steps during the job search process and use social media at all stages.
• Understanding how employers will use social media enables you to plan your job search activity accordingly.
Exercises
1. Now that you are aware of how recruiters use social media, what will you do differently?
2. If you know a recruiter, ask him or her to review your social media profile(s). See if they get a clear sense of your interests and what industry and function you are targeting. See if they think your online profile showcases you in the best light. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Job_Searching_in_Six_Steps/11%3A_Social_Media_and_the_Job_Search/11.04%3A_How_Recruiters_Use_Social_Media.txt |
LEARNING OBJECTIVES
1. Understand how to remain active over time with social media sites.
2. Understand how to balance your personal privacy with the desire to remain accessible to recruiters and employers.
3. Learn how to refine or change your brand as needed.
Now That You Have Your Social Media Profile(s), Keep Going
Setting up a profile or account in LinkedIn, Facebook, and other social media sites is just the beginning. As you move through life, you pick up new skills, join new associations, and start and end different jobs. Your profile represents one snapshot in time, unless you remember to update it. One good way to remember to update your social media profiles is to make major updates as soon as they occur (e.g., you graduate, you start a new job, you change your e-mail or other contact info). Alternatively, set a reminder for every three to four months to update your social media profiles, and this can capture big and smaller changes, such as adding details about a new project, if not a new job.
In addition to updating the facts on your profile, you want to connect with people and interact so that you take advantage of the networking capacity of social media sites. Here, too, you can set reminders and limits for when and how frequently you will be on these sites. You might limit yourself to a half hour each day at four o’clock. Or you might decide that social media is a priority in your strategy and devote more time. If you decide to work with multiple sites and have a blog and website, then you may need several hours each week to get the full benefit of the networking and interactivity.
You Still Can Have a Personal Life (or a Personal Profile)
You can only have one profile on each site. If you have a company, you can have a company profile or page that is separate from your profile, but many job seekers don’t have that option. If you decide to use your profile for your job search (e.g., point contacts to your profile’s hyperlink in your e-mail signature), then any personal information you share online becomes part of your professional package. Professionally shared profiles have no personal and professional distinction, so you want to be careful not to put anything that will reflect negatively on you (e.g., negative comments about your current boss, sloppy grammar, and typos).
You can try to manage one profile to be professional, say on LinkedIn, which is broadly accepted as a professional networking site. You also can manage one profile to be personal, say on Facebook, which is broadly accepted as a social platform. To accomplish this, you need to be very disciplined about how the information on your personal profile is shared. You want restricted access, and you only should connect with people with whom you have a personal relationship. Once you connect with someone with whom you have any professional business, that person will incorporate what they see on your personal profile into your professional interaction, even if they don’t intend to (you can’t unsee what you’ve already seen!).
In addition, some employers use Facebook to research candidates, so even if you intend to use Facebook (or another site) only on a personal basis, information there might still be found. Again, you can change your privacy and security settings regarding who can view your profile on sites where you want to maintain privacy. You also can make it a practice not to connect on personal sites with anyone whom you know primarily in a professional context. You do your part to keep your profile private by using these two methods.
With blogging, you can also make some posts (or entire blogs) private. If you are using your blog to demonstrate your expertise, however, you want as much to be public as possible. Given the conversational tone of many blogs, it is easy to forget that your blog is still, in effect, a writing sample for your job search candidacy. Your content, voice, and presentation all signal your work quality.
If you have been active on social media and didn’t consider it a job search tool, you might have been overly cavalier or sloppy with information. A good first step before you put your job search intentions out there in the market is to do an Internet search of your name. See what comes up. Look at the public version of your social media profiles. Do you like what you see? Are you named in photos where you’d rather not appear? Clean up your profile now. Take your name off photos where you can, and ask friends to be prudent in mentioning your name on their profiles and pictures. You want to clean up as much as you can and put in controls going forward.
Over Time, Your Social Media Profile Will Change
When you are continuing on the same career path, it is easy for your social media profile to match your future aspirations. For example, if you are a student majoring in communications looking for a PR assistant spot, your profile showing your communications courses fits perfectly with your target jobs. But what if you are a music major who decides to move into PR?
It gets more complicated as you add more years, experience, and skills to your life and career. If you spent five years as a professional musician and now want to pursue PR, your profile facts alone won’t project your intent.
In the first chapter, we talked briefly about job search and career change. Social media is particularly helpful to refine and change your brand over time. While you can’t change your major or the jobs you have held that might paint one type of picture, you can add information about new courses, new projects (even volunteer), and new skills that will add a new dimension to your profile. You can specifically target new groups and new people with whom to interact. You can blog about your new career target or comment on other people’s blogs that relate to the new target, thereby shifting the balance from your former profile to this newer blended profile that includes the new target.
It’s tricky if you are currently employed and this career transition is a secret. If you are still active in your first career, adding the new information dilutes the former, so this is tricky to balance as well. The trade-off between old and new information and how you project your brand overall will vary on a case-by-case basis, but you should consider the preceding issues as you decide what’s best for you.
KEY TAKEAWAYS
• Social media is not about setting up a profile just one time. You need to update it as your skills and experience change and connect with people as your network grows and changes in order to get the most out of social media.
• You can keep separate profiles to separate professional and personal networks and information, but this is not 100 percent guaranteed. You can also just assume that all of your information is going to be viewable by prospective employers and be extra vigilant about posting personal information.
• Even if you maintain your social media profile actively, over time it will need to change, sometimes drastically (e.g., for a career change to a new industry or function).
• By updating your profiles with new information and being active on your or others’ blogs relating to your new career, you can change your online profile.
Exercises
1. How will you remember to update your profile? Will you set up reminders in your calendar? Will you designate a specific time of day or day of the week to update your status and connect with others online?
2. How will you manage your social media activity so that you take advantage of the connections, but keep it from overrunning your other activities? Think about setting a time limit on social media activity per day or per week, if you spend too much time on it and neglect the rest of your search.
3. What is your current online brand? Ask your friends and family to give you feedback on your profile. Do you like what you hear, or do you need to change or refine some things? Make an action list with a specific timetable for how you will make the changes. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Job_Searching_in_Six_Steps/11%3A_Social_Media_and_the_Job_Search/11.05%3A_Managing_Your_Online_Brand.txt |
Social media is a powerful part of your job search for all six steps of the process. You can find detailed information via social media that will help you identify targets, market effectively, research, interview, stay organized, stay motivated, troubleshoot, and negotiate. You can also share detailed information about yourself and connect with others, which is critical to networking and staying motivated. In other words, social media is a powerful tool for all six steps of a proactive job search. Social media is also a passive form of job search because it enables recruiters and employers to find you online.
There are many ways you can get involved with social media, from the biggest sites like LinkedIn and Facebook to niche sites that serve specific industries, interests, or demographics. You can also blog or maintain a website, or you can comment on other blogs and websites. The vast amount of choices available in terms of social media sites and activities means you need to be clear about your interest level and objectives, so you can take advantage of social media’s benefits. Remember, you also want to avoid having social media take too much time and attention away from the rest of your search.
You also want to be clear about how you will remain accessible to recruiters and employers. You want them to find you, but you also want to maintain privacy and have the ability to have personal, purely social connections online. Maintaining separate profiles on separate sites, one for professional activity and one for purely social activity, is one way to balance your public and private sides.
Chapter Takeaways
• Examples of social media sites include LinkedIn, Facebook, Twitter, and niche online communities.
• The value of social media sites to your job search is they give you the ability to push out your information and to connect with people in a targeted way.
• Social media sites are useful at all stages of the job search, not just for networking.
• People and organizational profiles provide information for your target selection, marketing, research, troubleshooting, and negotiation.
• The interactivity and continual updating of social media sites enables you to ask questions and get breaking news of trends, people’s statuses, and even job openings.
• Blogs, websites, and the microblog Twitter can help you, the job seeker, showcase your expertise and connect with people active in your target area.
• Much like organizations use websites to share information and market to prospective customers, you can use a personal website to share information and market yourself to prospective employers.
• You do not need to set up your own blog or website to take advantage of the benefits of having one. You can comment and interact with other blogs and websites and still highlight your expertise by the insightfulness of your comments. Commenting also connects you with people; you demonstrate genuine interest by paying attention to what they post.
• Employers have different steps of the job search process and use social media at all stages.
• Understanding how employers will use social media enables you to plan your job search activity accordingly.
• Social media is not about setting up a profile just one time. You need to update it as your skills and experience change and connect with people as your network grows and changes to get the most out of social media.
• You can keep separate profiles to separate your professional and personal networks and information, but this is not 100 percent guaranteed. You can also just assume that all your information will be viewable by prospective employers and be extra vigilant when you post personal information.
• Even if you maintain your social media profile actively, over time it will need to change, sometimes drastically (e.g., for a career change to a new industry or function).
• By updating your profiles with new information and being active on your or others’ blogs relating to your new career, you can change your online profile.
Chapter Review
1. What is social media, and what are some examples of social media?
2. Why is social media important to your job search?
3. How can social media help you stay current on trends?
4. How might you use blogging or a personal website in your search?
5. How do employers use social media?
6. What do you need to do to be active in social media?
7. How can you maintain your privacy while staying active online?
8. How can you change your online brand? | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Job_Searching_in_Six_Steps/11%3A_Social_Media_and_the_Job_Search/11.06%3A_Chapter_Review_and_Exercises.txt |
LEARNING OBJECTIVES
1. Understand how to maximize your first ninety days on the job.
2. Learn strategies for developing a good relationship with your boss.
3. Understand what success in your current job really means.
Table 12.1 gives an overview of some things you may want to address during your first few months of employment. Table \(1\): Your First Ninety Days On The Job
Suggested Time Items to Do
Before you start
• Return offer letter and work-related forms (e.g., I-9, W-2)
• Confirm place and time to report on your first day
On your first day
• Meet your boss and immediate colleagues
• Get security ID, computer passwords, phone and voice mail access
• Find the bathroom, lunch spots, and other creature comforts
• Understand your work deliverables for the short term
During your first week
• Complete employment paper work
• Learn company policies and regulations
• Meet colleagues in different departments
• Debrief with your boss on your first week
During your first month
• Attend orientation sessions
• Have lunch with different colleagues in your department and outside it
• Debrief with your boss about your first month
• Confirm your work deliverables for the first quarter
During your first ninety days
• Get feedback from your boss
• Look into training opportunities or other support from your employer
• Confirm your work deliverables for the next quarter, half year, and year
• Continue to debrief with your boss, network with colleagues
Make the Most of Your Onboarding Support during Your First Ninety Days
When you are new, it is a good time to ask questions and meet people. Unless you are coming into a leadership situation where people will be looking to you for guidance immediately, take advantage of your newness to collect as much information as possible. Introduce yourself to human resources (HR) and get their advice on where you should focus to get acculturated quickly to the new organization. Remember that HR has onboarded many people before you, so they should have some good advice about how to get started smoothly. Ask your boss to introduce you to the people you should know. It is ideal that people are aware you were recently hired and are starting that day, but sometimes it’s a surprise, so be ready to introduce yourself and tell people about your background and what you will be doing.
You might be starting at the same time as several other people. Think of a school that has a well-defined academic calendar and therefore may have all the new teachers start on the same day. You might be offered specific onboarding training programs. One school sent its new hires the school newsletter for a few months before they started so they could feel they were a part of the school before they got there.
Learn How Your Employer Runs Its Business
In addition to meeting key people, you must coordinate practical logistics. paper work must be filled out, including tax forms (e.g., W-2) and work authorization forms (e.g., I-9). You may have to sign a form that confirms you’ve read the company policy manual. Don’t forget to consult the organization’s policy manual regardless of whether it’s required reading. By doing so, you know any specific rules around start and end time (continuing our school example from earlier, not every school starts and ends at the same time), breaks, dress code, access to computers and other supplies, and so forth. You may need to get an identification card or keys to the office.
You also want to get accustomed to the physical environment. Confirm where to go on your first day; don’t just assume that area will be where you normally work. Sometimes large companies have several offices, and an orientation for new hires might be located in a different area. Know where the bathroom is located. Know where the cafeteria is located or get lunch spot recommendations. Know where to find office supplies. Don’t underestimate the value of being comfortable. Some companies set up a workspace for you with computer, telephone, and other equipment you will need. If this isn’t the case, arrange for these resources as soon as possible so you can start contributing on the job. Know whom to call for IT or telephone support; perhaps the organization has put together a list of frequently used phone extensions.
Remember the school that onboarded its new teachers by including them in the newsletter distribution list even before they joined? This school used particular grading software and an intranet to share lesson plans. If you are a new teacher there, you would want to make sure you have access to the system and will get training on how to use it.
Learn What Success on the Job Means
From day one, you need to get down to work. Get clear about what you need to deliver from your work that day, that week, that month, that quarter. Will you shadow another teacher first? For how long will you train, if at all, before taking over the job (or in this case, the classroom)? Will you use existing lesson plans—that is, how much structure will you be given?
It is best to ask your questions before you start or when you are new. Ask your boss rather than a colleague so you know officially what to do. Get specific recommendations from your boss about how best to learn about the work—for example, who customers are, how specific forms get filled out, what software to use. Confirm to whom you should go for questions. It may be your boss, but he or she may select a colleague to train you. Find out about upcoming deadlines or special projects that insiders might be aware of but that they may forget to mention. Maybe the school where you teach collects data on the students after the first thirty days of school, and you need to be tracking specific things more closely or in a format different from what you anticipated.
Learn How Your Boss Likes to Work
Once you know what you should be doing day to day and for the next few weeks, you want to confirm with your boss how to keep him or her updated. People like to communicate in different ways. Live, telephone, or e-mail are all possible forms of communication. Find out what your boss prefers.
Find out how frequently you should update him or her. Only when you have a question? Once a day? Once a week? After a project or task is completed?
Confirm what type of update he or she would like. A quick summary? A more detailed report? Do you need to send a meeting request in Outlook for a specific time each week?
Find out how you will get feedback. The company policy manual may have information about formal performance reviews, but these are typically done once or twice each year. You will want more frequent feedback even informally so you know what you are doing well (and continue doing this) and what you need to develop (so you can work on this). Check in with your boss after your first week to let him or her know how you are feeling about your job (e.g., workload, what you’ve completed, outstanding questions), and ask for feedback then. You can also confirm how often he or she would like to discuss your performance going forward.
Don’t forget to bring paper and pen or an electronic tool for taking notes during meetings with the boss and others. A common newbie mistake is to try and retain all of the information from a meeting without taking notes. You will miss something. While it’s fine to ask clarifying questions, it looks like you weren’t paying attention if you ask about something that was already covered. You want to bring your own note-taking supplies because asking for a paper and pen, rather than bringing your own, makes you look unprepared.
KEY TAKEAWAYS
• Start strong by taking advantage of onboarding support new employees typically get, such as time with HR on new hire training programs.
• Take care of practical logistics, such as paper work and learning your physical environment.
• Get confirmation about exactly what you need to get done day one, week one, month one, and the first quarter.
• Develop a good relationship with your boss by being available for updates and asking for feedback.
Exercises
1. For the jobs that you are targeting, research if they provide new hire training or other onboarding support. Ask people who have worked at organizations in which you are interested. Try to get a feel for what you can expect.
2. If you have a friend who works in one of your target companies, look at the policy manual so you can get familiar with the workday, dress code, and so forth.
3. You know you will need to adjust your communication style to your boss, but you also want to be clear on what you need. How do you like to communicate? Think back to projects that you worked on—do you plan by the day, week, or longer? Are more or less frequent check-ins helpful?
4. Look at a job description for a job that you want. How would you translate this to specific actions you would want to do in day one, week one, month one, and the first quarter? If you are unable to outline specific actions (and for most job descriptions, you won’t because they are written very generally), what do you need to know to confirm specific actions? | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Job_Searching_in_Six_Steps/12%3A_From_Job_Search_Success_to_Career_Success/12.01%3A_How_to_Do_Well_in_the_Job_You_Have.txt |
LEARNING OBJECTIVES
1. Understand the three types of mentors to develop.
2. Learn how to find a mentor and be a good mentee.
3. Learn other relationships to cultivate outside your immediate boss and mentors.
4. Get strategies for relationship building.
Get a Mentor Who Is Not Your Boss (Get Several)
Most of you have experienced the value of mentors because you already have had someone in your life—a family member or a teacher—who has guided and supported you. While your boss can guide and support you professionally, it is ideal to get mentorship beyond your boss for several reasons:
• You want to be able to ask questions freely and share doubts and concerns. Sometimes it’s perfectly fine to ask questions of your immediate boss, but sometimes you will want to test an idea or probe an issue before bringing it up to the person who decides your next project, promotion, and raise.
• You benefit from multiple perspectives. Your boss’s immediate concern is the performance of his or her team and area. You want to have someone who can be a more objective outsider and is not too close to the situation.
• You establish a relationship outside your immediate area and can therefore learn more about the organization and expand your reach. It’s important to know what is going on in the organization as a whole, and a mentor can provide valuable information.
Don’t try to develop a mentor relationship with your boss’s boss. This can be awkward because your boss might think you are trying to leapfrog or exclude him or her. In addition, you lose the ability to talk more candidly. Regardless of how objectively you try to state things, if you are raising a concern or even a question about your boss, it denigrates him or her in the eyes of the person who assigns your boss the next project, promotion, or raise.
You do not need to have just one mentor. It is unrealistic to think that one person has the time or knowledge to provide all the coaching and support you need. Consider cultivating three types of mentors:
• Guardian angel
• Shepherd
• Board of directors
A guardian angel is what most people think of when they hear the word, “mentor.” A guardian angel is your supporter and protector. Typically, a guardian angel is two or more levels above you to have the credibility and experience to help you. Your guardian angel looks out for plum assignments that might be beneficial to your career. Your guardian angel is experienced in how to be successful at the organization and can advise you on pitfalls to avoid or opportunities to take advantage of. If you have questions about troubleshooting a sticky office situation, your guardian angel will be able to help. For our new teacher in the earlier example, his guardian angel might be a senior teacher or even administrator. This person might propose learning tools or conferences the new teacher could use or attend. This guardian angel also might suggest the new teacher for a committee or other special assignment to raise his profile at the school.
A shepherd is typically not much more senior and may even be more junior to you. A shepherd knows the ins and outs of the organization and can guide you. We all know someone who is the social epicenter of a particular group. For your professional workplace, that is a shepherd who can help shortcut your learning curve. The shepherd knows who is influential, who might be trouble, and who is the best person to talk to for a variety of requests. The shepherd would be a good person with whom to brainstorm about possible other mentors. For our new teacher in the earlier example, his shepherd might be another teacher at the school, who doesn’t need to be of a similar subject or grade, but someone more connected to the culture of the school and who can share the inside scoop.
A board of directors for a company (or board of trustees for a nonprofit) is typically composed of people with different backgrounds and expertise—finance, legal, human resources (HR), operations, marketing, and so forth. The board provides a resource for advice and counsel to the company or nonprofit in a variety of areas. Similarly, you will need advice and counsel on a variety of areas—career advancement, communication and presentation, work and life balance, career change, and so forth. No one person will be an expert in all issues. Instead of relying on one person, it would be helpful to cultivate a board of directors, each with a specific area of expertise important to you. It is ideal to have mentors both inside and outside your organization and even industry. This way, you have a diversity of perspectives. The new teacher might get mentorship from another teacher of a similar subject or grade to provide pedagogical advice. If he has an interest in using more multimedia or innovative teaching approaches, he might ask for guidance from a teacher outside his subject area who knows a lot about audiovisual technology. Even a school operations staff member might be a member of this teacher’s “board” to inform him how the school functions.
To Attract Good Mentors, Be a Good Mentee
Mentorships are close relationships, so it is ideal when they develop naturally. Sometimes, organizations have formal mentor programs, and these are great resources for meeting people and sometimes for establishing mentorships. But don’t rely on a formal mentor program because your employer might not have one or the match you get may not be ideal. Instead, be proactive and use the following tips to help you seek your own mentors:
• Think about what you need and want in your mentors.
• Meet with different people who may fit your ideal to see if a relationship develops.
• Try to expand the relationship to meet more frequently or discuss things more deeply.
• Be responsive and helpful to your mentors.
When you are just starting in an organization, find a shepherd to give you a lay of the land. You need to get acclimated to your new environment. Then think about your goals for next year, two years out, and so forth, and think about what you need to know or what skills you need to develop. This gives you an indication of where you may benefit from mentorship.
Identify people in whom you are genuinely interested who might be able to provide advice and counsel toward your goals. Meet with them for breakfast, lunch, or dinner. If you can work on a project with them, that is another way to start a relationship. You should not automatically assume someone will agree to mentor you or would even be a good mentor. Right now, you just want to see who you enjoy being with and who can also provide the mentorship you seek.
For those people who might be possible mentors to you, you do not need to ask them as formally as you would a marriage proposal—that is, no bended knee before saying, “Will you mentor me?” Instead, let them know that their advice and insights in past conversations have been helpful and ask if you can reach out to them on a more regular basis to continue the conversations. Sometimes people will say they don’t have the time to commit to something regularly, but sometimes people will be flattered and enthusiastic. You will need to meet with many people before finding the right mentors, so don’t be concerned if your first efforts are not fruitful. At the very least, you are meeting people and practicing networking and relationship building.
When you do secure a mentor, you want to be a good mentee. Mentorship is a relationship, so you are equally responsible for its success. You are initiating the relationship, so be mindful of how the mentor likes to communicate and at what frequency. Is it better for him or her to meet at breakfast or after work, rather than during the day? Does your mentor want to have a sit-down meeting with an agenda or a quick conversation when you both have the time? Be proactive about scheduling the meetings so that the mentor isn’t doing the work to maintain the relationship.
Get to know your mentor as a whole person. Find ways to be helpful to him or her. Many mentors enter these relationships because they want to give back. At the very least, let your mentor know about the impact he or she is making by providing results updates—what happened when you took the advice they gave? If you know your mentor has a specific hobby or interest, find a helpful article or recommendation to support that interest.
Remember that your needs and your mentor’s availability change over time. Mentorships evolve, so if you find that you have less to discuss and the relationship has run its course, schedule less frequent meetings. Turn the mentorship into a friendship, and steer the discussions more personally or outside the question-advice format. Treat your mentorships like two-way relationships with give and take.
Develop Professional Relationships with Different Companies, Departments, and Levels
A strong professional network is not just about mentorships. You also have colleagues who provide emotional support and more direct support, perhaps, on joint projects. You may be in a role that has customers. You may be working with consultants or vendors. Your job may require you to partner with other organizations. For your own knowledge and expertise, it is helpful to know about organizations and people outside your own employer. Organizations evolve over time, so it is helpful to know people at all levels—your peer could become your manager, or you may be asked to lead a team composed of peers.
Knowing people in different departments, at all levels, both inside and outside your employer, ensures that you have a diversity in perspectives about your role, your organization, and your industry. You may have a very specific role right now, but as your responsibilities expand, you will likely have to work with more and more people. It is helpful to establish relationships before you are forced to work together.
Our new teacher would want to know people in his school but also in other schools. If he teaches in a public school, it would be helpful to know people in independent, charter, and other schools. People in the school’s administrative department or other school governing body would also be helpful contacts. Academics and experts in education, donors and supporters of education organizations, and parent organizers are other potential contacts for a teacher.
Be Proactive in Your Outreach, Communication, and Follow-Up
You need to be thoughtful and proactive about relationship-building to have quality relationships with mentors, colleagues in different departments, colleagues at different levels, and people outside your employer:
• Set aside specific time to expand your professional network.
• Work on your communication skills and style.
• Follow up over time to ensure relationships develop naturally and are not rushed.
People are busy, and you are busy. If you wait for an opportune time to start building your network, you will not find one. There is no urgency to day-to-day networking, so it will be set aside for a later time that never comes. Instead, schedule a few hours each week with the goal of expanding your professional network. You might set aside one lunch hour per week to eat with a different colleague. You might join a professional association and attend their meetings and mixers. One new teacher volunteered to be her school’s union representative. She wanted to learn about the union, and though she was new, she was the only one who volunteered, so it was great exposure in her very first year. You might play on your employer’s softball league. You might volunteer to organize the office holiday party. Many opportunities exist to meet a diverse mix of professionals both inside and outside your employer, but you have to consciously set aside the time to do this.
Are you comfortable introducing yourself to people and telling them what you do? Networking is one of the six job search steps, so you probably have worked on your networking pitch to get a job, but in the daily work context, your pitch is about what you do now. Plan and practice what you will say.
If the thought of joining a professional association and going to meetings makes you uncomfortable, consider joining with a more extroverted buddy. The softball league or a volunteer committee might provide a structured outlet for your networking. Find a colleague who isn’t shy and ask them to introduce you to people. People are often very happy to help and may not realize you are shy. Let your boss know that you are trying to meet people, and ask him or her to introduce you to people.
Once you meet people, make time to maintain and expand relationships over time. It is impossible to schedule regular live contact with everyone in your professional network—colleagues, customers, vendors, management, former colleagues (as you progress in your career), and people in your related function or industry. However, you can keep in touch with phone calls and e-mails. The same spirit of generosity applies as you expand and deepen relationships—maintain contact without asking for anything in return.
KEY TAKEAWAYS
• Mentors are an important part of your professional network to provide advice and a sounding board for ideas and concerns.
• Do not use your boss or your boss’s boss as your mentor, so you can candidly speak about your issues and get an objective, outside perspective.
• Several types of mentors are available: guardian angel, shepherd, and board of directors. Ideally, you have several mentors.
• You develop strong mentorships naturally by meeting with people and letting relationships grow. Be a good mentee by being proactive and flexible about scheduling, and by being responsive to your mentor’s needs.
• In addition to mentors, you want to develop relationships with people at all levels, in different departments, and inside and outside your company.
• Build relationships proactively by setting aside time to meet people and practicing how you will introduce yourself.
Exercises
1. Do you currently have mentors in your life? Pick one area of your life that you wish to improve, and try to find a mentor for that area.
2. Think about your one-year, two-year, and longer-term goals. What areas do you already know would benefit from some mentoring? Think about who might be ideal mentors for those areas. Can you start meeting these people now? Remember that you want to have mentors both inside and outside your employer, so you can start even before you are hired.
3. Look at the suggestions for building your professional network and decide which ones appeal to you. If the idea of a membership group appeals to you, can you join something now? Professional associations often have student chapters or other groups for people new to the career. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Job_Searching_in_Six_Steps/12%3A_From_Job_Search_Success_to_Career_Success/12.02%3A_How_to_Develop%2C_Expand%2C_and_Maintain_Professional_Relationships.txt |
LEARNING OBJECTIVES
1. Learn strategies to practice good career management while still focusing on your day-to-day job.
2. Understand the outline and learn how to maximize a performance review meeting.
3. Understand when and how to ask for a promotion.
4. Understand when and how to ask for a raise.
Career Management Goes Beyond Your Day-to-Day Job
Even from the earlier sections of this chapter, you can see that your day-to-day job is just one part of your work experience. paper work, company policies, and physical environment also are a part of your job. You also have professional relationships. Even if you look only at yourself and what you do, you still are responsible for more than just your day-to-day job. You also are responsible for your overall career; these are two distinct entities.
Your day-to-day job is what you were hired to do now. It is meeting the success metrics that you confirmed in your first ninety days. It is having a good relationship with your current boss.
Your overall career is made up of your day-to-day job and your future jobs; therefore, career management means staying marketable and ready for future jobs that will be different from the job you are doing now.
To continue the schoolteacher example, his day-to-day job is teaching his students in the class he has now. Maximizing his overall career also includes staying current on pedagogy and his subject expertise. It also includes getting additional certifications. If he aspires to school leadership, teaching excellence will be just one part; he needs administrative experience in school operations; he needs to coach other teachers; he needs to stay abreast of the latest teaching innovations and challenges because as a leader he needs to guide his school through changes in education. This schoolteacher, therefore, needs to meet his day-to-day job demands, while fitting in the development of additional skills and experience required for his desired future job.
An accountant might be assigned a specific area of tax and a specific type of client. Her day-to-day job is about completing the tasks at hand. Later roles will involve overseeing an entire project and multiple accountants, who, like she once did, just manage certain tasks. Later roles might require overseeing entire client relationships with multiple projects. Finally, this accountant will be expected to bring in new clients; her primary focus becomes selling projects rather than managing projects or performing accounting tasks. This accountant, therefore, needs to perform her accounting tasks, while maintaining perspective on the overall project, developing management skills, and ultimately developing client relationship and selling skills.
The ability to manage both your day-to-day job and your overall career requires good time management and self-awareness of your dual tracks. It is a time management issue because you need to do the daily work of your job and still prioritize time for career-building. You also must have self-awareness of what you want to achieve, your ideal timetable, and what you need to meet these goals. When you are new in your career, your main priority should be to be the best performer you can be in your current job. As soon as you have acclimated to your environment and mastered your daily work, it is time to start proactively scheduling in the training, research, and relationship-building activities you need to prepare for your next role. Do not just assume that opportunities for career advancement will come to you.
Maximizing Your Performance Review Meeting
One way of knowing that you have mastered your daily work is by getting feedback on how you are doing at your job. Some organizations have formal feedback processes, where your direct boss and sometimes even colleagues or other people who work with you fill out a performance feedback form. These forms typically include criteria for the technical skills of your job and soft skills, such as communication skills and relationship skills with others. When you join an organization, find out if it has a formal performance review process. Find out its frequency—it could be annually or several times per year. Some organizations (e.g., management consulting firms) give formal feedback after every project. Ask to see the performance review form when you start because it is a great indication of the criteria by which you will be judged.
Unfortunately, not every organization has formal processes in place, or, if they do, not all managers actually give the review in a timely and thorough way. Your employer might have a formal process, but if no one follows it, you still don’t have your review. In the case where you aren’t getting formal performance feedback, you need to ask for it. In the first section on how to do well on the job, we covered the importance of regular updates with your boss. This alone should ensure that a formal performance review has few surprises. However, these shorter updates are not a substitute for a more thorough review of your performance. Schedule a meeting with your boss well in advance, and let him or her know you would like to discuss your performance.
At a formal performance review, you want to cover four topics:
• A summary of what you are working on and have accomplished since your last review
• Confirmation of priorities and expectations for what you will be working on in the next few months or year
• Specific things you did well or qualities that are your strengths
• Specific areas you need to improve, including suggestions for how you can develop these areas
Don’t assume that your boss is aware of everything you are working on and have accomplished. Some jobs have narrowly defined tasks, but many jobs have ad hoc projects that arise. Sometimes you take over the duties of a colleague if your area is restructured or the colleague is assigned to other things. Your boss may lose track because he or she might have other direct reports and his or her own responsibilities and daily work. The new accountant, for example, might have been expected only to be a junior member of a project team, but maybe the manager got called onto another project for a few weeks, and the new accountant stepped up. She needs to make sure her boss realizes that she went above and beyond on a project.
Come prepared to your performance review with a list of your current responsibilities and past accomplishments. Listen closely to what your boss sees as your responsibilities and past accomplishments. Make sure you are on the same page—maybe you are prioritizing a part of your job that your boss sees as trivial. Maybe your boss highlights a win that you overlooked or dismissed as unimportant. The new accountant might be spending a lot of time formatting specific client reports rather than talking to the client and getting verbal input on what they’re thinking. Maybe the firm would prefer that she get in front of the clients more, rather than focus on the written correspondence (or vice versa). Come to agreement on any gaps between how you evaluate your performance and how your boss evaluates you so that you know the criteria on which you are judged for the future.
In the spirit of agreement, confirm priorities and expectations for the upcoming months or year (depending on the frequency of when you get a performance review and how quickly your duties typically change). Make sure you are working on the tasks and projects that matter to your boss and to your department. Be prepared to discuss what you plan to work on, but be open to the possibility that your boss might reprioritize your work. Having a prepared list of upcoming tasks and projects also makes your boss aware of everything you are doing—remember, he or she has other direct reports and responsibilities and may not realize all you’ve been assigned.
Ask for feedback on your strengths and what you did well. Don’t assume that a performance review is just about improving and therefore discussing your weaknesses. Knowing your strengths is equally important so you know what to build on and do more often. Continuing the example of the schoolteacher, many schools observe teachers in the classroom and give instructional feedback (this is done by the principal and possibly dedicated instructional coaches). A new teacher might not realize how effectively he is engaging his students by mixing up the lesson into lecture, small group, and independent work. Once that is pointed out in a performance review, the teacher knows to build this into future lessons.
However, you also want to address any weaknesses or areas to develop. Don’t get defensive; just listen and schedule another meeting after this review if you still disagree with the feedback once you’ve had time to absorb it. Ask for specific examples so you are clear on what behavior isn’t desirable or how your skill in a weak area is deficient. Get your boss’s recommendation for how you can address these weaker areas. Do you need to get on a project to hone these skills? Is there any training you can attend at the organization or offsite? Can your boss give you more regular coaching on a day-to-day basis? Continuing the example of the new accountant, she might have struggled on a project that required a specific industry expertise or area of accounting. Her boss might recommend a training course to develop this expertise, or she may be placed on another project in the same industry or accounting specialty so she can get more exposure to that area.
If a number of weaknesses are revealed, or if there is a wide disagreement between what you and your boss think (in terms of what you accomplished, your future priorities, strengths, and weaknesses), you want to get agreement on the next steps to fill this understanding gap. You probably want to schedule another meeting in the not-too-distant future to check in or at least step up your regular updates. It is important that you know how your job performance is being perceived and that you build on your strengths and improve your weaknesses.
When and How to Ask for a Promotion
Your main priority when you are new on the job is to master the job. You will learn from your performance reviews how you are doing and if you are ready to take on more responsibility. Some organizations have very specific career tracks with well-defined schedules for when the typical employee progresses to more responsibility and a formal promotion in title. As with performance reviews, however, not all organizations have a formal or well-defined process. Over your career, you may be in situations where you need to ask for a promotion.
You need to have a good understanding of your organization’s culture to know the best timing and case for a promotion. In a flat organization, where there are few titles, the chances of a promotion are fewer due to the flatter structure. Even where a range of titles exist, if you see that people with the more senior titles have many years’ experience, then you can approximate that the track to each promotion requires many years. There are always exceptions, so you want to look at individual cases in your specific organization, but the flatness of the organization and the title track of people already within it are two good indications of how promotions are viewed.
It is ideal to already be doing a bigger job before requesting a promotion. You want to have earned your promotion. It will not be given on promise or potential. In this way, you want to structure a promotion discussion much like the performance review meeting. You want to itemize your current workload and past accomplishments, which should demonstrate that you have taken on more than your current title suggests. You want to confirm your future projects, which should indicate a bigger role with more responsibility. You want to highlight your strengths.
Know the exact title you want and what you plan to do in the role. If your boss agrees, get confirmation of when the promotion will take place and ask for something in writing documenting your new position and responsibilities. This way, you ensure that everyone has the same understanding and that your promotion has officially gone through the proper channels of approval.
If your boss doesn’t agree, get a clear understanding of why so you can plan your next steps and manage your career accordingly. If the timing is too soon, find out when you can revisit getting a promotion. If promotion approvals occur only during certain times of the year, mark your calendar so you catch the next decision process. If your boss disagrees about your achievements or skills, ask for recommendations on how to improve. You are not entitled to a promotion, but you also don’t need to sit idly by and just wait for one. Document your achievements, make your case, and act on feedback that you receive.
When and How to Ask for a Raise
A promotion and a raise are different, although they sometimes go hand in hand. As with promotions, some organizations give raises on a regular schedule, typically annually either at your start date anniversary or at the same time every year for the whole organization (in which case, the raise is prorated for your start date in your first year). Sometimes raises are pegged to inflation; this raise is known as COLA, or cost of living adjustment. Sometimes raises are performance based, in which case strong feedback or specific results (e.g., sales) determine the raise.
As with promotions, you want to know what is customary for your specific organization. This doesn’t mean that you can’t ask for an exception, but you will at least know what to expect and to brace yourself to make a case if what you are asking for is exceptional. You might consider asking for a raise if your job has changed dramatically and you are taking on more tasks and responsibilities. Another reason to ask for a raise outside the yearly increase is if you have new market information that shows salaries in similar positions are dramatically different from your own.
A raise implies a permanent adjustment to your salary. Your employer may not want to do this if your additional responsibilities are temporary. In this case, you might ask for a spot bonus, or one-time bonus, to compensate you for your extra work. Remember that going above and beyond your daily work is how you distinguish yourself, so in and of itself that is not enough to justify a raise or bonus. A raise or bonus is warranted in extraordinary cases, and the measure of what is extraordinary varies by organization.
As with promotion requests and performance review meetings, you want to come prepared with your accomplishments as evidence you deserve a raise. The raise meeting is the time to share any market data that you learned. Be informative, but not threatening. You don’t want your employer to think you are giving an ultimatum that you get the raise or else you will quit. They may call your bluff. Instead, reiterate how excited you are about your position and affirm that this is the right organization for you, but make your case why a raise may be merited for what you have done.
KEY TAKEAWAYS
• Doing well on your job is but one part of overall career management. You also want to look at your future goals and make sure that you develop the training, experience, and relationships necessary to reach these goals.
• Some organizations have formal processes for giving performance reviews, assigning promotions, and granting raises. You want to know what is customary for your organization.
• If your organization does not have official processes for performance reviews, promotions, or raises, you will want to schedule time to discuss these with your boss.
• Regular performance feedback is critical to ensure you are doing a good job and are on track for your career goals. Promotions and raises are not a regular occurrence, but are for extraordinary contributions, such as if your responsibilities increase or you have exceptional results in your work.
Exercises
1. Aside from doing well in your first job, what are your career goals? Write your autobiography from the point of view of twenty years from now. Yes, you will have to make assumptions and outright guess for some things, but let your imagination explore what you’d like to say you accomplished. Then work backward to explore how you might get that career. When did you get your first promotion? How is a promotion defined—a bigger role, managing people, better scores, higher sales, or some other measure? Do you go to graduate school—for what and when? Look at the profiles for people who have the career you want and see what their career trajectory looks like.
2. If you have a sense of your long-term career goals, plot out what you can do in your first year to move toward these goals. If you know graduate school may be in the future, set reminders for yourself to check on the status of recommendations—are you working closely enough with people who can provide recommendations down the line? What professional organization might you want to join?
3. For the jobs you are targeting, talk to professional associations and people who have those jobs about what is customary regarding performance reviews, promotions, and raises. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Job_Searching_in_Six_Steps/12%3A_From_Job_Search_Success_to_Career_Success/12.03%3A_How_to_Steer_Your_Career_Advancement-_Promotions%2C_Raises%2C_and_Performance_Reviews.txt |
LEARNING OBJECTIVES
1. Learn the signs of a potential layoff.
2. Get strategies for how to handle a layoff and move on to a new job.
The recent high unemployment numbers underscore that an important part of career success is staying employed even when the economy is difficult. The first three sections we covered in this chapter all contribute to securing your job:
• Doing well in your daily work increases your value for that job.
• Maintaining open communication and a good relationship with your boss ensures that you stay positively in mind if layoff decisions need to be made.
• Having a broad professional network means other people may support your case.
• Being mindful of career advancement helps because organizations like to keep strong performers.
However, sometimes even good workers get laid off. Companies buy or merge with other companies, and this often means there will be overlap—for example, two human resources (HR) departments, two accounting departments, and so forth. The new company may not need or have a place for everybody. Organizations may close their doors altogether. Enron, Bear Stearns, Lehman Brothers, and several nonprofits with money invested with Bernie Madoff closed quickly, without any warning in some cases. Therefore, knowing that layoffs can happen through no fault of your own, you want to be able to see the warning signs (so you have more time to react) and manage a layoff so you get the most support and momentum to move on to a new job
Watch for Warning Signs before a Layoff
It’s hard to predict the exact timing of a layoff, but certain events indicate that you should start paying closer attention to the health of your organization and the security of your job:
• Changes in the economy
• Changes in industry
• Changes in an organization’s financial standing
• Changes in management
• Changes in behavior of managers, coworkers, and subordinates
• Changes in job responsibilities
• Changes in performance feedback
If the overall economy is stagnant or depressed, repercussions are felt throughout many industries. Public schools are impacted by state budget cuts. Hospitals face shrinking federal funds. Nonprofit endowments decrease and, subsequently, so do their operating budgets. Consumers spend less, so retail stores have lower sales and lower revenues. Businesses have less money to spend on advertising, technology, consulting, and other business services. If the economy takes a hit, your employer likely takes a hit. If the economy suffers a deep blow, it might be enough to threaten your employer’s ability to maintain its workforce.
Sometimes specific industries are hit especially hard. Housing has undergone a recent contraction, so mortgage services, builders, housing-related equipment and supplies, and other real estate-related companies are struggling. If you hear that your employer’s competitors aren’t doing well or that your broader industry isn’t doing well, follow the news more closely. If an industry your employer serves isn’t doing well, that impacts you just as directly. For example, when car companies were having financial trouble, the advertising agencies that relied heavily on automotive company business also were hard hit. The Occupational Outlook Handbook produced by the Bureau of Labor Statistics tracks hundreds of different jobs and gives estimates on future job prospects for that role.
You may be tempted to disregard your organization’s internal memos, newsletters, or even annual report, but it is a good idea to stay current with your organization’s health. Is it profitable? Does it have a diversified customer base—that is, a lot of different customers, so you are not relying on any one group? Is your employer growing? Is the growth related to your job, or is it in a different geography or different functional area?
If your organization’s management changes, that is a sign to follow your work environment and prospects more closely. It is customary for a new executive team to want to bring in their own people. If you are new to your career and many levels below the executive team, this may not affect you now, but it’s something to remember as you advance upward in your career. In addition, if your immediate boss changes, the new boss may want to bring in his or her own team, and that does affect you, regardless of how junior you are.
Earlier in this chapter, we talked about keeping open communication, developing relationships, and getting feedback. You want to do this on a regular basis because changes in the behavior of your boss or colleagues (or team when you start managing others), as well as changes in your responsibilities or your performance feedback should be watched closely. You want to have time to turn things around if you discover people are not happy with your work. If you can’t ameliorate the situation where you are, you want to have time to look for your next opportunity and leave on your own terms.
Improve Your Situation If You Do Get Laid Off
A layoff doesn’t have to mean you did a bad job. If you are let go for performance-based reasons, by all means learn from that. If you are fired because you didn’t get along with your boss or coworkers, try to establish better relationships at your next job because professional relationships are important. If you were laid off due to a bad economy, restructuring, or other external reason, let the job go and focus on moving on to your next job.
To make the most out of a layoff situation, you can take action steps at different stages:
• During the termination process
• Before your final day with the organization
• After you leave the organization
Manage the Termination Process
Layoff scenarios will vary based on how much lead time the organization has to prepare and how many resources it has to support the layoff. A small business with few employees will handle layoffs differently than a large, global company with thousands of affected employees. The following is a roadmap for managing the termination process in a large organization that has resources to provide support for laid-off employees.
Once a layoff is announced, you will meet with HR to discuss the terms of your severance and your end date. Prepare for this meeting by reviewing your organization’s manual and any information about the severance policy. Some questions to consider include the following:
• How is severance pay calculated (typically by years of service, but additional compensation is sometimes given after long tenure, if little warning is given, or if many employees are affected)?
• What happens to bonuses or other compensation that haven’t been paid yet?
• What happens to retirement benefits that still need to vest?
• What health coverage and other benefits are available?
Ideally, you have a friend in HR who can explain the policies to you before the termination meeting so you know what to expect and what you want to negotiate if you need more than the policy dictates. Severance packages are negotiable.
During the termination meeting, listen closely and take notes. Fully understand the severance package being offered. Ask questions if anything is unclear. Agree to get terms of the severance package in writing. Schedule a follow-up meeting for after you have a chance to review these items. Do not negotiate yet because you want to take time to prepare.
Remember that the organization probably regrets having to lay you off and wants to help you. Once you have received your offer, check what is customary for organizations similar in size and in your industry. You might want to negotiate for some of the following items:
• More severance pay
• Longer health-care coverage
• Payout for bonuses accrued up to your end date
• Immediate vesting of your retirement benefits
• Outplacement or career coaching to help get your next job
• Payouts for unused vacation, sick, or personal days
• An end date further out (Your end date may determine things like bonus pay, retirement vesting, and even accrued vacation days, so the further out your end date, the more you might accrue.)
Secure Your Relationships before You Leave the Organization
Collect contact information for the people with whom you’d like to keep in touch. Don’t forget to share your personal contact information because most of your colleagues are used to reaching you at your work e-mail. Arrange with the IT department to have an automatic reply to your work e-mail that enables people who are trying to reach you specifically to have access to your personal information. If you do not want to share your personal information with everyone who may contact you at work, create a temporary account on Gmail or Yahoo! specifically for this forwarding purpose. Have the temporary Gmail or Yahoo! account forward to your primary personal e-mail and then you can decide if you want to share your information at that time.
Thank your boss, management, colleagues, and direct reports. Even if you are not personal friends with all these people, you may need them for references or job leads. For people whom you know you want for references, ask them while you are still on staff so you can do so personally. Get their personal contact information, in case they get laid off, too, or otherwise leave the company. Collaborate with your boss on what details of your layoff will be distributed both inside and outside the organization. You want to make sure you have a consistent and positive story.
Check with HR to see if there are consulting opportunities within the organization or openings at subsidiaries or partners of the organization. Find out if a formal process is necessary to submit your résumé or arrange interviews.
Some organizations require that you leave your office the same day you are laid off. You may not have time to take all the preceding steps. If you know this is a possibility where you work (check what is customary for your industry and also how your organization handled layoffs in the past), make sure you have personal contact information well before any danger signs are visible. Make sure you can quickly pack your office and take what you need. Do not keep your personal contacts only on your office computer or office phone because you might not have enough time to pull these contacts off before you lose company access to this information.
Get Ready to Start Your Search Right after You Leave the Organization
It’s fine to take time off to recharge, but don’t mistake your severance period for a paid vacation. Use that time to start your job search while you still have a cash cushion. Don’t wait until you are running out of money and then cram in an anxious and desperate job search.
Run your numbers on how much cash cushion you have (given severance, savings, and so forth) to give you a timetable for your job search. A proactive job search typically takes three to six months. If you need money coming in sooner, you might want to build in time for temporary or consulting work in addition to your job search.
Your job search is now your full-time job. Schedule time for specific job search activities. Prioritize your job search so you are not tempted to spend this new “free time” reorganizing your house or doing non-career-related projects.
KEY TAKEAWAYS
• Changes in the broad economy, your industry, your organization’s financials or management, or the feedback you are getting may signal a potential layoff.
• If you do get laid off, manage your termination process to get the maximum support to which you are entitled.
• Before you leave an organization, collect contact information and say thank you. Relationships with your former employer are still important.
• Don’t wait too long to start your job search, so you won’t feel rushed or pressured to land a job right away.
Exercises
1. Start the habit of following the broad economy and your target industry. Add The Wall Street Journal, Financial Times, Fortune, BusinessWeek, or other general business publications to your reading list.
2. Compose a checklist for yourself with what you need in a layoff situation so that when you start your new job, you have it as a reference tool. Remind yourself to keep personal contact information somewhere other than just on your professional equipment. Remind yourself to review your organization policies and build relationships with HR before you need them. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Job_Searching_in_Six_Steps/12%3A_From_Job_Search_Success_to_Career_Success/12.04%3A_How_to_Secure_Your_Job_during_Difficult_Economic_Times.txt |
LEARNING OBJECTIVES
1. Understand potential challenges you may face in the workplace.
2. Get strategies for how to handle problems and when to use formal channels, such as human resources (HR).
3. Learn how to avoid burnout and maintain work and life balance.
Day-to-Day Workplace Conflict Is Often about Managing Relationships
When you work side by side with people, many different people and personalities are interacting, so conflicts inevitably arise:
• A talkative colleague interrupts you when you are trying to work.
• A teammate on a project isn’t pulling his or her own weight.
• A competitive colleague takes credit for your ideas.
• A person from whom you need information is unresponsive.
These examples present challenges in day-to-day relationships. Relationship management is a key skill to mitigate common workplace conflicts. Your mentors, especially your shepherd, can help you by forewarning you of colleagues who might be problematic and advising you how others have learned to work with those people. You might simply need to set boundaries and establish a working relationship for the future.
If a colleague interrupts your work, don’t continue the conversation. If you engage her in conversation, she might think you welcome her interruptions. Let her know you have a deadline and ask if you can come by at a set time. Make sure you schedule a time that is specific and limited. She will likely get the message—though it may take a few times—and stop interrupting you. You have set a boundary and a standard for how you wish to be treated.
If a colleague isn’t pulling his own weight, your strategy will depend on his seniority to you (if you are peers, it’s less complicated than if he’s senior), your working history, and whether you expect to be working together in the future. React more carefully if your lazy colleague is senior, in case he has more influence with your boss. If your working history has been good in the past, you might decide to give your colleague the benefit of the doubt or reach out and candidly offer your help. If you expect to be working together on an ongoing basis, it is more important that you first establish a good working relationship. Get help from your mentor on how to deal with the situation in a way that reflects the culture of the organization as well as the relationship and power dynamics.
If a competitive colleague takes credit for your idea, make sure you document your ideas and speak up so that she is unable to do this. She might not realize it’s your idea and is merely repeating what she heard. She might do this intentionally, but once you stand up for yourself, she’ll move on to others. This underscores how important it is to have regular updates with your boss where you can let him or her know firsthand what you are contributing.
If a colleague is unresponsive, recognize that there will be many situations where you have to influence people to help you, even when it is someone over whom you have no direct authority. This is a great skill to learn. The causes as to why someone may be unresponsive differ widely, but you can help the situation by making clear requests with specific deadlines. People are busy, and if you don’t get what you need, rather than assume someone is deliberately being unhelpful, be clear and help people help you.
These are just some examples of workplace conflicts, but others will occur because your work environment combines many different personalities, roles, and cultures. Good communication and relationship-management skills will help you tremendously. If you have mentors who can provide a sounding board, as well as the cultural and historical context for people’s behaviors, that will help tailor your good foundational skills to your current environment.
Workplace Issues Sometimes Are Complex and Require Assistance from HR
It is always a good idea to work with your mentors to help manage workplace conflict. Depending on the seriousness of the issue, you may also want to call on HR, which includes people specifically trained in employee relations, employment law, and other areas helpful to mediate workplace conflict.
In the “Learn How Your Employer Runs Its Business” section of this chapter, we recommended you read the company policy manual within your first ninety days. Often, you are required to sign confirmation you have read and are familiar with the policies. It’s important to keep the manual handy so that you know how to manage some of the following uncertainties or conflicts beyond daily relationship struggles:
• Can I check my personal e-mail and online sites during work hours?
• Can I pursue a job on the side?
• Can I date a colleague?
• Can I take or e-mail my files with me if I want to work from home.?
• Is it harassment or discrimination when I’m offended by something a colleague said or did?
Technology policies evolve quickly because of the increasing importance of social media. By the time this book is published, standards likely will have changed. Currently, some employers monitor all employee e-mails sent on office equipment, whether from a personal e-mail account or not. Some employers block access to sites like Facebook or LinkedIn. Be careful if you have a personal blog. Your employer may still consider that what you say reflects on them. You want to check what is allowed and customary at your own workplace.
Generation Y (born 1980–1995, so they are today’s entry-level workers) is an entrepreneurial generation. It is not unheard of to find people with a side business, perhaps a website or a consulting business. This could be a violation of company policy, so even if you do the extra work on your own time and don’t think it interferes with your work, you want to make sure it is not a violation. A conflict of interest might occur, and working another job could be grounds for dismissal.
Similar to a job on the side, office dating may be explicitly covered in company policy. Even if it isn’t, weigh the decision carefully to date a colleague. If the relationship doesn’t work out, you still have to see this person. In addition, even if you and the colleague you are dating are both fine with the decision to date, other colleagues may react differently. When you are early in your career, you have a short track record, so your reputation is built with what you do every day. Weigh possible adverse perceptions carefully.
Don’t assume you can just e-mail or take your work files out of your office. If you are dealing with customer data or information that must be kept confidential, taking information offsite may be against company policy. Your home office equipment may not meet security requirements. You might have to log into a specific server to access your work files so that security is maintained. Again, don’t just assume. Check your employer policy.
If you think a colleague is harassing or discriminating against you, this is a good example of when you might want to speak with HR. When you bring issues to HR, they need to start an official investigation, so make sure before you do this that there really is a problem and not a misunderstanding that you can handle on your own. Maybe the boorish colleague does not mean to discriminate, but just has terrible judgment or poor taste. Your mentors can help you assess the situation based on exactly what happened, what they know of the colleague in question, and any other nuances specific to your employment situation. You should never tolerate harassment or discrimination, but use good judgment on the best course to pursue.
Workplace conflict can be tricky and varies widely, so it’s impossible to cover every scenario or make very specific recommendations. Some good rules of thumb include the following:
• Focus on maintaining good relationships with open communication and clear boundaries.
• Know your company policy, and check to see if answers to your questions are readily available.
• Use your mentors as a sounding board and information source for nuances and historical examples you can’t readily research.
• Use HR for support. It is always helpful to have a friend in HR who can share information and counsel outside of official meetings.
KEY TAKEAWAYS
• Many workplace conflicts can be minimized with good relationship management—open communication and clear boundaries.
• Do not assume that you can do personal work on office equipment or take work home on your personal equipment. Check company policy on personal e-mail and social media policy, confidentiality, and any other issues about which you have questions.
• Use your mentors for advice and information.
• Use HR as a resource if a serious office situation occurs, such as harassment or discrimination.
Exercises
1. How good are your relationship skills? Many of the scenarios listed can happen in school or another nonwork environment. Think about where you have had difficult relationships in the past, and think of helpful strategies you used. Think about areas you may need to develop, and plan how you might work on these before you start your job.
2. Try to find a company policy manual for the industry or type of company in which you are interested. What are the policies regarding personal e-mail and social media, working a side job, and so forth? Talk to people in the jobs you are targeting to find out what is customary. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Job_Searching_in_Six_Steps/12%3A_From_Job_Search_Success_to_Career_Success/12.05%3A_How_to_Manage_Work_Conflicts.txt |
LEARNING OBJECTIVES
1. Understand why quality of life outside work contributes to career success.
2. Get strategies for how to maintain a healthy life outside your job.
Personal Finances Impact Career Success
Some employers check credit history before extending offers. One of the reasons for this is the notion that a person’s ability to handle money responsibly is a signal of overall responsibility. This is a well-defined example of how your life outside of work (in this case, your finances) impacts your career success. When you transition to your first job, you have a number of financial issues to manage:
• If you borrowed money for school, you may have to start loan repayment.
• You may need to secure your first off-campus residence.
• You won’t have health insurance through your school, so you need to secure medical coverage.
• You have your first significant paycheck and need to understand withholdings, taxes, and perhaps retirement plans.
Even if this isn’t your first job, financial transitions will occur throughout your life—for example, buying a home, getting married and commingling finances and legal obligations, and having children.
For both the entry-level and the experienced worker, your financial situation dictates how much risk you can take, which may limit your opportunities. If you are living paycheck to paycheck, you might need to tolerate a less-than-ideal work situation. You might not be able to take a chance on a new business or a job change.
Personal finances matter. You can start some good habits start early in your career:
• Check your credit annually. You can get a free credit report at each of the major credit bureaus at https://www.annualcreditreport.com/cra/index.jsp.
• Manage your debt. If you have student loans, get confirmation about when you need to start repaying and how much. With other debts, make sure you pay at least the minimum on time. Late fees and penalties for underpayment can add significant amounts quickly to your original debt. Don’t forget to consider future graduate school plans as you review and organize your debt load.
• Get adequate insurance coverage. You want to be able to focus on your career and not have to worry about unexpected medical bills or something happening to your home derailing your focus. Types of insurance that most people need include medical insurance, dental insurance, life insurance, homeowners or renters insurance, and disability insurance
Health and Well-Being Are Important to Your Career
In addition to good finances, good health is part of the foundation for career success. You physically can’t do the work if you don’t take care of your health. Once you know your typical work schedule in your new job, schedule time for exercise. Some workplaces have gyms, or you might look at nearby gyms as an option to make time for exercise.
Schedule your annual physical, dental appointments, and other routine medical care. Put these appointments into your professional calendar so you don’t schedule meetings on top of these and push them off to the side. Try scheduling as many routine checkups as possible before you start your job so that you can focus 100 percent on the new job.
Make time for breaks, eat lunch, drink water, and practice good health habits even during the workday. When you are new, you have a lot of information to process and you may be tempted to work through breaks or lunch, or never leave your desk. Set your Outlook calendar to remind you to stretch. Block off your lunch hours and make dates with colleagues so you keep the time free. You need to replenish your mental and physical energy so you are able to focus and do good work.
You might be tempted to work past the regular day, or do career-related activities after work (e.g., professional networking, training). While this is admirable, you also want to pursue hobbies and personal interests outside work. First of all, personal hobbies make you a more well-rounded person, which helps your career. Second, focusing on personal hobbies gives you a more diverse network, which also helps your career. Finally, pursuing personal interests gives you a much-needed mental break, which should help you be more focused and possibly more creative in your job.
Personal Relationships also Need Attention
Not every relationship needs to contribute to your career success. Consider involvement in your community. Don’t forget your social circle from college and other non-work-related situations. Similar to personal hobbies, personal relationships outside work make you more well rounded and give you a diverse perspective. It is easy to overlook these relationships, so schedule time on your calendar on an ongoing basis so that these relationships are not continually pushed aside for work reasons.
KEY TAKEAWAYS
• Life success contributes to career success, such as the areas of personal finance, health and well-being, and relationships.
• Schedule the time and specific activities for each of your nonwork areas so that they are not forgotten in the immediate pressures of work.
Exercises
1. Go to https://www.annualcreditreport.com/cra/index.jsp and order your credit report. Fix any errors, and read it thoroughly to understand the current state of your finances.
2. Itemize your current financial responsibilities. Make a list of bills you need to pay. Make a list of action steps before your next job, for example, if you need to find a place to live. Check your insurance coverage.
3. Schedule routine medical checkups. Set your calendar for when you need to make your next appointment so that when you are busy on the job you can be assured that your calendar will remind you to make appointments.
4. Pick which personal hobbies and relationships you will prioritize. Make specific plans with dates, times, and activities and how you will incorporate these interests and relationships once you start working. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Job_Searching_in_Six_Steps/12%3A_From_Job_Search_Success_to_Career_Success/12.06%3A_How_to_Have_a_Life_and_a_Career.txt |
LEARNING OBJECTIVES
1. Learn the signs of when you might want to start looking.
2. Get strategies for how to look for a new job while you still have one.
Your Career Is a Succession of Jobs
In the beginning of this chapter, we introduced the notion that your career is a succession of jobs. So you should start your career fully expecting to hold multiple jobs. Even if you stay at the same organization, your job within the organization will change:
• You may take on increased responsibility. The schoolteacher becomes a grade or department chair, then an instructional coach, and then perhaps an administrator. The accountant becomes a project manager and then a client relationship manager.
• You may change focus on a different specialty or area of expertise. The schoolteacher moves from an elementary grade to middle school, or from one subject to another. The accountant who worked in the financial services practice moves to the technology practice and works with different clients.
• You may work for a different part of the organization. The schoolteacher at a public school may decide to work in the Department of Education (effectively school headquarters). In this way, he is still in education but working centrally across schools on operations, curriculum design, or another central role. The accountant may move from client-facing work to a central role helping the overall firm. She might focus on marketing, using her firsthand accounting knowledge to get published and speak at conferences as a representative of the firm. She might focus on human resources (HR), becoming a recruiter for the firm.
Your own organization is a possible source of future jobs, so you should know your organization much more broadly than your current job. Know the different departments. Know the different clients and constituents your organization serves. If your organization is part of a larger group or has partners or subsidiaries, get to know these as well. You want to know the structure, what types of jobs are available, and the protocol for moving from one part of the organization to another. Some organizations have very clear rules about applying for internal jobs—for example, you need to get your current boss’s permission before applying; you need to apply through HR or use another special application.
Multiple Options Exist If You Want to Change Organizations
Staying in your current organization is not your only option. Keep in mind, however, that in the beginning of your career, it is valuable to establish a track record. Staying at a job for one year or longer has value in the duration itself because you show that you have staying power and can follow through. People change jobs more frequently now, so prospective employers are not as critical when they see various employers on a résumé. However, multiple short stints of two years or fewer raise a red flag for employers that you might leave them just as quickly, or are otherwise unable to last. Recruiting and onboarding is expensive and time consuming, so prospective employers shy away from candidates who might be a flight risk.
That said, several signs might show that you have outgrown your current organization:
• You are no longer challenged, and your organization is too small for you to make a lateral move into other areas.
• You want to focus on a different specialty or skill set than you can in your current organization.
• You want to relocate, and the organization is not present in your new geography.
• You have a business idea and decide to work for yourself.
Each of these options represents a different type of opportunity and therefore a different search.
If you are leaving for a challenge, then your search needs to focus on jobs with broader responsibility or expertise requirements than you have now. Be clear on how you will measure the amount of challenge: Are you looking to manage a team? Are you looking to have responsibility for a budget or finances? Are you looking to learn a specific skill? Your ability to define specifically what you want in your next job will enable you to search for those opportunities in a targeted way.
If you want to focus on a different specialty, skill, or geography, then you want a career change. You are not just taking the outline of your job and moving it into the context of another organization. Rather, you are changing a fundamental piece of it—industry, function, or geography.
If you are leaving to go into business for yourself, this is also a career change from traditional employment to entrepreneurship. You will have the day-to-day job as well as sales, marketing, operations, finance, and all functions of running a business. The schoolteacher who decides to open a tutoring service will still be teaching but also will need to market his services, sell to prospective parents, bill his hours, collect money, balance his books, and so forth. The accountant who opens a private practice similarly has to market, sell, and run operations of an accounting firm, in addition to accounting.
Revisiting the Six Steps Will Help You Launch a Thoughtful, Proactive Search
The job search always starts with targeting so that you can customize each subsequent step to your target. Once you have determined how your next job is defined, you can move through each of the same six steps you used to get this first job.
Remember to update your marketing materials to reflect everything you have accomplished in this new job. It is good practice to update your résumé on an ongoing basis even when you are not considering a new job. Whenever you complete a new project, take on additional responsibility, or learn a new skill, add it to your résumé. This way, you are not scrambling to remember everything you accomplished (you can always edit it). Another benefit to frequent updating is it is a built-in check and balance that you are accomplishing, progressing, and learning in your job. If six months have passed and you have nothing to update, look into opportunities for training or taking on additional projects to stretch your skills and experience.
Networking is another job search step that will have changed from your first search to this current job. Your network has grown since your first job search. It now includes people you have met in your current job, as well as any professional groups you might have joined. It also includes people you met as a result of your first search. Don’t overlook helpful people from your first search.
Obligations in Your Current Job Must Continue to Be Met
The six-step job search is effective because it is thorough and enables you to retain control of your search. Because it is thorough, it takes time. You must be able to spend time on your job search without compromising your ability to do your current job. From an ethical standpoint, you have committed to this job, so you need to produce. From a practical standpoint, you need to have good references from your current job for your next job, so you must maintain good standing with your current organization.
You will be able to do a lot of your job search outside normal business hours. You can update your marketing materials, research new possibilities, and reconnect with your existing network on evenings and weekends. Once you start networking outside your immediate circle and interviewing for specific jobs, you will start to intrude on your normal workday. Save your lunch hours, vacation days, and personal days in anticipation of using them for your job search.
Another area for preplanning is your appearance! If your organization does not require formal business attire, then you will stand out in your interview suit. You might consider dressing more formally on regular days so that your interview clothes do not diverge so far from your daily wear. You also might consider not wearing a blazer at your current job, but then adding it once you are offsite.
Plan ahead for if and when you will let mentors and your boss know about your job search. You will want references from your current job, ideally from your direct supervisor. In some cases, you want to keep your job search confidential, so you can refer prospective employers to a customer who knows your work, a senior colleague who has worked with or directly supervised you, or a former colleague who could speak more freely. Check your organization’s policy regarding references. Some strict organizations do not allow employees to give references. Find out what is available to you because the reference-checking process is critical to the job search process.
Finally, plan for how you will leave your current job gracefully. Two weeks’ notice is a national standard, but this varies by industry, company, and job. If you have a specialized function, a senior role, or are currently on a long-term assignment, it might be expected that you will give more notice than two weeks. You might be expected to train your incumbent, or even help find this person. Unless you have an employment contract (rare and typically reserved for the most executive-level jobs), remember that most jobs are employment at will, so you can leave at any time with no notice. However, you want to exit gracefully so you maintain good relationships with your organization and colleagues. People move around in their careers, and in the future you may find yourself working with some of the same people.
KEY TAKEAWAYS
• A career requires a succession of jobs, which can be within the same organization.
• You may want to leave your organization if you are no longer challenged, need to change your industry, function, or geography to something your current employer cannot accommodate, or to start your own business.
• Use the same six-step job search process you used to get your current job, but update your marketing materials, network, and references to reflect your new experience.
• Make sure to meet your obligations in your current job while making time for your job search.
• Make sure that you leave your current job in good standing with your organization and colleagues by giving enough notice and helping with the transition, if needed.
EXERCISE
1. If you are reading this and haven’t even started your first job, career planning may seem premature. Imagine your future and think about what you’d like to be doing in ten, twenty, and thirty years—even if you have to guess. What skills do you want to be using? What people do you want to be serving? Toward what objective or mission are you working? List the skills you want to learn and the experiences you want to have in your early jobs to prepare you for this career future. You now have an outline of what you want to accomplish in your first job and what signs to look for to see if you need to move on from that job. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Job_Searching_in_Six_Steps/12%3A_From_Job_Search_Success_to_Career_Success/12.07%3A_How_to_Get_Your_Next_Job.txt |
Getting any one job is only one step to building a career. Your career is made up of many jobs where you will add to your skills, experience, and relationships. At the same time, your career is built one job at a time. You need to do well in the job you have currently, not just look to more responsibility before you have mastered the current ones. Focus on doing your current job well. Cultivate mentors and professional relationships with people who are knowledgeable and supportive. Be proactive about steering your career forward by getting regular performance feedback and asking for promotions and raises when warranted.
Know how to continue to do well on the job, even in difficult economic times and through challenging work situations. Lean on your professional relationships, but also do your own research on company policy and talk with human resources (HR). Doing well in the work environment depends heavily on your ability to manage relationships, so focus on your communication skills and ability to set boundaries.
Remember to have a life outside your professional work. Do not neglect personal relationships. Take care of your health and personal finances. Pursue hobbies and interests that don’t have to benefit your career.
Finally, building a career isn’t just about getting a job, but you also must know when to leave your job. Be clear about your objectives for your next position. Don’t forget to explore opportunities within your current organization, but don’t be afraid to revisit the six steps of the job search and find another position. Remember to maintain your obligations in your current job while you are looking and to exit gracefully. Then start identifying your target, create a compelling marketing campaign, conduct in-depth research.…
Chapter Takeaways
• Start strong by taking advantage of onboarding support new employees typically get, such as time with HR on new hire training programs.
• Take care of practical logistics, such as paper work and learning your physical environment.
• Get confirmation about exactly what you need to get done day one, week one, month one, and the first quarter.
• Develop a good relationship with your boss by being available for updates and asking for feedback.
• Mentors are an important part of your professional network to provide advice and a sounding board for ideas and concerns.
• Do not use your boss or your boss’s boss as your mentor, so you can candidly speak about your issues and get an objective, outside perspective.
• You can choose from several types of mentors: guardian angel, shepherd, and board of directors. Ideally, you will have several mentors.
• You develop strong mentorships naturally by meeting with people and letting relationships grow. Be a good mentee by being proactive and flexible about scheduling, and by being responsive to your mentor’s needs.
• In addition to mentors, you develop relationships with people at all levels, in different departments, and both inside and outside your company.
• Build relationships proactively by setting aside time to meet people and practicing how you will introduce yourself.
• Doing well on your job is but one part of overall career management. You also want to look at your future goals and make sure you develop the training, experience, and relationships necessary to reach these goals.
• Some organizations have formal processes for giving performance reviews, assigning promotions, and granting raises. You want to know what is customary for your organization.
• If your organization does not have official processes for performance reviews, promotions, or raises, you will want to schedule time to discuss these with your boss.
• Regular performance feedback is critical to ensure you are doing a good job and are on track for your career goals. Promotions and raises are not a regular occurrence, but are for extraordinary contributions, such as if your responsibilities increase or you have exceptional results in your work.
• Changes in the broad economy, your industry, your organization’s financials or management, or the feedback you are getting may signal a potential layoff.
• If you are laid off, manage your termination process to get the maximum support to which you are entitled.
• Before you leave an organization, collect contact information and say thank you. Relationships with your former employer are still important.
• After you leave, don’t wait too long before starting your job search, so you do not feel rushed or pressured to land a job right away.
• Many workplace conflicts can be minimized with good relationship management, open communication, and clear boundaries.
• Do not assume that you can do personal work on office equipment or take work home on your personal equipment. Check company policy on personal e-mail and social media policy, confidentiality, and any other issues about which you may have any questions.
• Use your mentors for advice and information.
• Use HR as a resource if a serious office situation arises, such as harassment or discrimination.
• Life success contributes to career success, such as the areas of personal finance, health and well-being, and relationships.
• Schedule time and specific activities for each of your nonwork areas so that they are not forgotten in the immediate pressures of work.
• A career requires a succession of jobs, which can be within the same organization.
• You may want to leave your organization if you are no longer challenged, need to change your industry, function, or geography to something your current employer cannot accommodate, or to start your own business.
• Use the same six-step job search process you used to get your current job, but update your marketing materials, network, and references to reflect your new experience.
• Make sure that you can meet your obligations in your current job while making time for your job search.
• Make sure that you leave your current job in good standing with your organization and colleagues by giving enough notice and helping with the transition, if needed.
Chapter Review
1. How is career success different from job search success?
2. What is the significance of the first ninety days on the job?
3. What different types of mentors and relationships do you want to cultivate?
4. What ways can you proactively focus on career advancement?
5. What key things should you do before, during, and after a layoff?
6. What are some work conflicts and possible solutions?
7. Why is your personal life important to career success?
8. What are some reasons you may want to look for another job? | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Job_Searching_in_Six_Steps/12%3A_From_Job_Search_Success_to_Career_Success/12.08%3A_Chapter_Review_and_Exercises.txt |
Historical Perspective
Historically, a university is considered an organized group of scholars and students in which the scholars lead the learning process and investigation (i.e., research) and, in essence, taught students to be scholars themselves. In Europe during the medieval times, universities tended to be regionally located and established by local municipal administrations, kings, or the Catholic Church. In early times, the basis for the curriculum was the trivium (grammar, rhetoric, and logic) and the quadrivium (arithmetic, astronomy, geometry, and music) with the primary purpose of developing well-rounded and well-educated individuals; students could then also study medicine, law, and theology (Haskins, 1923).
Similarly, Tobin (2009) stated that modern public universities in the United States grew to meet the social and economic needs of a state or region. Post– World War II industrial development required a more educated work force. Through a series of commissions, acts, and federal financial aid programs, public institutions of higher education became an accessible mass education system rather than simply a reward for the elite. The nation’s military began funding students and research programs related to mathematics, science, and foreign languages in response to national security concerns after the launch of the Sputnik I satellite by the Soviet Union. At the same time, higher education in the United States has not only had influence on intellectual life, culture, and politics, but also has driven economic development and social mobility. For instance, current data collected by the U.S. Bureau of Labor Statistics (2009) indicate that unemployment rates decrease and annual earnings increase for workers 25 years and older based on the level of educational degree attainment. Also, individuals are more likely to be employed and earn more money if they have attained a post-secondary degree.
As the increase in students from all walks of life came to the university, the need for student affairs and academic support professionals increased to help students meet the transition and demands of college life and continue to allow the faculty to teach and conduct research, all important for a developing country (Tobin, 2009).
Today at UT Arlington
Now that a brief historical and sociological context of higher education has been presented, we can easily see parallels in what we do at UT Arlington. We are proud to have been a part of the neighborhood for more than 120 years, and with an enrollment of almost 40,000, we pride ourselves on teaching students with the intent of developing well-rounded, well-educated citizens of our state, nation, and world. The State of Texas dictates with legislation that all under- graduates complete a General Core Curriculum for that very purpose, and as you can see this tradition dates back to the early European universities that taught in accordance with the trivium and quadrivium. The mission statement of UT Arlington (refer to “Chapter 1: Mission Statement: Our Reason for Be- ing”) stresses the “[…]promotion of lifelong learning[…]the formation of good citizenship[…]fosters unity of purpose, and cultivates mutual respect[…]” (UT Arlington Mission Statement, 2009). The General Core Curriculum—writing, humanities, mathematics, fine arts, social sciences, history, politics, and the sciences—serves to meet these purposes by gaining a breadth of knowledge in areas that are relevant to the world and its citizens. In addition, when we ask employers what they are looking for in new graduates, we often hear that they want students who can think independently and critically, communicate well (both written and oral), solve problems, and interact well with others, which are skills often developed through the General Core Curriculum.
Many students express concerns and annoyance with taking these general core courses again, indicating that they already had the course in high school. What new students need to understand is that information in these courses will not be presented as it was in high school. Dating back to early universities, professors were allowed the freedom to teach the “truth” as their research, texts, and logical reasoning prescribed (Haskins, 1923). Oftentimes in higher level under- graduate majors and graduate level courses, some of the information presented in those courses has actually originated from research that faculty members and their students over the years have conducted. It is not uncommon for a faculty member teaching a course to have also written and published texts that may be assigned as a portion of the course reading.
During their research and scholarship process, your faculty members are creating original works of art, writing, and research in an attempt to convey new understandings of the world around them. They are asking research questions like Why does this happen?, What would happen if…?, and How can we improve this…? In addition, they express new ideas and images in an attempt to capture more about the human condition and impact the emotions and thoughts of others. University faculty members see that their role in part is to create the next generation of the world’s scholars (Haskins, 1923). It is safe to assume that once certain foundational information is presented that your faculty members may be asking you some of the same questions or encouraging you to engage in similar activities so that you can participate in the creation of knowledge for yourself and others in your classes. These exercises will likely require you, as a student, to engage in your educational process in a much different way than in high school. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/01%3A_About_a_University/1.01%3A_What_Does_a_University_Do%3F.txt |
While you were in high school, the organizational structure was very clear cut. Your teachers were in charge of the classroom, and if an issue was elevated beyond the classroom, the principal or assistant principal became involved. However, a hierarchy beyond your school’s principal did exist and in many cases that hierarchy served to determine the policies and procedures followed at your school. Understanding the organizational structure of a university can help students understand the complexity of a campus community and how to better navigate in that environment.
Universities across the United States offer slightly different hierarchical structures. The organizational chart and nomenclature depicted in Figure 2-1 represents the general structure of UT Arlington. The president of a university provides the overall leadership of the institution’s academic and administrative units as well as serves as a liaison to the State government and the UT System Board of Regents, the primary governing board for UT Arlington. The president is typically very involved with fundraising for the university and promoting the positive image of the institution (Pusser & Loss, 2009). The provost is the “chief academic officer” of the institution and serves to develop and implement the educational goals of the institution (Bray, 2009).
UT Arlington’s General Organizational Structure
Figure 2-1. UT Arlington’s General Organizational Structure
UT Arlington is a research-intensive, public, four-year institution that offers over 180 different bachelor’s, master’s, and doctoral degrees from 10 different schools and colleges that comprise the university as well as Division of Student Success. (See Table 2-1.)
Table 2-1. The University of Texas at Arlington (UT Arlington) Schools and Colleges
• College of Architecture, Planning, and Public Affairs
• College of Business
• College of Education
• College of Engineering
• College of Liberal Arts
• College of Nursing and Health Innovation
• College of Science
• School of Social Work
• Honors College
An academic dean serves as the leader for all of the academic departments within a particular school or college and reports directly to the provost. Deans lead the department chairs and their faculty in developing and implementing the curriculum and academic requirements necessary for students to earn a degree from the university (Del Favero, 2009). In addition to serving as a role model for teaching and conducting research, deans also manage the administrative issues allocating resources and funding for their school or college. Department chairs for each academic department serve as the liaison between the dean of the college and their faculty. Their primary tasks include faculty development, management of the department resources, conducting research, and teaching (Wolverton, 2009). The faculty members are what students typically think of as their “teachers,” though are typically referred to as “professors” in higher education. Faculty members have typically earned a higher-level degree in the specific discipline in which they teach and conduct research to further the knowledge of their academic discipline. Ultimately, the faculty members from an academic department determine what knowledge students should master in order to obtain a bachelor’s degree from that academic discipline. Typically, this knowledge base is reflected in the courses offered by a given department and the degree requirements set forth in a degree plan for a particular major (Pusser & Loss, 2009).
It is also important to note that beyond the classroom there are experienced professional staff on campus that help students succeed and ensure that a university of this size can function every day. Staff members that you may see regularly include student affairs professionals who ensure a positive campus life and student leadership opportunities, academic advisors who help students navigate the curriculum of their degree plans and understand the policies and procedures needed to obtain that degree, and counselors who help students deal with stress or personal issues that are impeding academic success. However, there are staff that you may only see intermittently or not at all, such as the financial aid counselors that students may visit only when there is an issue with funding and the people on campus that pay employees of the campus, facilities workers who maintain the beautiful landscape, or chefs who cook the food served in the cafes. UT Arlington is a bustling, vibrant community with dedicated faculty and staff here to help students succeed however they can.
Thought Question
How are the American History classes offered in high school different from the American History classes in college? | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/01%3A_About_a_University/1.02%3A_General_Organizational_Structure_of_UTA.txt |
Important Note: To help students understand more about what the UT Arlington faculty members expect of their new college students, the Academy of Distinguished Teachers, a committee of UT Arlington’s award-winning professors, collaborated to write this section for you.
Faculty expectations of students are focused on two primary areas: (1) interacting with the subject matter and (2) developing and maintaining respectful relationships.
Focus #1: Interacting with the Subject Matter
One of our goals as university professors is to help students become knowledgeable in a specific topic or subject area that is applicable to life situations or relevant for future learning. For example, English majors learn about poetic structures, writing styles, different types of literature, and strategies for writing a thought- provoking essay. In contrast, nursing majors learn about pathophysiology, medications, disease processes, and techniques for providing nursing care. We want students to integrate the acquired knowledge into their own lives. English majors gain an appreciation for a historic novel, and nursing majors use their course readings and lab practice to assess a patient. Because we have this goal for you as a student, we have higher expectations of you and your work as a college student. Most importantly, you, the student, are expected to take responsibility for your own learning. One UT Arlington professor conveyed this idea in this way: “taking ownership of your education, being proactive to maximize your learning.”
Higher Standards in Thinking: The Universal Intellectual Standards
Thinking about the quality of your thinking and reasoning—a process often referred to as metacognition—is one of the best ways to begin stretching your critical thinking. Consider this list of Universal Intellectual Standards and associated questions as ways to develop deeper levels of thinking.
1. Clarity: Oftentimes, you cannot determine if something is accurate or relevant unless you have more information. Ask, “Can you elaborate further on that point?” or “Can you give me an illustration, example, etc.?”
2. Accuracy: A statement can be clearly presented, but then you have to ask, “Is it true?” In addition, ask, “How could we check that information?”
3. Precision: A statement might be true and even accurate, but then you must ask, “Can you be more specific?” or “Can you give me more details?”
4. Relevance: Statements may be clear, true, and precise, but that does not necessarily mean the information presented is relevant to the discussion at hand. Ask, “How is that information connected to the question?”
5. Depth: Some statements can be superficial, such as the “Just Say No!” campaign. It is a clear, accurate, precise, and relevant statement, but it lacks depth into the issue and reasons for drug use. Ask questions like, “Are you taking into account the problems in the question?” or “Are their complexities not being considered?”
6. Breadth: Statements may not include all points of view. Ask questions like, “What would this look like from a conservative or liberal point of view?” or “Is there another way to look at the statement?”
7. Logic: Often, as we are thinking, we are bringing information from many different locations and putting it together into a new thought. Ask questions like, “Does it make sense?” or “Does that thought follow from what was presented previously?”
Adapted from Paul, R. and Elder, L. (1996). Foundation for Critical Thinking, online at Web site www.criticalthinking.org/
So, what about grades? In short, we don’t assign grades: you earn them. As a college student, you will be assessed based on your performance (and not, for example, simply because you tried hard). Paying tuition provides access to learning opportunities but does not imply that a faculty member will give you a high grade merely for registering for and attending the course. Because grades are earned rather than given, you should expect learning to be hard work. At- tending classes is an important indicator that you value your investment and are committed to learning. Interaction with faculty members and fellow students is an essential part of the educational process that promotes personal and professional growth. Another indicator that you value your investment is the effort you make to complete assignments and readings on time. At the university, learning occurs at least as much outside of the classroom as it does inside the classroom. Between classes, we expect you to engage in study, reading, and thought—behaviors that require discipline and a commitment of significant amounts of time. In most cases, for every hour you spend in class (e.g., in a lecture), you should plan to spend at least three hours either preparing for or completing assignments for that class. If you’re spending 15 hours per week in class (approximately 5 courses), then your “homework” time should come to at least 45 hours each week—minimally.
Comments from Members of the Academy of Distinguished Teachers, UT Arlington
• Do your best and attempt to exceed your best. Just “getting by” shortchanges your significant financial investment in this course.
• As a professor, I give priority to this course in my schedule. I request that you do the same.
• Remember the more you put into the course, the more you will get out of it.
• Read widely, question, and analyze. You have the tasks of learn- ing and evaluating that content. Shoot for improving thinking skills such as evaluating, critiquing, and synthesizing, as well as learning facts. Try to look at the content from different perspectives. Additionally, read beyond the textbook as much as you can from the recommended reading list.
One part of being responsible for your own learning means that you will only submit class assignments you completed yourself. When you use information from a book, periodical, or the Internet, you must cite the source appropriately and list the source in the reference list or bibliography. In addition, you should never consult fellow students for answers or share your answers unless the assignment is being completed as part of a team project or the faculty member has clearly stated that collaboration is expected (Refer to “Chapter 6: Avoiding the Hazards Along the Way,” “Academic Integrity” section for more information). If you are unsure if you should consult with others on an assignment, it is acceptable to ask your professor.
Attending classes, completing all of your reading, and successfully completing your own work in each class requires self-discipline, time management, and organization. As a UT Arlington professor noted, “In recognition that you have many things going on in life, set time aside for this course each week for class attendance, reading and assignments and be sure to keep that time prioritized for this course.” Another faculty member noted that class attendance is especially important in professional schools because class interaction promotes professional socialization. Use a calendar program on a cell phone or computer to note when assignments are due, and schedule automatic reminders so that you start the assignment early enough to be able to complete it on time. Remember that obtaining library sources for a research project or reading 200 pages will take time. Be sure to allow time for each step of the process necessary to successfully complete the assignment. If you have questions, review the syllabus and class notes first so that, when you ask the teacher for more information, you are not asking for information that has already been provided.
Focus #2: Developing and Maintaining Respectful Relationships
We believe learning is more likely to occur in an atmosphere of mutual respect. Respectful communication includes calling professors by appropriate titles, speaking appropriately to fellow students, and minimizing classroom distractions, such as texting or browsing the Web during a class. Creating an atmosphere of interpersonal respect allows students to feel more secure and able to take the risk of being exposed to new ideas. Willingness to be exposed to ideas with which you may not be familiar or agree, provides opportunities to grow in knowledge and as a person. Classroom distractions such as noisily arriving late or carrying on side conversations interfere with the other students’ ability to learn. Missing classes also shows disrespect for the professor and for the course.
Your interaction with the subject matter and the maintenance of respectful relationships are essential for your intellectual growth toward critical thinking— the ability to appraise information for credibility and relevance and to integrate the new information with what you already know.
What Should I Call My Professor?
In high school, students typically address their teachers as “Mrs. X” or “Ms. Y” or “Mr. Z.” In the university context, however, knowing how to address an instructor becomes a bit more complicated. In nearly every case, it’s fully appropriate to refer to your instructor as “Professor So-and-So.” If, however, you know that your professor holds a doctoral degree, then it’s also appropriate to address him/ her as “Dr. So-and-So.” What’s important is that you use both a title (“Professor” or “Doctor”) and his/her last name. Doing so conveys not only respect for the instructor but also your knowledge of academic culture. By the way, there are some instructors on our campus who might prefer that you address them in a different way, using “Mr.” or “Ms.” or simply a first name. If so, feel free to do so—but don’t presume!
Thought Question
• How are college professors different from high school teachers?
• What do college professors expect from their students? | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/01%3A_About_a_University/1.03%3A_Faculty_Expectations_of_Students.txt |
Obtaining a bachelor’s degree can be easily likened to taking a cross-country trip. Let’s say that a person wanted to travel from Los Angeles to New York City. This person could take a more northern route and experience mountains and cooler temperatures. Or, this person might elect to take a more southern route and experience deserts, beaches, and warmer temperatures. A really adventurous person might elect to traverse the globe and see oceans, China, and Europe along the way. Earning a degree should be seen as a journey—a long term commitment to self-improvement through education. Many decisions will be made along the way that can take you down discrete paths in your quest for a degree that may ultimately lead you down different career paths based on your strengths and interests. Academic advisors will ultimately help you navigate your academic journey.
Who Is Your Academic Advisor?
Typically in high school, students were automatically enrolled in a course schedule for a full academic year. These schedules were most likely created by a guidance counselor based on your student record and some administrative input. However, in college, students create their course schedule each semester with the help of an academic advisor, not a counselor. In your first academic year, you will be meeting with full-time professional academic advisors from the University Advising Center in the Division of Student Success who will help you navigate your first-year courses and provide additional support as you “learn the ropes.” Once you leave the Division of Student Success, you will be advised within your major academic department. In this case, your academic advisor could be a professional staff advisor, a faculty member who agrees to take on advising responsibilities, or even a graduate assistant who works under the supervision of an advising administrator. While being advised by the Division of Student Success, you are not discouraged from talking with the academic advisors of your major department. In fact, in some cases, the Division of Student Success advisors may request that you speak with a departmental advisor to answer specific questions. However, you should always check in with a Division of Student Success advisor before making any adjustments to your course schedule.
University Advising Center in the Division of Student Success
www.uta.edu/advising
Your academic advisors should have information available in the academic department or on the department Web site regarding their office hours and preferred methods for contacting them. It is your responsibility to seek out that information and have it available for when you need to make contact.
When Should I See an Advisor?
Quite simply, you should feel free to contact an academic advisor any time you have a question about your college experience or are experiencing a difficulty that is impeding your success in college. Then again, you do not have to simply see an advisor when you are having a problem; you can even contact your academic advisor when you want to celebrate successes no matter the size. Here are some more concrete instances in which you will want to speak with your advisor:
• For assistance in developing a 4–5-year academic plan for graduation.
Helpful Hint: Refer to Activity 2-3 in this chapter for assistance with this plan.
• Prior to the next registration period to discuss your schedule of classes for the following academic session.
Helpful Hint: Each semester, you will need to see an academic advisor to have an enrollment hold removed in order to register for classes. Beat the advising rush and schedule an appointment to meet with your advisor several weeks before your enrollment appointment specified in the Student Services Center in MyMav.
• When you are experiencing any type of difficulty (personal, academic, or social) that is impeding your ability to perform well in or attend class and need referrals to campus resources or study skills advice that may be able to help you perform better.
Helpful Hint: Dealing with issues as soon as they arise rather than waiting until it is impossible to recover will benefit you in the long run.
• When you are considering changing your major.
Helpful Hint: You may want to visit with many academic advisors on campus including your current advisor and also consider seeking advisement from a Majors Exploration advisor in the Division of Student Success.
• When you need assistance adding, dropping, or withdrawing from classes.
Helpful Hint: After Late Registration, you will be required to seek the assistance of an academic advisor to add or drop classes to complete the MyMav functions.
• Prior to the Last Drop Day during a given session if you are experiencing difficulty in a course.
Helpful Hint: It is in your best interest to check in with the faculty for your classes to determine your current grades and then talk with an advisor if you are considering dropping. Waiting until the last minute is not recommended. Professors’ and advisors’ office hours may conflict with your schedule, and it may take several days to get all of the appropriate signatures.
• Any time you have a question about a UTA policy or procedure that is discussed in the Undergraduate Catalog.
Helpful Hint: It is the responsibility of every UTA student to have read their Undergraduate Catalog and understand the policies. “Nobody told me” is not an acceptable defense if you do not follow university policy.
• If your Academic Standing at the end of a session is anything other than “Good Standing.”
Helpful Hint: “Chapter 6: Avoiding Hazards Along the Way” discusses issues related to Academic Standing at UT Arlington more in depth.
• If you want some guidance on how to apply for graduate school or discuss career options for your major.
Helpful Hint: In addition to talking with your academic advisor, you can also talk with your professors, attend workshops given by the Graduate School, and do some research in the Lockheed Martin Career Development Center.
• When you reach 60 cumulative credit hours, so you can discuss having your intended major changed to a major if you have not done so already.
Helpful Hint: UT Arlington policy requires that all students are in a major by the time they have earned 75 credit hours. Students not able to make a major decision are required to meet with an advisor in the Division of Student Success.
• Before enrolling in any courses at another institution that you intend on transferring back to UT Arlington to meet degree requirements.
Helpful Hint: While courses may transfer into UTA, they may not meet the requirements of a major degree plan.
• The long semester before you plan to graduate from UT Arlington to double-check your degree progress and find out the procedures you need to follow to apply for graduation.
Student Responsibilities
• Understand and communicate personal values, abilities, and goals.
• Provide accurate and truthful information when being advised.
• Schedule and keep appointments or call ahead to reschedule if you are going to be late or need to cancel the appointment.
• Learn and understand UT Arlington policies, procedures, and requirements by reading the Undergraduate Catalog.
• Ask questions about UT Arlington policies, procedures, and requirements if you do not understand them.
• Come prepared to an advising appointment. For instance, if you are meeting with your advisor to discuss enrollment for the next term, bring your Academic Plan for Graduation and a list of courses you might consider taking.
• Be open to new possibilities that the academic advisor may sug- gest.
• Follow through on the plans- of-action agreed upon in the advising session.
• Understand and accept that students are ultimately responsible for their education and their own decisions. Take an active role in the advising process.
Academic Advisor Responsibilities
• Inform students of the nature of the advisor/advisee relationship and the expectations you have for your advisees.
• Develop purposeful and meaningful relationships with advisees.
• Provide and update contact information and posted office hours.
• Keep appointments or contact a student if it is necessary to change or cancel an appointment.
• Inform and refer students to campus resources and special services available to them.
• Assist students in defining and developing desired educational, career, and life plans.
• Listen and help students in developing a realistic academic plan for graduation that will help a student meet his or her goals.
• Monitor progress toward educational/career goals.
• Interpret and provide rationale for university policies, procedures, and requirements.
Why Is the Undergraduate Catalog Such an Important Document?
The policies and procedures set forth in the Undergraduate Catalog are in effect a contract or agreement with the students who enter UTA during that catalog period. If students complete the degree requirements set forth using the policies and procedures outlined from that catalog, UTA will confer a bachelor’s degree. Though policies and degree requirements may change from year to year, the policies and degree requirements set forth in the catalog that students entered under is what they have to follow.
Undergraduate Catalog
catalog.uta.edu
The official Undergraduate Catalog (and the archive of previous years’ catalogs) can only be accessed online. Students can access official information about the degree plans offered by the different academic departments as well as the current course catalog that describes each of the courses more in depth and explains the prerequisites for the courses. In addition to the basic degree requirements, the Undergraduate Catalog is considered the official source of information regarding the policies and procedures that students must follow as they are taking courses to obtain their degree. It is highly recommended that students read and familiarize themselves with the policies and procedures of their entering catalog.
Components of UT Arlington Degree Plans
1. Core Curriculum—State-determined courses meant to provide all undergraduates with a well-rounded education.
2. Major Coursework—Courses specific to the discipline students have selected. Includes required courses, major electives, and possibly subplan specialties.
3. Electives—General courses that students can take to meet the total semester credit hours required to earn the degree.
Degree requirements can be found in the Undergraduate Catalog at catalog.uta.edu.
Students should always consult undergraduate academic advisors from their major department before enrolling in classes to ensure the proper selection of courses that will meet degree plan requirements.
How to Calculate a Grade Point Average (GPA)
Students will receive information regarding their cumulative and semester GPAs at the end of each term when grades are posted in MyMav. Any courses taken at another institution are not calculated into UTA’s semester or cumulative GPAs, so do not take courses at another institution and assume that those grades will impact your UTA GPA and Academic Standing. They will not.
At times, it is helpful to be able to calculate your own GPA if:
1. you want to determine what your major GPA is,
2. you want to play a guessing game to determine what you might need to earn in order to change your GPA from one level to another, or
3. you are interested in applying to graduate or professional school upon finishing your degree (you can calculate an overall GPA that would include those grades as the Graduate Admissions Offices would using this basic formula).
At UTA, students are graded on a 4-point scale:
Grade Grade Value Meaning
A 4.0 Excellent
B 3.0 Good
C 2.0 Fair
D 1.0 Poor
F 0.0 Failing
Note: Grades of I, P, Q, W, or Z are not included in the calculation of a GPA.
Let’s Do Some Math…
Example:
• List the courses attempted and the grades earned.
• Multiply the grade value by the number of credit hours of that course.
Course Letter Grade Earned Grade Point Allocation Grade x Credit Hours of course = Grade Points Earned
ENGL 1301 A 4.0 4.0 x 3 hrs = 12
MATH 1302 D 1.0 1.0 x 3 hrs = 3
UNIV 1301 B 3.0 3.0 x 3 hrs = 9
BIOL 1441 C 2.0 2.0 x 4 hrs = 8
13 credit hours attempted = 32 Grade Points
• Add the total hours attempted and the total grade points earned.
• Divide the grade points earned by the credit hours attempted >> 32 grade points ÷ 13 hours
Grade point average of these courses: 2.46
Thought Question
• How are the academic advisors in college different from the guidance counselors in high school?
• Overall, how do you think college will be different than high school?
Activity 2-1:
Read all of the sections under “General Information” of the online Undergraduate Catalog. Also, select one department of interest to you in the “Academics” section and read about that department and the degree requirements. Look up at least one course listed in the degree requirements under the “Course Descriptions” section to see if there are any prerequisites for that course. As you are reading write down any questions you may have. Schedule an appointment with an academic advisor and ask the questions you have about the degree requirements and policies and procedures you read in the catalog.
Activity 2-2:
Using the Undergraduate Catalog, investigate the following policies:
1. Schedule Changes (Adds and Drops)—How many courses can an undergraduate student drop during their academic career?
2. Withdrawal for Non-Payment
3. 75 Hours to Undergraduate Major Policy
4. Academic Probation and Dismissal Policy
5. Freshman Potential for Academic Success Policy
6. Grade Replacement and Grade Exclusion Policies
Write down any questions that you may have about these policies and talk about them with an academic advisor.
Activity 2-3:
Using the Undergraduate Catalog, complete this worksheet to the best of your ability. Then schedule an appointment to meet with an Academic Advisor from the major department that you are interested in pursuing to discuss how realistic your plan is and adjustments that might be necessary given your life circumstances.
Name: Major Degree:
❑ I confirm that my academic advisor has reviewed this page along with my academic plan.
YEAR ONE
Fall HRS. Spring HRS. Summer HRS.
Totals:
YEAR TWO
Fall HRS. Spring HRS. Summer HRS.
Totals:
YEAR THREE
Fall HRS. Spring HRS. Summer HRS.
Totals:
YEAR FOUR
Fall HRS. Spring HRS. Summer HRS.
Totals:
YEAR FIVE
Fall HRS. Spring HRS. Summer HRS.
Totals:
Expected Semester/Year of Graduation:
Activity 2-4:
Using the example academic record below, calculate the overall GPA and major GPA assuming that the student is a Biology major.
Courses Taken Letter Grade Received Grade Point Equivalency x Credit (Hours of Course) = Grade Points earned
1st semester
ENGL 1301 A
MATH 1323 B
BIOL 1441 B
UNIV 1131 P
POLS 2311 B
2nd semester
ENGL 1302 B
MATH 1426 B
BIOL 1442 A
PSYC 1315 A
3rd semester
ENGL 2319 B
BIOL 2343 A
CHEM 1441 B
POLS 2312 A
TOTALS
Overall GPA
Total Grade Points ÷ Total UTA Hours = ______________
Biology Major GPA
BIOL Grade Points ÷ Total BIOL Hours = ______________ | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/01%3A_About_a_University/1.04%3A_Academic_Advising-_Your_Roadmap_to_a_Bachelor%E2%80%99s_Degree.txt |
The start of the school year is a time for new beginnings and is a special time as new students transition to the university. During these years, students will come across many opportunities that will help them achieve their academic, career, and personal goals. According to Alexander Astin’s I-E-O Model (1970, 1984, 1985, 1991), a conceptual model for organizing and conducting studies of student development, there is a direct correlation between a student’s involvement in college to their success and eventual graduation. It is encouraged that students become involved in the wide variety of co-curricular opportunities that are available to them on campus.
This added involvement will prove to enrich their experiences, help them attain better grades, and ultimately lead to continued success after graduation. As you embark on your educational career, take some time to think about your interests, goals, and activities and what it would be like to become involved in the University of Texas Arlington.
Thought Question
How can students turn their interests into involvement at their university?
There are many ways for students to turn interests into involvement. Click here to go to the student affairs page.
Figure 3-1. Programs and Services from Student Affairs
Students can become involved on campus through EXCEL Campus Activities and with their community through UTA Volunteers. Students are encouraged to celebrate diversity with Multicultural Affairs’ cross-cultural programming activities and events and to empower themselves as a Maversity leader or by joining the Multicultural Mavericks. To promote a healthy lifestyle, utilize the Maverick Activity Center and the multitude of programs offered by Campus Recreation. Students can hone their leadership skills with the Leadership Academy and take charge of campus policies with campus governance and Student Congress and Constituency Councils. On a daily basis, stay connected to the university with the award-winning student newspaper, The Shorthorn. By becoming involved, you can enrich your life and gain career experience. This added involvement will prove to develop dynamic personal skills, marketable career experiences, and lifelong friendships.
Numerous national and university-wide studies show that students are able to retain more academic information and obtain a more robust and ultimately successful learning experience by becoming involved. Astin’s I-E-O Model (1970, 1984, 1985, 1991) is divided up into three sections: inputs, environment, and outputs (see Figure 3-2). The inputs include the student’s personal qualities, such as educational background, life goals, and reasons for attending college. The environment refers to the actual experiences during the educational program (Astin, 1993). These include programs, teaching styles, staff, friends, roommates, co-curricular activities, and organizational affiliations. Outputs refer to the “talents” the faculty and staff are trying to develop in the educational programs (Astin, 1993). These output variables include consequences or end results, grade point averages, exam scores, degree completion, and overall course satisfaction.
Figure 3-2. Astin’s I-E-O Model Retrieved from www.ojni.org
Astin collected data on 24,847 students at 309 different institutions and deter- mined the influences of a host of institutional characteristics on the students’ college experiences. A few of the results from his findings show that the quality of the college experience is strongly affected by student-faculty interactions. The frequency with which students talk with professors outside class, work with them on research projects, assist them in teaching, and visit their homes, correlates with student grade-point average, degree attainment, enrollment in graduate or professional school, every self-reported area of intellectual and personal growth, and satisfaction with quality of instruction (1993). Students learn more the more they are involved in both the academic and social aspects of the collegiate experience. Students who are involved devote significant energy to academics, spend time on campus, participate actively in student organizations and activities, and interact often with faculty. On the other hand, un-involved students neglect their studies, spend little time on campus, abstain from extracurricular activities, and rarely initiate contact with faculty or other students (Astin, 1984). Astin’s model shows that the positive connection be- tween students and their peers, faculty, staff, and environment, ultimately leads to successful outputs, or end points, including final grades and their eventual graduation.
Recent findings from a 2008 Student Affairs Services (SAS) assessment study completed by The University of Texas at Arlington Division of Student Affairs tell us that 47.6% of students are involved in organized co-curricular activities. Out of the students surveyed, 72.7% said that they received their greatest personal satisfaction while at UT Arlington in areas including peer group interaction, interaction with faculty/staff, co-curricular activities, leadership opportu- nities and development, and living on campus in a residence hall or apartment. It was also found that 34% said that Student Affairs staff had a positive influence on their personal growth, values, and attitudes.
Thought Question
What is the best way for students to decide on an interest and become involved?
What’s My Plan?
The best way for students to organize themselves is to develop a plan of action. Below are a few tips for college students to consider for successfully moving for- ward toward becoming involved as they begin their college experience.
• Join a club or organization.
• Develop positive relationships with staff, faculty members, and peers.
• Work on campus.
• Participate in service or volunteer activities.
• Utilize campus services, some of which include orientation, legal services, advising, disability services, tutoring, and counseling.
• Get socially integrated through active involvement and engagement in on-campus activities including speakers, social events, recreation, and leadership activities.
UT Arlington encourages student involvement. The general skills that students attain in clubs and organizations will allow them to succeed both in and out of college. The next section will discuss the opportunities to develop utility and enhance leadership abilities. These experiences will also help you to reach your full potential and influence our campus community.
Thought Question
• What leadership opportunities are available on campus for students through Student Affairs?
• What are three benefits of becoming involved on campus? | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/02%3A_Campus_Life_-_The_value_Added_from_Involvement/2.01%3A_New_Beginnings-_Becoming_Involved_on_Campus.txt |
You may have noticed that the term “leadership” seems to be just about every- where you look lately. If you haven’t, take a closer look around. Our bookstore shelves include popular books on the subject (e.g., Northouse,
2007). A simple Google search of the term yields an astounding 784,000,000 results! And the interest in leadership extends far beyond popular culture. Increasingly, colleges and universities identify the development of leaders as central to their missions. Over the past ten years many institutions of higher education have begun in- vesting resources into the creation of leadership centers which sponsor a variety of leadership activities and programs, and more recently, universities have begun to establish academic programs dedicated to leadership studies (Bennis & Goldsmith, 1997; Dugan, 2006). So, what is driving this intensive interest in leadership?
One driving factor may be that leadership skills are a highly valued commodity in the workplace. Did you know that employers consistently identify leadership skills as among the top qualities they are seeking in new employees? Every year corporations invest millions of dollars in leadership training and development for their workers (Nelson & Quick, 2009). Another and perhaps even more significant factor may be what some have called a “global crisis of leadership” that is resulting in the deterioration of our corporations, political systems, and communities (Burns, 1978; Gardner, 1990; Bennis & Goldsmith, 1997). Scholars have suggested that this pervasive failure of leadership not only impedes our ability to address many of the urgent problems which threaten our society, but also contributes to an increasing skepticism of leaders in general (Komives, Lucas, & McMahon, 1998). It follows then, that if we hope to improve our world, we must give careful consideration to the ways in which we conceptualize and practice leadership.
Thought Question
• Do you believe that we are experiencing a crisis of leadership in this country? If so, what evidence supports that belief? If not, what is your perception of our current leaders?
• What do you think it takes to develop strong and ethical leaders?
Leadership Development among College Students
Leadership development occurs in various arenas throughout the collegiate environment, but a good deal of what is known about college student leadership development has emerged from the work of scholars and practitioners in various fields related to Student Affairs, College Student Personnel, and Educational Leadership. Dugan (2006) states that the “research has demonstrated that college students can and do increase their leadership skills while in college” (p. 335). And this growth is attributable, in part, to their involvement outside of the classroom, in various types of student organizations and activities. Astin (1993) found a significant correlation between student involvement and leadership development. Studies also show that involvement in leadership activities enhances students’ sense of themselves as citizens of a broad societal community (Dugan, 2006). More specifically, the work of Komives, Owen, Longerbeam, Mainella, and Osteen (2005) suggests that it is through organizational involvement that college students 1) learn about themselves in relation to others; 2) practice various leadership skills; 3) examine and reflect on their leadership experiences; and 4) deepen their understanding of leadership and their own leadership identity. This is consistent with Kolb’s Cycle of Experiential Learning (see Figure 3-3) which emphasizes the importance of experience in the learning process.
Figure 3-3. Kolb’s Cycle of Experiential Learning
Source: Learning Theories Knowledge (2010)
Though Question
• When you think back over your life, which experience/activities have aided you most in the development of your leadership skills? What made them particularly beneficial for you?
• Are you currently involved or planning to be involved at UT Arlington? What kinds of activities do you want to get involved in while in college? What attracts you to these?
Leadership at UT Arlington
There are many interesting and fun opportunities for you to be involved and to develop your leadership skills during your years at UT Arlington. One of them is through the programs offered by the Leadership Center which is located in the Division of Student Affairs. The Center collaborates with staff in the various departments of Student Affairs, as well as faculty and staff from departments across campus to provide a broad range of leadership opportunities for you. These include:
• Academic Courses
• A minor in Leadership Studies which will be instituted in Fall 2010 in partnership with the Department of Educational Leadership and Policy Studies
• Leadership Retreats
• Lectures and Organizational Field Trips
• A Campus-wide Leadership Recognition Ceremony
• Leadership Development programs (Mavericks Acting, Collaborating, and Transforming, also known as MavsACT, and the Leadership Academy)
You can engage in the practice of leadership as a small group leader or a presenter of a breakout session at a retreat. You might also choose to be a MavsACT Leader or graduate with leadership honors through the Leadership Academy. There are so many options for you to choose from.
The Center’s approach to leadership development is explicitly guided by two leadership development models (Relational Leadership and Social Change) which reflect what Rost (1993) has termed the post-industrial paradigm of leadership. According to this approach, leadership is a process which involves the development of collaborative relationships, the use of non-coercive influence, the achievement of shared purpose and vision, and a focus on making transformational changes in the service of organizations, communities, and society. This view of leadership represents a significant departure from what Rost calls the pre-industrial paradigm of leadership which focused heavily on the traits, attitudes, and behaviors of “the leader” and viewed the people in management positions as the primary “doers” of leadership in an organization. The post- industrial paradigm suggests that leadership is, instead, a dynamic process that is influenced by all of the participants involved in it. From this perspective, leadership can and should emerge from anyone and everyone in the organization regardless of title and position. The “leader” is no longer viewed as the authority but rather as a facilitator of the change process or the achievement of shared goals. Many scholars view this paradigm shift as critical to our ability to manage complex organizations and address the multifaceted issues confronting us in this new millennium. What do you think?
While the Center’s work is explicitly guided by a particular view of leadership, there are many other leadership development opportunities within the Division of Student Affairs that operate from slightly different perspectives. Each of these programs possesses unique characteristics and foci. But all of the leadership programs in Student Affairs are knitted together by an emphasis on some or all of five Core Leadership Competencies, which are identified in the table below. You will also see some examples of the programs the Division offers that will help you develop these particular skills.
Table 3-1. Leadership Competencies and Where to Develop Them
Student Affairs Core Leadership Competencies Description of Competency Sample Programs in Student Affairs That Will Help You Develop These Skills
Interpersonal Skills Interdependence, Collaboration, Meaningful Relationships, Respect for Others, Respect for Diversity Fraternity and Sorority Life, EXCEL, Orientation Leaders, Intramural & Sports Clubs, Resident & Office Assistants (RA & OA), Multicultural Affairs
Intrapersonal Skills Realistic Self-Appraisal, Self-Understanding and Respect, Holistic Identity Development, Congruence Between Values and Behavior Resident Assistants, Shorthorn Writers, Leadership Academy, Student Governance
Civic Engagement and Social Responsibility Participation in Relevant Governance Systems; Engaging in Critical Reflection and Principled Dissent; Appropriately Challenges Unjust, Unfair, or Uncivil Behavior towards Individuals and Groups; Participation in Service; Engagement in Responsible Stewardship of Human, Economic, and Environmental Resources (Freshman Leaders on Campus) FLOC, Student Governance, UTA Volunteers, MavsACT, Fraternity and Sorority Life
Practical Leadership and Management Skills Critical Thinking, Decision-Making, Ability and Motivation to Pursue Goals, Delegating, Facilitation Skills, Public Speaking, Fiscal Management, Conflict Resolution Skills Shorthorn Editors, Leadership Academy, MAC Building Supervisors, Student Governance, FLOC, EXCEL
As you can see, the opportunities for you to realize your leadership potential are plentiful. Leadership is indeed happening all around you here at UT Arlington. We invite you to find your place and participate.
Thought Question
• How do you define leadership? Are your views more aligned with the industrial or post-industrial views as defined by Rost?
• What kinds of leadership experiences will help you get to the next level of your leadership development? | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/02%3A_Campus_Life_-_The_value_Added_from_Involvement/2.02%3A_The_Relevance_of_Leadership_Development.txt |
Living on campus can be one of the most fulfilling and rewarding experiences of your college experience. According to Blimling (2003), living on campus has a positive influence on student retention, participation in co-curricular activities, perception of campus social climate, satisfaction with college, personal growth and development, intrapersonal relationships, and faculty interaction. It is recommended that first-time, first-year freshmen live in the residence halls to assist students’ transition from high school to college (Benjamin & Chartiland, 2008).
Students choose to live on campus for a variety of reasons: to meet new people, to participate in events, for convenience, and for cost savings. Students are encouraged to select where they live based on their individual needs and interests. On-campus residents typically have more convenient access to services such as the library, dining facilities, recreation activities, and computer labs. By living on campus you can save time and money by walking to class instead of dealing with the hassle of finding a well-located parking space. It is easier and usually more affordable to live in a residence hall because they are fully furnished, and rent, utilities, and meal plans are rolled into tuition and fees.
Thought Question
• Why do students choose to live on campus?
• What are the factors students should consider before choosing a place to live?
What to Expect from Living in a Residential Community
There are many benefits to living in an on-campus residential community, whether you are living in a residence hall, such as Kalpana Chawla Hall, Vandergriff Hall, West Hall, or Arlington Hall, or in a campus apartment, like Meadow Run or University Village. Typically these communities have smaller staff-to- student ratios and many resources available to help students succeed academically. Each residence hall and apartment community is staffed with student Resident Assistants (RAs). The RA’s job is to meet residents, to connect with others in the community, and to help you maneuver life on campus. RAs also provide programs and events in the community for students to learn new skills and meet new friends. Each community also has a Residence Director, a full- time, professional staff member that lives and works in the community. Other resources in the community include study lounges, computer labs, and community spaces.
Academic success is the cornerstone of the residential experience. All residential staff is thoroughly trained to know the variety of academic resources available on campus. Some residential communities have specialized academic programs, called Learning Communities. Some students who live in Arlington Hall, K.C. Hall, West Hall and Vandergriff Hall live in learning communities based on their interests or major. Learning Communities are smaller cohorts, approximately 15 to 25 first-year students, assigned to live together in a specific learning community. Learning Community students take classes together and a taught specifically for their major. Special programming and events are geared to these Learning Communities. According to Dunkel and Carodine (2008), “Learning communities integrate the academic community with the residential environment. The main purpose is to expand the learning experience for college students beyond the classroom” (p. 101).
Residential communities also offer a number of ways for students to take on leadership positions. Some leadership development opportunities available to residential students are floor or hall councils/government, Residence Hall Association (RHA), departmental committees, Apartment Life Association, as well as employment opportunities as a resident assistant or office assistant. Each of these experiences creates “involvement opportunities where students can increase their understanding of leadership theory, practice specific skills, and apply their knowledge in a supportive environment” (Dunkel and Carodine, 2008, p. 97).
Thought Question
What is the role of the Student Resident Assistant (RA), and when might it be important to seek out your RA?
Living with a Roommate
Living with a roommate can be exciting and challenging and may have a significant influence on your overall college experience. According to Blimling (2003), “Living with one another allows residence hall students to have greater interaction with each other and make more and stronger friendships than students who live off campus” (p. 65). The person you live with will influence your study and sleeping habits, social activities, and living environment.
The communication lines that roommates develop are the key to a comfortable and enjoyable living arrangement. In order to maintain a serene living environment you should set clear expectations for cleaning, guests, quiet hours, and safety (locking doors and setting alarms). If there are differences in living expectations between roommates, they will eventually surface. It is best to discuss these differences right away. Roommates are encouraged to fill out a Roommate Agreement that is intended to set up basic ground rules and boundaries for sharing space and personal items.
Conflict is common between students living in the same space. Students need to communicate their concerns clearly and offer suggestions for resolving the issue and at the same time be willing to compromise. If residents are unable to resolve their differences on their own they should involve a staff member to assist in mediating the situation. In the event that the conflict does not get resolved, students often have the ability to change their location to another room, residence hall, or apartment.
Tips for Getting Along with Your Roommate
• Try to get to know each other.
• Don’t expect too much; you don’t have to be best friends.
• Ask, listen, and discuss. Filling out a Roommate Agreement early on sets ground rules and boundaries for sharing personal items and space.
• Be sensitive to each other’s moods. Everybody has good and bad days, so try to be understanding.
• When things go wrong, discuss them. If things can’t be worked out between the two of you, seek assistance from someone else, such as a Resident Assistant.
Thought Question
What would be important to you to include in a Roommate Agreement?
Relationships in the Greater Community
Maintaining positive relationships within the community as a whole is equally as important as maintaining positive roommate relations. In order for the community to promote academic and personal success, residents living within the community must engage respectfully with one another. Expectations and policies are developed to guide the behavior of the students living together in the residential environment. Blimling (2003) states that “Policies regulating quiet hours, conduct in the hallways, noise, and similar environmental concerns are designed to enable all students to benefit from the environment without infringing on the rights of other students” (p. 153). Each resident is expected to know and to understand what behavior is expected in order to ensure the success and safety of all residents.
Being respectful to others in the community also requires residents to understand diversity. “Cultural biases exist when people have limited experience with people of other cultural heritages. The residence hall environment helps break down cultural stereotypes by allowing students to experience cultural diversity” (Blimling, 2003, p. 65). Living in a residential community provides excellent opportunities to learn about others who come from different backgrounds. The successful residential student is open and willing to learn about all types of individuals regardless of their ability, race, ethnicity, and background.
Living in a community on campus is more than just a place to sleep. Students feel more connected to their community by meeting others, participating in activities, and learning the community history and traditions. By living in a residence hall or on-campus apartment, students have easy and convenient access to campus resources and events. Getting involved is an integral part of the college and university experience. “Involvement is essential to advancing the growth and development of students because it requires them to invest something of themselves in the process” (Blimling, 2003, p. 70).
Thought Question
• What leadership opportunities are available for residential students?
• What are three benefits of living on campus? | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/02%3A_Campus_Life_-_The_value_Added_from_Involvement/2.03%3A_Campus_Involvement_as_a_Resident.txt |
Commuter students are defined as students who do not live in institutionally owned housing (Jacoby, 2000). Nationally, commuter students make up over 85% of college students in the United States (Horn & Nevill, 2006). Despite being in the majority on college campuses, commuter students can find difficulty in making a successful transition to college life. Commuter students often have difficulty accessing campus services, because co-curricular events and activities normally take place outside the classroom and at odd hours of the day (Dickson & Thayer, 1993). Furthermore, these students typically have significantly more time demands and commitments than other students. Commuter students often enroll in fewer classes, devote significant time to off-campus employment, and sometimes have commitments to family, home, or community that reduce their involvement in campus life (Henry, 2004). Being a commuter student can be a challenging experience.
Thought Question
• What are some of the challenges that commuter students face?
• How can you, as a commuter student, be proactive in ensuring your success at UT Arlington?
It is important for you to develop a sense of belonging on campus while maintaining your continued affiliation with high school friends, family, off-campus employment, and community groups (Upcraft, Gardner, & Associates, 1989). Commuter students can have difficulty in forming peer groups because they are afforded fewer opportunities to interact than residential students and often do so only in classroom settings, which is only one part of the overall collegiate experience. There are myriad opportunities on college and university campuses to interact with peers, as well as faculty and staff, in and outside of the class- room. Social and intellectual interaction can be just as beneficial as coursework and academic involvement (Pascarella, 1989). These interactions can occur by avoiding the “parking lot, to class, back to the parking lot” mentality that many commuter students experience. It is important for you as a commuter student to find ways to integrate into campus life. Consider staying after class to speak with a professor in an informal setting or eat lunch on campus with friends from class.
Thought Question
• What do commuter students need to be successful?
• Where can you go to meet these needs on campus?
All students should find a way to develop a sense of belonging on campus by becoming engaged in university life. You must find avenues to connect with peers and reach out to university administrators to ensure that institutional planning and programming considers your needs. Commuter students may opt out of voicing their needs because they may assume that “this must be the way college is” and often are not given the opportunity to speak out (Clark, 2006). College is what you make of the experience. Take advantage of the opportunities that college life has to offer. Plan class and work schedules in such a way that getting involved on campus is a possibility. Consider finding an on-campus job to give you flexibility in scheduling around your classes, and to make you more readily available on campus. Join a student club or organization to meet friends outside of the classroom. Work out on campus or join a campus intramural team. Take advantage of mentoring programs when possible to get advice from an advanced student who has been through similar experiences. Even attend a program or event on campus just to spend some added time at the university. Most importantly, find your “best fit” by becoming involved and engaged on campus. Make this your home away from home.
Thought Question
• What are some other ways that you can ensure that your voice is heard on campus? What are other ways to avoid being a silent majority on campus?
• Which of the University of Texas Arlington’s almost 300 clubs or organisations could you join?
Table 3-2. Challenges and Solutions for Commuter Students
Challenges for Commuter Students Solutions
“It is difficult to make new friends and feel socially connected to campus.” • Join a student organization or a fraternity or sorority in Greek Life.
• Invite classmates to join you after class for studying or a coffee break.
• Swap phone numbers and e-mail addresses with classmates and propose a study group.
“I do not have enough time to participate in on-campus activities.” • Arrive on campus an hour or two before your classes start to get an early start to the day.
• Consider getting an on-campus job, which will often have understanding bosses and co-workers and a flexible evening schedule.
• Build time into your class schedule to allow you to spend extra time on campus in a place you enjoy.
“I find it difficult to interact with staff and faculty.” • Set up a meeting to talk with your professors during their office hours or after class.
• Join a student organization to interact with faculty and staff advisors.
• Faculty and staff hang out on campus just like you. Some even play intramurals. Make an effort to be on campus, and you will likely increase your interaction with faculty and staff.
“I drive a long distance to come to class every day, and parking is always a problem.” • Arrive early to campus to ensure that you get a good parking spot.
• Check the UTA Web site to make sure there are no cancellations or delays.
• Carpool with friends or classmates to cut down on gas money.
“I never know what’s going on.” • Pick up a copy of The Shorthorn, the student newspaper, every day as you come to campus to see what other students are talking about.
• Establish a relationship with a mentor, a faculty or a staff member, or a student who can help you become connected to campus.
• Sign up for newsletters or listservs through University Communications and Student Governance and Organizations to keep up-to-date. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/02%3A_Campus_Life_-_The_value_Added_from_Involvement/2.04%3A_Campus_Involvement_as_a_Commuter_Student.txt |
In high school, students are required to attend school—it’s the law. However, college is a choice. Students can choose which college to attend, what to major in while in college, what professors to take, and what career path they want to follow after college. A key point for you, as a student, to understand is that for whatever the reason, you have made a choice to be in college. Ultimately, you have a choice to manage that decision responsibly, which in part requires that right attitude toward college if you are to be successful in the end.
Students typically begin college with an optimistic view of their ability to succeed beyond some of the normal apprehension regarding what college will be like. After a few weeks or months, students might begin to have some doubts about their ability to succeed, and that is completely natural. However, it is the attitude that students adopt at this point that can “make” or “break” their academic career.
Victims and Creators
According to Skip Downing (2008), students’ general attitude toward a given situation tends to fall into one of two general categories: a Victim or a Creator (see Table 4-1).
Table 4-1. Behavioral Indicators of Victims and Creators
Victims Creators
Focus on their weaknesses related to a situation Look to use their strengths to over- come obstacles
Complain and make excuses Acknowledge the problem and seek solutions
Blame someone else Take personal responsibility
See problems as permanent, catastrophic events See problems as temporary events that they can overcome
Repeat behaviors that have not been successful in the past Actively seek new information and take new actions based on this information
Predict defeat in the face of obstacles Look for better ways to approach a problem
Use negative self-talk like “This professor is stupid.” Use more positive self-talk like “I am having troubles focusing in this class so I am going to prepare for class and sit in the front.”
Victims tend to believe that they have little control over the world and what happened to them in a given situation. Often, victims continue to repeat behaviors that have not proven to be effective in the past, in part because it is the easier thing to do. Typically, they understand what they should have done in a situation but tend to respond, “Yes … but…,” followed by an explanation of who is to blame or an excuse. On the other hand, creators accept personal responsibility for themselves and their thoughts, beliefs, and actions. When their thinking and behavior has been proven to be ineffective, they seek out help and new information and try something new (see Figure 4-1).
Overall, in a study of nearly 1,000 new undergraduate students, researchers found that those students who adopted an attitude of a creator were more successful in meeting their goals in continuing in college compared to students who adopted an attitude of a victim (Vallerand & Bissonnette, 1992).
Figure 4-1. Differing Responses of Victims and Creators
Source: Downing,Skip. (2008)
It is important to note that students are not born with the mindset of victim or creator in their approach to life. Students can choose to adopt the mindset that they want to adopt. For instance, students can choose to spend their precious time and energy blaming others and complaining about all of the obstacles (behaving as a victim) which does nothing to change the outcome, or they can choose to seek out new information and assistance from others that will help improve the outcome (behaving as a creator).
If you find that you (or a fellow student) is behaving more like a victim in a given circumstance, think about how you are reacting and choose to adopt a creator mindset and action plan. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/03%3A_Foundations_of_Academic_Self-Management/3.01%3A_Attitude-_It%27s_your_choice.txt |
Introductory psychology textbooks commonly define motivation as an internal psychological state that serves to activate behavior and drive them toward meeting a particular goal or need (Huitt, 2001). Motivation is inferred by others when they observe overt and persistent behaviors that are linked to fulfilling some sort of need or action steps toward a goal. Dembo and Seli (2008) explain that the choices that students make (e.g., to study or not to study), the level of engagement in academic tasks (e.g., note taking, preparation for class, use of learning strategies), and finally, the persistence and effort (e.g., working even when a task is considered difficult or boring) directed toward academics are key behavioral indicators of a student’s level of motivation toward academics.
Thought Question
Does your behavior show that you are motivated to go to college?
An enormous amount of research has been devoted to the numerous factors that impact a person’s motivation. Maslow (1943) argued in his theory, coined the Hierarchy of Needs, that individuals seek to fulfill basic needs as they ultimately strive to reach a level of self-actualization, living to their full potential.
Figure 4-2. Maslow’s Hierarchy of Needs
Source: The School of Life
Maslow suggested that a person would not be able to deal with certain higher level esteem needs, such as a need to have a sense of achievement like earning a college degree, without having met basic physiological or safety needs, like having proper food and financial security.
Dembo and Seli’s (2008) survey of factors that impact the motivation of college students focused upon three main factors: sociocultural context, classroom environment, and internal beliefs and perceptions. To summarize, the value that your culture or parents place on the importance of a college education may provide a sociocultural context that places education as a high priority or not. Also, the classroom environment can impact motivation based on the size of class, the time of day it is offered, the compatibility of the teaching style with your learning style, and level of instructor guidance and support. Finally, your internal thoughts and feelings greatly impact your level of motivation. For instance, students who are more mastery goal-oriented (i.e., learning for the purpose of self-improvement) tend to exhibit a more positive attitude and long- term retention of information in comparison to students who are more performance goal-oriented (i.e., completing a task only to get the grade or to do better than someone else). Also, students who feel that they are capable of completing a task are more likely to engage in that activity, more likely to receive positive feedback from that activity, and therefore feel better about themselves in general. On the flip side, if students do not feel like they are capable of succeeding in a task, they will oftentimes avoid completing that task and experience the negative consequences; however, the safety mechanism is that they really did not try so their self-worth remains relatively intact.
It is also believed that certain types of motivation are associated with more positive outcomes in an academic setting. Using a series of psychological assessments, Vallerand and Bissonette (1992) identified students as either intrinsically motivated (i.e., engaged in behaviors for the pleasure or satisfaction of performing in those behaviors), extrinsically motivated (i.e., engaged in behaviors due to an external reward, avoidance of negative consequences, or as a means to an end) or amotivational (i.e., perceived lack of control or purpose). They found that students who were more intrinsically motivated were more likely to be enrolled one year later. In addition, they found that students who were identified as having self-determined forms of extrinsic motivation were also more likely to be enrolled in college one year later. However, students who were identified as amotivational were unlikely to be enrolled in college one year later.
Students for the most part report that they are motivated to earn a college degree, but then ultimately, faculty and staff on college campuses often report that students do not complete the work necessary to earn that degree. Why the disconnection? The question on the minds of many students is, “studying is not always fun, so how can I get motivated to study?” Overall, research presented above indicates that students who gain a level of satisfaction from the learning process or have determined for themselves that it is important to earn a college degree are more likely to get the job done. Refer to “How Can I Get Motivated to Study?” for some concrete ideas to boost your motivation.
How Can I Get Motivated to Study?
• Set goals! Set long-term, short-term, and weekly goals. Goals motivate students by focusing their direction and attention on a task (Dembo & Seli, 2008). Making your long-terms goals visual and salient help to keep them in the forefront of your mind.
• Set a study session goal of what you plan to produce or know at the end of the session.
• Check a task off of a To-Do list and take the time to recognize the satisfaction that you have gained from completing a task that serves your goals. Along similar lines, think about how good it would feel to master a new or difficult topic.
• Reflect on the value of what you are learning. How might this help you in the real world? How might this new information or skill help you become more effective in a given situation?
• Make the information you are studying more interesting by looking at the pictures and reading the captions, Googling the topic on the Internet, thinking about how information personally ties to you, or asking yourself thought provoking questions like “What if ‘X’ happened? How would things be different?”
• Study a topic for a shorter segment of time and alternate with other subjects. For instance, read for history class for 30 minutes, then work on math homework problems for 30 minutes then go back and read for history again.
• Make studying more “social”—form a regular study group or talk with your faculty member. Learn more about study groups in Chapter 5: “Collaborative Student Learning: The Art of Study Groups.”
• Schedule routine study times for topics.
• Reflect on what will be gained by studying and how much self-control you feel by foregoing other lower priority activities.
• Consider the consequences of not studying now. How will you do on your next exam? How late will you have to stay up to get this work done, and how will you feel the next day? Will you have to give up another activity later that you would rather do?
• Make your study goals public to others and ask them for their support in helping you stick to your plan.
• Reward yourself. For instance, commit to not checking your e-mail or Facebook until you have completed your study session, or if you finish reading for your government class, you can watch your favorite TV show.
• Vary the study techniques that you use.
• Be more active in your study sessions like taking notes or developing notecards while you are reading.
• Reduce temptations! Turn off your cell phone, TV, Internet, and go someplace where there are fewer distractions.
• Select a major and classes within that major that you personally enjoy.
• Seek help when life is too stressful. It is hard to be motivated when you are feeling overwhelmed.
• Check your attitude. Are you approaching a situation as creator or a victim?
Adapted primarily from Muskingum College Learning Strategies Database (n.d.) and Univer- sity of Victoria Learning Skills (2004).
Thought Question
• What motivates you to study? What techniques are you willing to try the next time you are not feeling motivated to study?
• Why did you come to college? | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/03%3A_Foundations_of_Academic_Self-Management/3.02%3A_Motivation-_Just_do.txt |
Too many times, students start college without any end goal in mind. Taking the time to think about what you want and how you plan to get there is a useful exercise as you begin something as important as starting college. Now, that is not to say that goals and plans do not change along the way; goal setting should be viewed as a process that includes evaluating the results of a plan to determine if you need to modify your plans or goal. It has been established that “goals motivate,” so taking the time to spell out those goals will help keep you moving forward in life rather than stagnating or just settling for what comes your way.
Goals Motivate By…
1. Directing attention—What do I need to do?
2. Directing effort—How hard do I need to work?
3. Specifying a duration—How long is it going to take?
4. Providing a strategic plan—What steps do I need to take?
5. Providing a reference point—How far have I come?
Adapted from Dembo & Seli (2008)
Long-term goals, like graduating from college, can be very overwhelming, and sometimes it is hard to see the end in sight or the pay-off. That is why it is important to break goals down into smaller goals, so that you feel like you are accomplishing something along the way.
Figure 4-3. The Breakdown of Long-term Goal
Source: York University Counseling and Development Centre (2007)
Most often, people indicate that they have a goal much like a New Year’s Resolution in which we verbalize what we are striving for and then typically it stops there with no real thought into how to get there. Whether the goal is a personal, professional, or academic goal, goal setting should be seen as an ongoing process that requires planning and evaluation. Dembo and Seli (2008) outline a five-step process to goal setting:
1. The most important step is to identify and define your goal carefully. A well-written goal serves as the basis for the remaining four steps. Write a S.M.A.R.T. goal. (Refer to the informational box entitled “Be S.M.A.R.T. about Your Goals.”)
2. Next, determine how you are going to attain your goal by generating and evaluating alternative plans. Many times there is more than one way to go about meeting a goal. For instance, if you were attempting to lose weight, you could plan to make changes in your diet and exercise on your own, join a program like Weight Watchers® or Jenny Craig®, or investigate gastric bypass surgery. Take the time to think about all of the different methods that you could utilize to lose weight and then determine which plan suits your needs. Once you have selected a method, you could incorporate that plan into your S.M.A.R.T. goal.
3. Once you have selected a plan then you need to develop an implementation plan. At this point, you carefully lay out what actions or tasks you are going to take toward meeting your goal. For instance, if you decided to make changes in your diet and exercise to lose weight, you then need to lay out the specific steps, such as you are going to go to the gym three days a week for one hour to work out and reduce the amount of sugar and fat that you intake in your foods.
4. Next, you implement the plan. Here is where you actually put into place the plan that you carefully thought out and developed. It helps at this stage if you actually record what you are doing on a daily basis. For instance, you would start going to the gym according to your schedule and selecting foods that are lower in sugar and fat when eating and then recording them on a daily basis.
5. Finally, a goal will not help you make progress if you are not personally evaluating the progress you are making. Take measurements of what you accomplished so far. Ask yourself some questions: “How well did the plan go this week?” “How many of my tasks did I complete?” “Did I have troubles completing some of the tasks?” “If so, which ones and why?” “What did I forget to plan for?” At this point or some point down the road, you may need to reevaluate certain aspects of your goal statement, your alternatives, or fine-tune your plan.
Be S.M.A.R.T. about Your Goals
A S.M.A.R.T. goal is an acronym for a written goal that includes these derived aspects:
Specific – Describes what you want to accomplish in as much detail as possible.
Measurable – Describes your goal in a way that can be evaluated or measured.
Action-oriented – Identifies the general actions that may be taken rather than personal qualities.
Realistic – Identifies a goal that you are capable of attaining.
TimelyClearly specifies a completion date or may even break the long-term goal down into short-term goals.
Example of a goal related to weight loss:
I am going to try harder to lose some weight.
Example of a S.M.A.R.T. goal related to weight loss:
I am going to lose 26 pounds over the next 5 months by maintaining a healthy diet and exercise regime.
Activity 4-1:
Write a personal goal and an academic goal using the S.M.A.R.T. formula discussed in “Be S.M.A.R.T. about Your Goals” above. Then write down your process for meeting those goals using the five-step process in the “Goal Setting” section of this chapter. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/03%3A_Foundations_of_Academic_Self-Management/3.03%3A_Goal_Setting-_Plans_for_Progress.txt |
Setting goals is a responsible first step in making progress, but it cannot stop there. A well-developed goal will fail if you do not take the steps to achieve that goal. As you are at the implementing stage of the goal-setting process, you should be planning into your schedule the time you need to complete those action steps.
Figure 4-4. Productivity Pyramid
Source: Smith (1994)
For instance, if you value being an educated person or have hopes of being self- sufficient someday, you would set long-term and intermediate goals that would reflect your attitudes and values. Likewise, your daily tasks should reflect that you are working to meet those goals by completing the work necessary to earn the education you want. Not scheduling the time needed to complete the work necessary to earn a degree is where students most often fail in college.
Figure 4-5. Common Failures in Time Management
Source: Suny College at Oneonta Center for Academic Development and Enrichment (n.d.)
As illustrated in Figure 4-5, self-awareness and long-term goals need to be considered hand-in-hand. You need to determine how committed you are to the goals you have set for yourself. If you are not committed, you will be less likely to plan the time needed on a daily basis to achieve a goal. You need to consider the demands of the task you are faced with completing and make sure you are planning accordingly. For instance, have you scheduled enough time at your alert time of the day to read your chapter in history or to complete your math homework when the Math Clinic is open? Do you need materials from the library to complete your paper? Students who say, “I can do this later,” often lack an awareness of how much time there is in a given day or how far away deadlines may be and what else needs to be done at the same time. In addition, part of time management is managing your environment to avoid unwanted disruptions so that you can concentrate on the work at hand and complete it in an efficient timeframe to maximize the learning moment, which will be discussed more at length in the “Concentration” section of this chapter. Finally, and maybe most importantly, some students fail to evaluate how they are doing on individual assignments or in their courses in general to determine if they need to be spending more time on academic endeavors.
Thought Question
Which of these factors seems to impair your ability to manage your time well?
Tools for Time Management
Semester Calendar. Good time management requires a look at the big picture as well as the day-to-day activities. Documenting big events (e.g., holidays, weekend excursions, visitors, Homecoming, etc.), course deadlines (e.g., exam dates, paper due dates, class presentations, project due dates), and other important dates (e.g., birthdays, regular appointments, last drop day, first and last day of classes, etc.) on a monthly calendar that you can post for easy and frequent review can help you see if you have conflicting events and deadlines. For instance, if you are planning to be out of town on a particular weekend and find that have an exam scheduled on Monday after you return, you could plan ahead in studying for that exam rather than thinking, “I can study for that this weekend,” only to remember later that you have plans. Once you have all of these items documented on your semester calendar, input this information into your weekly calendar as general notes, as well (York University Counseling and Development Centre (CDC), 2007).
Important UT Arlington Calendars
As you build your semester calendar at the beginning of each term, you should consult the Academic and UTA Events Calendars.
Academic Calendar
To view the Academic Calendar, go to the UTA Main Home page, www. uta.edu, click on Current Students>Academic Calendar and select the term for which you are planning. Marking dates like census, the last day to drop classes, registration periods, school holidays, and final exams will help ensure that you do not miss anything important. These dates are deemed “official” by UT Arlington faculty and administration. Conflicting dates on course syllabi or other calendars should be questioned.
UT Arlington Calendar
To view all of the events scheduled on campus, go to the UTA Main Home page, www.uta.edu, and click on “All Events” under the “Events” tab of the page. Check the UTA Home page and this calendar often as they are regularly updated.
Weekly Calendar. Once you have the big picture in mind you need to look at a week at a time so that the balancing act can begin. First, start by listing all of the times that you are in class and block that time out. Then, list other routine events, like your work schedule, commuting, typical meal times, church services, etc. Draw lines for your targeted wake up and bed times as a reminder that you should try to plan for 8 hours of sleep per night. Consider your “academic” work week and the number of hours a week that you need to study to be successful. Semester and weekly calendars do not have to cost a fortune; print blank monthly and weekly calendars from Microsoft Outlook installed on many computers, and place in a three-ring binder (York University CDC, 2007).
Academic Work Week: It’s a Full-Time Job
On the average, your faculty members would recommend that students study 2–3 hours outside of class for every one hour spent in class (York University CDC, 2007). For instance, if you are taking a class that meets 3 hours a week, you should be preparing and reviewing for that class on the average of 6–9 hours per week.
Consider this…
A full-time student takes 12 semester credit hours or more in a given semester
12 hours x 2–3 hours per week = 24–36 hours per week studying
12 hours of class time + 24–36 study hours = 36–48 hours per week devoted to school
That is a full-time job!
Mark on your calendar the blocks of time that you can study. It is worthwhile to even write the course that you are going to be studying and special tasks to be completed at that time so you can ensure you are studying for all of your courses and not just ones you like or that are in your major. Remember, every course that you take stands between you and earning a degree. Set up routines. For example, if you have a Math class on Mondays, Wednesdays, and Fridays, schedule solving math homework problems during the afternoon on those days at the Math Clinic. If you have a history class on Tuesdays and Thursdays, schedule reading time for history on Mondays and Wednesdays to prepare for class and review of class notes on Tuesday and Thursday nights. Honor these study times as you would an appointment with your doctor or hair stylist. Now, you can adjust your study times, but be sure it is not at the expense of sleep or doing quality work. Once you have a rhythm, you will find that studying will become a habit.
The remaining time in your schedule can be considered recreational/leisure time: time for spending with family and friends, engaging in student organizations and activities, exercising, playing on the Internet or watching TV, etc. Many times, leisure activities can be combined with spending time with family and friends in order to multi-task effectively.
To-Do Lists. At the beginning of each week before you develop or rework your weekly calendar, start by writing a list of all the academic and personal things that you need to accomplish that week. What readings do you need to complete to prepare for class? What phase of a writing assignment do you need to complete? What shopping do you need to do? Prioritizing the list will also help you decide what absolutely must get done versus what would be nice if you could get this done. Mark off the items you accomplish and place the other items on your list for the next week. If you find that items are piling up, leisure time needs to be reduced until you are caught up (York University CDC, 2007).
Project Planners and Five-Day Study Plans. Larger class projects, such as writing a paper, preparing for a speech, learning a new piece of music, creating a work of art, can be a daunting task that can often lead students to procrastinate, in part because they are unsure where to even start. Immediately after the assignment is given, take the time to think about the steps that you need to complete that project and write them down. Once you can see all the parts, it is easier to conceive how to get it done. It is also useful to take these steps to your faculty member’s office hours to discuss as he/she may have suggestions on other intermediate steps. Once you have all of your steps identified, set your own deadlines for when these steps need to be completed so that you can ensure you are making progress on the project. Make sure you have plenty of time to access the resources you need to problem solve if obstacles arise. Keep in mind, it is very difficult to get help from campus resources at midnight the night before the big project is due!
Oftentimes, students see an exam as something that they should only study for a night or two before the test. Instead, students need to look at test preparation as an act that starts on the first day of class and ends when the final exam has been completed. Every time you prepare for class by reading the assignment or reviewing your notes after class, you are in essence preparing for a test. It is recommended that students begin the review process for an exam that includes more than one chapter of material at least five days in advance of the exam. Refer to “Create a Five-Day Study Plan for Exams” in Chapter 5 for steps on how to effectively create an exam study plan.
Quick Tips for Time Management
• Use your tools. Utilize semester and weekly calendars, to-do lists, and project planners.
• Use “wasted time.” For example, in between classes, review your notes or read the next chapter for a class or bring a book to a doctor’s appoint- ment and read while you are waiting.
• Set times to study and determine what you intend to accomplish during that study time, but be realistic in what you can accomplish at a given time.
• Take short breaks. For 50 minutes of studying, take a 10-minute break.
• Alternate topics to study if you are studying for more than one hour at a time.
• Schedule tasks that require more energy to stay focused during times of the day that you have higher energy levels.
• Sleep should not be sacrificed for study time. If you need more study time, decrease your leisure activities.
• Set up study routines.
• Study in places with limited distractions…and most importantly, turn off your cell phone. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/03%3A_Foundations_of_Academic_Self-Management/3.04%3A_Time_Management-_Manage_Your_Time%2C_Don%E2%80%99t_Let_It_Manage_You.txt |
Building upon the notion of scheduling time to study, students need to monitor their levels of concentration during those study sessions. A study session that is filled with distractions and a general lack of concentration is wasted time. It is the responsibility of students to plan their study time and plan to do it in an environment that is conducive for good concentration.
To say that students are “paying attention” is to say that they are aware of certain factors that are going on in the environment. However, attention can wane and requires a process of continual refocusing, in other words, concentration. To determine if you are concentrating to your full ability, you need to monitor your level of concentration and what you are getting out of a study session. However, if you are not concentrating to your full capacity, that is not an excuse to just stop studying or zone out of a lecture; you need to take steps to improve your concentration in that given situation.
ACTIVITY 4-2:
Keep a Time Log (see Time Log worksheet at the end of this chapter) for one full week. Try to record what you are doing to the nearest 30-minute segment. If you are multi-taking, you need to select the most salient and intended task to record.
Record and add up the amount of time spent engaged in the following general activities:
In class ________hrs.
Studying outside of class ________hrs.
Sleeping/napping ________hrs.
Exercising/organized sports ________hrs.
Work/internship ________hrs.
Family commitments ________hrs.
Personal care/grooming ________hrs.
Meal preparation/eating/cleanup ________hrs.
Commuting (school, work, etc.) ________hrs.
Relaxing—watching TV, video games (alone) ________hrs.
Socializing with friends/entertainment ________hrs.
Other (List “other” activities) ________hrs.
There are 168 hours in one week. Do your totals add up to 168?
Reflect on how you are using your time. What surprised you about how you use your time? Are you spending as much time studying as suggested by the Academic Work Week formula? Do you need to make any adjustments in how you are using your time?
Figure 4-6. Concentration Capacity during a Lecture
Each person has finite resources that can be allocated toward concentration. You need to determine what you can do to improve your ability to concentrate on the task at hand, which in this case (Figure 4-6) is listening to a lecture. Controlling the distractions is necessary to be able to continually refocus on the lecture at hand. External distractions are those that originate outside of your body, such as a cell phone ringing, people talking, the temperature of the room, etc. Internal distractions are those that originate inside of the body, such as hunger, stray thoughts, emotional responses and thoughts, etc. (Dembo & Seli, 2008). Students need to be able to identify the distractions that are currently detracting from the task at hand and work to reduce them. For instance, if you learn that you tend to get sleepy in class, sitting close to the front or getting enough sleep at night can help reduce this as a distraction. If getting hungry in certain classes is an issue, bring a snack in to munch on quietly during class. Beyond the classroom, finding the optimal study environment is key to concentration. You will find that if you tend to study in the same basic locations that space will become a mental cue to focus on your work. Typically, students who find the right place to study and learn to manage their concentration will have to study less to reap the benefits, because they are more productive during their study time.
Quick Tips to lmprove Concentration
• Control the distractions that you can. Turn off your cell phones; put a “Do Not Disturb” sign on your door; log out of online distractions like Facebook©, SnapchatTM, Twitter©, and your e-mail; turn off the TV, and if you listen to music while you study, set a lower volume and avoid music selections that you find yourself singing the words to.
• Use active learning techniques. Take notes in lecture or while reading. Quiz yourself on what you just read. Talk out loud about what you are learning. Use a variety of study techniques to reduce boredom.
• Set a goal for what you realistically want to accomplish during your study session with activities that will promote active learning.
• Study in a comfortable and reasonably quiet environment. Make sure the furniture is conducive to studying—comfortable but upright. Find a place with proper lighting, good temperature (about 68°F), with minimal people traffic and noise level.
• Make sure you have all the resources needed to complete your study task—notebook, text, writing utensils, charged laptop, etc.
• Schedule yourself to study during high-energy times. It is difficult to con- centrate when you are sleepy.
• Resist procrastination. Putting assignments off to the last minute can lead to worry and stressful thinking that can interfere with concentration.
• Take short breaks periodically. A ten-minute break for every 50 minutes of studying or a five-minute break every 30 minutes is enough to refresh your mind and regain concentration. Set a timer if you are prone to taking longer breaks.
• For longer study sessions, alternate study topics to fend off boredom.
• Write down stray or stress-based thoughts. Give yourself permission to consider them later, and move on.
• Use positive directives, like “If I finish with this study goal now, I can relax later” or “I need to clear my head and refocus.”
• Track periods of reduced concentration levels with checkmarks as a way to possibly identify patterns in locations and times that may not optimize your concentration.
ACTIVITY 4-3:
Consider the three places that you tend to study most often. Write those locations below.
Location A: ________________________________________
Location B: ________________________________________
Location C: ________________________________________
Answer True or False to each of these statements with regard to each of your listed study locations.
Location A Location B Location C
I cannot typically hear other people talking.
I have access to a comfortable, upright chair.
I have access to a desk or flat writing space that is easy to utilize.
It is quiet in this space.
The lighting in this space helps to keep me alert.
I am not too hot or too cold in this location.
I tend to keep my breaks short when I study in this location.
I am not interrupted by family and friends when I study at this location.
This location is free of distractions (e.g., TV, non-school related computers, magazines, etc.).
I feel alert when I study in this location.
TOTAL True Responses
In theory, you should elect to study in the location with the most “True” responses as it tends to have more of the features recommended for a conducive study environment. If you find that you are unsatisfied with any of your study locations, try out some new locations and utilize this tool to help you assess if it is a good location.
Time Log for the Week of __________________________
Name: ____________________________
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12 p.m. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/03%3A_Foundations_of_Academic_Self-Management/3.05%3A_Concentration-_Make_the_Most_of_Your_Study_Time.txt |
In 1956, educational psychologist Benjamin Bloom and his associates conceptualized a taxonomy to classify aspects of human learning that included three basic domains: cognitive, affective, and psychomotor. The cognitive domain of this taxonomy represents a continuum of thinking that can be useful for teachers as they develop curricula for students, but also for students as they try to determine what a professor may be asking them to do on a particular test question or writing assignment. Bloom’s Taxonomy can also help students challenge themselves as they are creating active learning study strategies and/ or developing questions for self-testing for an exam. In addition, once students have taken an exam in a particular course, conducting a post-test review of the levels of thinking required by exam questions will provide clues regarding how to effectively study for future exams.
Table 5-1: Bloom’s Taxonomy: Cognitive Domain (1956)
Level of Cognitive Domain Thinking Level Generic Activity Question Cues Sample Questions Example Activities of Products
Remembering Basic thinking (lowest level) Recalls facts, patterns, settings, etc.; remembers previously learned material Cite, label, name, list, state, quote, reproduce, define, identify, describe(who, what, where, when) Who is…?
What is…?
Where is…?
Where was…?
List items. Make a timeline. Recite a passage. List certain memorized facts.
Understanding Basic thinking Understands what is being communicated; grasps the meaning of material and can state in own words; can infer causes and predict consequences Explain, restate, paraphrase, summarize, describe, illustrate, give examples, discuss, distinguish, interpret How would you put this into your own words?
What is an example of _____?
How would you translate ____ to a visual form?
What was the main idea?
Create a flowchart to illustrate the sequence of events. Retell the story in your words. Write a summary.
Applying Higher-level thinking Uses the information in new concrete situations Apply, classify, solve, demonstrate, calculate, illustrate(how it looks in new situation), complete, employ Can you apply this idea to your own life?
Can you come up with another example?
What does “x” equal in this case?
Use this method to apply to a new case study. Solve different types of math problems.
Analyzing Higher-level thinking Breaks new information into parts to understand relationships; sees patterns and organizational structure Diagram, analyze, diagnose, conclude, outline, separate, explain(relationships), infer, find, classify, discriminate, compare, contrast, why Why did this happen? What were some of the motives behind _____?
What was the problem with _____?
Why did ____ changes occur? Can you explain what happened when _____?
What difference exists between ____ and ____?
Construct a diagram that shows the relationships between the parts. Research the issue to find information that supports a view. Write a biography.
Evaluating Higher-level thinking Make judgement of the value of an idea, method, resource, etc.; assess the value of theories, presentations, texts; make choices based on argument; recognize subjectivity Assess, appraise, critique, judge, weigh, recommend, convince, support, evaluate,rank, decide, select, grade, defend, justify, compare, contrast Is this a good or bad thing? Can you defend your position on ____?
What do you believe and why?
What would you have done differently?
How effective is ____?
What do you think about ____?
Is this a credible source?
Debate an issue from multiple perspectives.State your opinion and evidence for your opinion. Prepare a list of criteria used to judge something and apply it.
Creating Higher-level thinking Creates something new from the elements of the old information; generalizes from given facts; relates knowledge from different areas Create, design, compose, develop, plan, propose, integrate, invent, generalize, combine, rewrite What would happen if ____?
How can we improve ____?
Can you design a ___ to accomplish ___?
How can this idea be combined with that idea to develop a better understanding of ____?
How can we solve questions?
Invent a new machine. Write a story. Compose a new piece of music or work of art. Devise a new way to do something.
Students who challenge themselves to engage in higher-level thinking such as Applying, Analyzing, Evaluating, and Creating are using what professors on our campus would commonly characterize as “critical thinking.” | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/04%3A_Self-Directed_and_Active_Learning/4.01%3A_Blooms_Taxonomy.txt |
The learning of information and skills presented in class lectures or discussions should be viewed as a process: preparation to take in the new information, the act of taking in the new information, and then reviewing the information so that it is later accessible (recalled from memory) to use for a project, paper, or test.
The activities suggested for “Before Class” in Table 5-2 help students develop a mental framework into which this new information can be “filed” or organized which aids information recall (Bower, Clark, Lesgold, & Winzenz, 1969). It also makes note taking easier because you are familiar with the material and feel less panicked about getting everything noted in full detail.
Attending class and taking the notes is important primarily because the professor may be presenting information that is not presented in the text. It should also be seen as a structured opportunity to engage with the material that will further aid recall when needed. Oftentimes, students can also get clues as to what a professor perceives as important material from attending class that will aid in test preparation.
Table 5-2: Effective Techniques for Learning from Class
Before Class During Class After Class
Complete assigned readings to prepare for class. Take notes or mark your text for easy reference. Take notes. Active engagement with the material (like writing down what you are hearing) helps improve memory and concentration and material to later review. Have a positive mindset about taking notes you are writing down answers to questions on the test.” Review your notes and handouts within 24 hours of taking them. Fill in details that you remember but did not have time to write down. Write questions for the notes that you can use for self-testing later. Write a summary of the day’s notes.
Prepare questions that you may have about the reading. Put a date on your note paper. It helps to also include the text chapter or general topic that might be related to these notes as well. Compare your notes with a reliable classmate who may help give you ideas on what you missed that might be important or how to better organize the information. Discuss the notes to add another-layer of processing.
Review notes from the previous class period to get a sense of where you may have left off. Use active listening techniques. Refer to the informational box called “Ten Tips for Active Listening” for more information. Follow up on questions that you have written down with your professor, the teaching assistant, or another reliable classmate.
Be sure you have your materials ready for class: text, three-ring notebook with paper, writing utensils, highlighters, charged laptop, etc. Have your textbook accessible in case your faculty member refers to specific information. Write down that reference in your notes as it is probably important information. Integrate your class notes with your text notes or markings. If you highlighted in your book, add some of that information to your notes for the “whole” picture.
Get a good night’s sleep. It is easier to concentrate on the lecture when you are alert. Write down the main points a speaker is making along with any supple-mental details like examples or experiments. Do not expect to be able to write down every word the speaker says. Develop tools that swill serve to help you review the material now, as well as later. Create visual diagrams* of concepts, develop ram cards* of concepts, reorganize your notes, etc. *Refer to informational boxes on “Visualize Your Information” and “Cram Cards for Long-Term Review.”
Make it a habit to attend every class. Put your classes on your schedule and treat them as a limited opportunity to engage with your professor and this material. Use abbreviations for commonly used words to increase your speed in note taking. Create some abbreviations of your own. Self-test your comprehension of the information on an ongoing basis. Do not just “look over” or read what you have written. Use the questions you have created. Cover up the “answer” and see if you can explain what is in the notes. Use the cram cards or visual diagrams to test yourself.
If you cannot attend class due to illness or an-other extraordinary reason, contact a classmate to arrange for notes. It is always a good idea to send an e-mail or call your professor as well. Develop a system of organization for your notes that works for you. Common methods include the Cornell, Outlining, Mapping, Text-Class, and Sentence Methods. Refer to informational box called “Note Taking Methods: What Is Right for You?”
Leave space between main points so that you can add in new information that you may have missed or from the text.
If the professor writes it down or puts it on a PowerPoint slide, it is probably important, so write it down.
If the professor repeats it, it is important, so write it down.
Listen for cues like “very important,” “in summary,” or sequence words like “first,” “second,” etc. This information provides cues for what is important and possible note organization.
Ask questions you may have. If you are not comfortable talking in class, write them down and talk with your professor later.
Adapted from Dembo Sell (2008) and Downing (2008).
Ten Tips for Active Listening
Effective note taking in class requires the use of active listening techniques for optimal results.
1. Accept responsibility as a listener.
2. Adopt a positive attitude toward listening. Listening is a choice.
3. Sit somewhere in the classroom that will minimize distractions and allow you to focus on the professor.
4. Maintain eye contact with your professor.
5. Focus on the content being presented rather than the delivery.
6. Ask questions in class.
7. Ask mental questions and search for the answer in the lecture or discussion.
8. Avoid emotional involvement that may impair your ability to concentrate or filter important information.
9. Clue in on non-verbal communication, such as exaggerated movements, excitement, etc., as it may serve as a cue to important information.
10. Monitor your concentration throughout the class period and continually refocus.
Adapted from Kline (2002) and Treuer (2006). | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/04%3A_Self-Directed_and_Active_Learning/4.02%3A_Active_Learning_from_Lectures.txt |
As with learning from lectures and discussions, the learning of information and skills presented in readings, texts, and written text from a Web site should be viewed as a process: preparation to take in the new information, the act of taking in the new information, and then reviewing the information so that it is later accessible (recalled from memory) to use for a project, paper, or test.
Students who simply start and finish a reading with no further actions taken are really wasting their time. Reading a text needs to be approached properly in order to ensure comprehension and retention of the information. Planning for an active reading session by engaging in the “before reading” activities facilitates an active mindset to the reading session and discourages “auto-pilot reading” that results in scanning of the words but no real careful thought about what is being said.
Preparing for class by reading assigned texts related to the lecture material is extremely important to optimize the lecture experience. If you have a professor who tends to lecture at a fast pace, you have the foundational information and only need to focus on writing down unfamiliar information. If your professor expects class participation in discussions or utilizes active classroom techniques, such as case studies, small group activities and discussions, simulations, or demonstrations, you will understand what is happening and be able to contribute to the learning experience. Marking or highlighting your text for main ideas while reading not only keeps your mind focused on the reading but also serves to prepare you for easier exam review.
Table 5-3. Effective Techniques for Reading
Before Reading During Reading After Reading
Preview the reading headings to get a “big picture” of the outline of the reading. Look at the pictures and figures. Check out the bold and italicized words. As you are reading, seek out the answers to the questions that the reading or you generated rather than passively scanning the words. Take reading notes from the highlighted material from the text. Utilize visual organizers and summaries to capture information. Revisit the informational box on “Note-Taking Methods: What Is Right for You?” and visit “Visualize Your information and “Cram Cards for Long-term Review.”
Preview any questions that the chapter may offer so that you can actively seek answers to those questions. Monitor your concentration and comprehension. After each paragraph, ask yourself, “What was the main point of that paragraph?” After each section, summarize what you have read. Answer the questions that a the reading may have provided or that you developed. Reread sections in which you remember little information.
Turn text headings into questions so that you can actively seek answers to those questions. Jot those questions down in the margin of the text or in your notes if you plan to take reading notes. Mark your text. Highlight the main idea of a paragraph or write down the main idea of a paragraph in your notes. If you cannot mark your text, take reading notes on the main ideas. Refer to the informational box called “In Search of Main Ideas” for more information Integrate your reading notes and lecture/discussion notes into one location for easier review for an exam.
Plan for a high energy time of the day to read. Consider breaking up a long reading assignment into multiple, shorter reading sessions. Look up the definitions to words that you do not understand to help build your vocabulary and facilitate understanding of the topic. Discuss readings with classmates on a regular basis. Take turns explaining to each other sections of the reading. Ask and answer reading questions. Jot down questions that are unclear to the study group to ask the professor in class or during office hours.
Be sure you have your materials ready for reading: text, notebook paper, writing utensils, high-lighters, charged laptop, etc.
Adapted from Dembo and Seli (2008) and Downing (2008).
In Search of Main Ideas
Some students do not actively take notes or mark their readings and texts because they determine it is a lot of extra work to write down so much information. However, the problem is that students are usually writing down too much information and not really cluing in to the main ideas. Here are some tips for identifying the main ideas when reading:
1. The Table of Contents and chapter outlines provide a broad view of the main points that will be covered in a reading. Flesh out the outlines that are already provided for you.
2. Oftentimes in a textbook, the main idea is the first or last sentence of a paragraph. If it is not the first or the last sentence, then look back at the entire paragraph to see what the overall issue seems to be. Look for the overall pat- terns of your textbooks.
3. Titles, headings, and subheadings announce the major subject. Make these headings into questions, and the answers to the questions will likely be the main ideas.
4. Bold and italic words point to a main idea or key concept that you need to understand.
5. Repetition of key words or phrases throughout the text point to a main idea.
6. Chapter questions at the end of the chapter are about the main ideas of the text. Answer those questions and you will identify your main ideas.
7. Summaries presented at the end of the chapter also tend to restate the main ideas briefly. Flesh these ideas out with some supporting ideas, and you would have a good view of the entire chapter.
8. Stop and look at the visuals—pictures, diagrams, tables, etc. Oftentimes, the message depicted in the graph or picture is typically a main idea.
9. Detailed statistics, several examples in a row, and other details often signal that a main idea is being clarified, proven, supported, etc. Track back or ahead to find the main idea they are trying to illustrate.
10. Text that includes bullet points, numbering, or sequences is often a main idea.
11. Look for organizational patterns in the reading that might highlight the main ideas. For instance, are two issues being compared or contrasted? What was the effect of a certain event? Are problems and various solutions being presented? Is there a timeline of events that is important?
12. Be intentional about searching for the main ideas. Ask yourself at the end of each section or paragraph, “What is the point?” or “What is it that the author wants me to know?”
13. If you are reading a narrative, ask yourself questions like, “Who are the main characters?” “Why is this character important to this story?” “Why did the author chose to tell this part of the story?”
Finally, taking the time to think critically about the reading you have done further solidifies that information in your memory and can serve to prepare you for exam review. Summarizing material using visual organizers (refer to informational box “Visualize Your Information” and Figure 5-1) moves your thinking from low levels of thinking to high levels of thinking on Bloom’s Taxonomy. Integrating text and lecture notes and discussing readings with your classmates and professor promotes memory storage of that information and thinking at higher levels as well.
Visualize Your Information
Summarizing main ideas of the readings or lectures can be difficult without the right tools. Visual organizers can help students condense important information into visual diagrams that can be easily reviewed for exams or help organize a writing assignment. Muskingum College’s Center for Advancement and Learning (n.d.) hosts a useful Web site that summarizes and provides examples of various visual organizers (a.k.a. Information Organization Strategies) at
muskingum.edu/~cal/database/g...anization.html (Web site wants username and password now.)
Consider how you might be able to apply several pages of text to a simple flowchart, hierarchical organizer, comparison-contrast organizer, spider map, etc. (See Figure 5-1.)
An additional benefit of using visual organizers is that you are thinking about the material at a deeper level as you identify the proper visual tool and apply the information. While at first it may take more time to determine the proper tool, it will get easier with practice and become second nature.
Activity 5-2
Utilizing what you have learned from the informational boxes “In Search of Main Ideas” and “Visualize Your Information,” select a text chapter or a week of class notes and create some visual organizers that summarize the main ideas of that material. Ask a classmate to share in the same exercise and compare your work in a critical manner. What have you learned from this exercise and each other?
Figure 5-1. Examples of visual organizers
Source: Muskingum College’s Center for Advancement and Learning (n.d)
Cram Cards for Long-term Review
The use of “cram” in cram cards is deceiving. Cram cards are a study tool that promote the active learning of reading or lecture notes and allows for the easy and portable review of material over a longer period of time, therefore promoting later recall. It is a technique that will take some practice to hone your skills in selecting main ideas, but students who use cram cards indicate it is well worth their time.
Tips for Writing Cram Cards:
• Use 4 x 6 index cards (3 x 5 size tends to be too small)—some enthusiasts will even use the colored index cards for different sources of information (i.e., notes versus text reading) or topics (e.g., blue for English and green for Biology).
• Make one cram card per major concept or main idea.
• Do not simply take notes on the card; capture a summary of the main ideas maintaining the proper relationships of the concepts.
• Write the information in your own words.
• Include book examples or provide real-life examples for difficult concepts.
• Include key words.
• Be sure to write legibly.
Example of a Bad Cram Card
Example of a Good Cram Card | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/04%3A_Self-Directed_and_Active_Learning/4.03%3A_Active_Learning_from_Reading.txt |
Students need to develop a mindset that every time they attend class or complete a reading assignment they are preparing for the next exam, because oftentimes so much of their grade rides on those exams. In college, it is not uncommon for your entire course grade to be based on two or three exams with no options for a retake or extra credit. Instead of an exam being over one or two chapters, exams are more likely to be over 5+ chapters of material, and in the case of a comprehensive exam, an entire semester’s worth of material. Intentionally working through the process of preparing for, taking, and learning from the testing process will facilitate successful outcomes.
Table 5-4. Effective Technique for Test Preparation and Taking
Before the Test During the Test After the Test
Go to all of your classes and take lecture notes and read all of your assigned reading using techniques described in this chapter. Mark your exam with the necessary identification. Read all instructions on the exam. Scan the exam for question types, point values, etc. Conduct an error analysis for items missed on the test. Look up the correct answers. Determine the nature of the errors you made.
Develop a study plan and schedule the time to review for an exam over several days. Refer to “Create a Five-Day Study Plan for Exams.” Develop a plan for how you will use your time to complete all questions on the exam. Talk with your professor about items you missed on the exam. Discuss adjustments in your test preparation methods if necessary.
Schedule study sessions with classmates in advance of the night before the exam. Read each item carefully and fully before marking an answer. You might find clues to the answer and will be less likely to make a preventable mistake. Analyze the test questions to see if patterns arise, such as,”Were most of the questions from the lecture, the book, or both?” “What types of questions were asked?” “What levels of thinking were being tested based on Bloom’s Taxonomy?” etc.
Be sure you have materials you need for the exam ready at least the night before the exam, such as multiple writing utensils, scantrons, blue books, notebook paper, etc. Skip difficult questions and come back to them if you are pressed for time. Caution: if using a scantron to record answers be very careful that you do not incorrectly record your answers on the wrong line and get off track. Review the methods that you used to study for the exam and determine what adjustments you need to make in preparing for the next exam.
Get a good night’s rest the night before the exam. If time is available at the end of the exam, review questions you marked as “difficult” in order to check for errors. Determine your overall grade in the course based on the new information that this grade has provided you. Talk with your professor and academic advisor if you have concerns about your overall grade.
Eat a good breakfast prior to the exam. Avoid caffeine prior to the exam. If you have an essay question to write, take the time to briefly outline an answer to ensure that you are answering all aspects of the question and that you provide a well-organized answer for your faculty member to read. Archive your exam for future reference.
To ensure that you are on time to your exam, set two alarm clocks or arrange to have a friend call you to make sure you are awake. Try not to leave any answers blank. You might be awarded partial credit or even make a correct guess.
Take a moment to take some deep cleansing breaths (or any other quick relaxation techniques) if you feel stressed by a question or the exam as a whole.
Preparation for an exam should begin the first day of class. Repeated exposure to material over a longer period of time (Baddeley, 1982; Bahrick & Hall, 1991) optimizes the recall of information when it is needed. Every assigned reading, every opportunity to take notes and engage in class activities, and a routine of reviewing notes should be considered activities toward exam preparation. The volume of information that students are responsible for on each exam is much larger than experienced in high school. Careful review of the material prior to each exam is required for optimal performance, and student reports tell us that the habit of “cramming” the night before the exam is not going to lead to positive, long-term results. Research of the brain supports this typical finding. Physical and neurochemical changes in the synapses of the brain occur when information is learned, a process called long-term potentiation (Kandel & Schwartz, 1982). Without proper time and repeated stimulation of the neural circuits, long-term learning of this information will not occur efficiently and may not be accessible when needed for a test. Planning for a review period over five days prior to the exam and healthy eating and sleep habits cannot be overemphasized.
Activity 5-4
Identify when your next substantial exam will be given in a class. Create a five-day study plan using the formula described in “Create a Five-Day Study Plan for Exams” and the “Five-Day Study Plan Worksheet” at the end of this chapter. Once you have created this plan, incorporate the schedule into your time management calendar for implementation.
Oftentimes, students jump right in to taking an exam feeling stressed and rushed with a need to regurgitate information immediately. However, approaching a test in a careful and methodical way can help ensure the best results. You can best utilize your exam time by taking the time to survey the exam directions and point values and planning how to approach sections of the test. Strategy is particularly important for tests with mixed types of questions (i.e., multiple choice and essay) or tests with multiple essay questions. For ex- ample, if you were to spend too much time on the multiple choice questions and not allocate enough time to complete an essay question, you may have answered the majority of the total number of questions but still do poorly on the exam if the essay question was worth a larger portion of the exam’s total points. Plan your time carefully and manage your stress.
Create a Five-Day Study Plan for Exams
Making a plan that will allow for the careful review of all of the assigned and presented material leads to less stress the day of an exam and the best conditions for recall and performance on an exam. Here is a simple method for creating a study plan:
1. Break the material for the exam into four manageable “chunks.” If material can be logically divided by chapters, use that method. If not, make up your own chunks based on the content of the material. Note: It is not a good idea to break up information by the method of delivery (i.e., one chunk equals notes, one chunk equals readings, etc.). You want to include all information on specific topics together in one chunk (e.g., information about the topic of osmosis from the lecture notes and the textbook in a chunk).
2. Plan to spend about two hours studying on each of the five days.
3. You should work with the material on the exam in two ways, by preparing that material for review and by reviewing that material. Preparation of material incorporates study techniques discussed earlier in this chapter such as combining and clarifying lecture and textbook notes, creating visual organizers for topics, developing cram cards, solving practice problems, creating self-testing questions using multiple levels of Bloom’s Taxonomy, etc. Once you get the hang of preparing material for review, you could do some of that along the way (for instance creating cram cards for readings and notes) to reduce the amount of time needed for preparation at this time, leaving more time for review.
Example of the Schedule for a Five-Day Study Plan
Day One
Prepare 1st Chunk – 2 hours
Day Two
Prepare 2nd Chunk – 2 hours
Review 1st Chunk – 30 minutes
Day Three
Prepare 3rd Chunk – 1.5 hours
Review 2nd Chunk – 30 minutes
Review 1st Chunk – 15 minutes
Day Four
Prepare 4th Chunk – 1 hour
Review 3rd Chunk – 30 minutes
Review 2nd Chunk – 15 minutes
Review 1st Chunk – 10 minutes
Day Five
Review 4th Chunk – 1 hour
Review 3rd Chunk – 30 minutes
Review 2nd Chunk – 30 minutes
Review 1st Chunk – 30 minutes
Taking some time to plan out what material will go into each chunk will ensure that you do not miss anything. Use the “Five-Day Study Plan Worksheet” at the end of this chapter as a guide for your planning.
This method typically works very well for courses that offer two or three tests throughout the semester; however, a similar method could be modified by the number of days or the amount of time spent each day if a course offers more exams with less material on each exam.
Tips for Better Test Taking
The types of test items on a test are as different as the professors who created the tests. “Objective” test questions refer to items in which students have to recognize the correct answer from a list of provided options (e.g., multiple choice, true-false, matching). In most cases there is one best answer, though it is important to note that a professor could indicate in the directions that you can select more than one answer. “Subjective” test items are the fill-in-the-blank, short answer, or essay questions in which students must recall and produce the answer.
Multiple Choice Questions
• Read the question and all of the answer options first.
• Mark out any answers that you know are not correct.
• Once you have selected an answer, do not change it unless you misread the question and know the new answer is correct. Usually, your first answer is the correct one if you are making an educated guess.
• Many times, the correct answer has more information in it.
• If there is no penalty for guessing, do not leave any items blank—make an educated guess.
• If there is an “All of the Above” option and there are two options that are correct, select “All of the Above.”
• In a question with “All of the Above” and “None of the Above,” if you are certain that one of the answers is true, do not select “None of the Above” and, likewise, if one of the answers is false, then do not select “All of the Above.”
True-False Questions
• Read the statement carefully, but do not read too much into the statement. Base your answer on the information provided.
• With statements that have multiple facts, if any one of the facts is false the entire statement is false.
• Qualifying words like “always,” “never,” and “every” indicate that this would have to be true all of the time. If it is not true all of the time, then you should answer false.
• Qualifying words like “usually,” “sometimes,” and “generally” indicate that it could be true or false depending on the situation. Oftentimes the answer is true.
Essay Questions
• Most Important Rule: Make sure you understand what the question is asking you to do. An essay question is not an opportunity to simply regurgitate everything you know about a particular topic. Revisit Question Cues listed in the “Table 5-1: “Bloom’s Taxonomy: Cognitive Domain” and be sure you know what you are supposed to accomplish when you see those cues. Underline key words and let those words help guide you. If you are not sure, ask your professor for clarification on what he or she wants you to accomplish in your answer.
• Take a minute or so to plan out your answer and jot down a brief outline of key points to guide your writing before you start. A well-organized answer tends to score more points when graded.
• Formula for Essay Questions:
• Introductory statements that define terms and describe what you will accomplish in your essay. This section should be brief.
• State your first main idea, and then give supporting facts, examples, statistics, or details. Follow with your next main idea and continue the pattern until complete. The bulk of your time should be spent developing this section of the essay as it would likely include the details your professor wants to see in grading. Typically, each main idea would have its own paragraph. Use transitional works like “first, second, third…,” “next,” “also,” “however,” etc., to aid your reader.
• End with a summary or final conclusion. This section is also likely to be brief.
• Budget time to proofread and revise if needed.
• Write legibly. Neater papers tend to receive higher marks.
Adapted from Dembo and Seli (2008) and TestTakingTips.com (2003–2009).
Once the exam has been completed, the learning experience is not over. Look over the test after you get it back from your professor and continue your review of the material that may be important for a comprehensive final or information that serves as a foundation for material to be learned in other courses. Even if only a scantron answer sheet is returned to you, professors are willing to give students access to review the test results during their office hours. Comprehensive post-test review not only includes reviewing your correct and incorrect answers to the question but also looking at where questions came from (i.e., lecture notes, readings, or both). Also, consider the study strategies you used and how they worked for you in order to help you prepare for future exams. Overall, it is important to emphasize the benefit of talking with your professor after each exam to gain insights into the information presented in the class as well as your learning and test strategies. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/04%3A_Self-Directed_and_Active_Learning/4.04%3A_Test_Taking_and_Preparation.txt |
By nature, talking over course material promotes active learning. Some students shy away from studying with other people, because often study sessions deteriorate into “gripe” sessions about the course or certain members of the group do not contribute to the understanding of information. However, these distractions can be avoided with some study group “ground rules” that develop a habit for effective group work. Students who develop strong team working relation- ships with other students in their classes often report more motivation toward studying, less stress related to the course with this support system, and a better understanding of the material (University of Illinois–Chicago, 2008).
There are several types of study groups. Some groups simply get together prior to exams to go over the material. While this exercise can be helpful, typically these are not the type of study groups that actually promote long-term learning and social support. The most effective types of study groups tend to meet regularly—weekly or every couple of weeks—to work on homework problems, compare lecture notes, discuss current assigned readings, and create cram cards or other study tools that will aid later group review for an exam.
Activity 5-5:
Conduct a Post-Test Analysis for one of your exams by answering and reflecting on these relevant questions. It is best if you can complete this analysis prior to receiving your grade for the exam, but if you have already received a grade try to think about how you felt about the test before getting it back.
1. What grade do you think you made on this exam? (circle one)
A B C D
2. How much time did you spend preparing for this exam?
1. None
2. 1/2 hour or less
3. about an hour
4. about 2 hours
5. between 2 – 4 hours
6. between 4 – 6 hours
7. more than 6 hours
3. Approximately what percentage of the assigned reading did you read?
1. Zero
2. 100%
3. Other (write in the approximate percentage)________
4. What parts of the textbook did you use as you were preparing for the exam? (mark all that apply)
1. Chapter headings
2. Exercises
3. Key points
4. Follow-up activities
5. Tables/graphs/photographs
6. Chapter questions
5. Did you use your notes for the test?
1. Yes
2. No, I do not have any notes
3. I have notes, but I did not review them before the test
4. I borrowed notes from someone else and reviewed them
6. Did you review the handouts given in class before the test?
1. Yes
2. No, I do not have any handouts
3. I have handouts, but I did not review them before the test
4. I borrowed the handouts from someone else and reviewed them
Before the test did you:
• Read through each portion of the test when you got it? YES NO
• Set a time budget to pace yourself? YES NO
7. The objective portion of the test was:
For the Multiple Choice:
1. easy to complete
2. too difficult
3. reasonably challenging, but I feel confident about my ability to answer the questions
For the True/False:
1. easy to complete
2. too difficult
3. reasonably challenging, but I feel confident about my ability to answer the questions
For the Matching:
1. easy to complete
2. too difficult
3. reasonably challenging, but I feel confident about my ability to answer the questions
8. The short answer portion of the test was:
1. easy to complete
2. too difficult
3. reasonably challenging, but I feel confident about my ability to answer the questions
9. The essay portion of the test was:
1. easy to complete
2. too difficult
3. reasonably challenging, but I feel confident about my ability to answer the questions
10. Did you study with other people? (mark all that apply)
1. No
2. Yes, one other person
3. Yes, more than one other person at the same time
4. Yes, I attended a Supplemental Instruction (SI) test review or a test review offered by the instructor or graduate assistant
11. If you studied with others, rate how effective the study sessions were on a scale of 1-10.
(1= not at all effective in helping me review and understand the material, to 10 = highly effective in helping me review and understand the material)
12. What study techniques did you use to study for this exam? (mark all that apply)
1. I consolidated my notes with my textbook notes
2. I re-read the book chapters
3. I re-read my class notes
4. I made up questions and tried to answer them and then reviewed what I did not know
5. I reviewed exams from an authorized test file
6. Other explain what you did below
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
1. Reflection Once you have received your grade, compare that with what you initially guessed you would receive. Consider some of these questions:
1. What types of questions did you tend to miss more? What were the topics of content? Do you now understand the correct answer? Do you see any patterns in the types of mistakes thatyou may have made? Did you tend to second guess yourself and change a correct answer to an incorrect answer?
2. Do you see any patterns in where the test items tended to come from? Mostly from the readings? Mostly from class notes? An even mix between the readings and notes? More from the notes, but some from the readings? From places you would not have thought of like thegraphs, photographs, or tables?
3. Was there certain content that you were not as strong in answering correctly? What do you need to do to make sure you understand this material? Do you need to talk with your professor to better understand this material?
4. Based on the answers to some of the questions throughout this assessment, what are you going to do differently next time? Be specific.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Getting a strong start with a group of committed students at the beginning of the class is tremendously important. A group with mixed levels of academic expertise can be a very effective group as long as the members are committed to working with the group. Stronger students can benefit from teaching students who may be struggling with the material, while struggling students learn study strategies as well as the material the group is reviewing. Consider “Tips for Effective Study Groups” as you move forward with developing study groups.
Tips for Effective Study Groups
• Establish a study group with 2–4 other committed students in your class. Exchange contact information with those participants. You may begin a conversation with students who attend class regularly, take notes, sit toward the front, and appear to pay attention in class. You may ask the professor to help you identify other committed students that you can recruit.
• Set a regular time and place to meet.
• Meet in a public place like the library, empty classroom, residence hall study room, cafeteria, etc.
• At the first session, decide on the rules that your group will agree to adhere to in order to promote teamwork and accountability. For instance, some groups determine that if a member does not prepare for a session that they cannot stay to learn from the others. Some groups set a routine in which they study for 50 minutes and then spend ten minutes “blowing off steam” and problem solving (with a timekeeper keeping it limited to ten minutes).
• Set study goals for each session regarding what material you want to cover or what activities you want to perform as a group.
• Establish a “monitor” for a given session to watch the time, record notes for the group, and make sure that everyone is participating. This duty can be rotated throughout the group and may even become obsolete once a strong working team has been established.
• Make sure that everyone participates actively. Take turns presenting sections of lecture notes or readings, take turns taking a group through the solution of a problem, take turns asking each other questions and having others answer them, etc.
• Share study tools developed, summaries of topics, visual organizers, etc.
• Write down any questions that one or two group members can approach the professor or graduate assistant for help and then share with the group at the next session or via e-mail.
• At the end of the study session, establish what material you are going to focus on so that everyone in the group can prepare for the next session.
Adapted from Dembo & Seli (2008) and University of Illinois–Chicago (2008). | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/04%3A_Self-Directed_and_Active_Learning/4.05%3A_Collaborative_Student_Learning-_The_Art_of_Study_Groups.txt |
Not all of your college grades are based on exams given in class. Papers, oral presentations, and in-depth research projects throughout your academic career will require consultation with resources beyond a textbook or Google. Many students approach research haphazardly not realizing that they can use a step- by-step process to remove the mystery surrounding research and relieve anxiety.
About the Information Search Process
Carol Kuhlthau (n.d.), a professor at Rutgers University, developed a six-stage model called the Information Search Process (ISP) that describes students’ thoughts, actions, and feelings as they move through the beginning stages of a research project to the final product. Though using a formal process may sound troublesome, in fact you already use the ISP in your everyday decisions. For example, the last time you went to the movies with a group of friends you gathered information on which movies were at which theaters, what the start times were, who could go, and how you would get there. Once you had all the specifics, you evaluated the information, made choices, and then acted on them. This is the Information Search Process, and you use it without even realizing it.
Breaking down the research process into similar steps and following the ISP model will make your task easier to conquer and help ensure that you have met assignment requirements and have turned in a well-thought-out, thorough research paper.
The ISP Model and You
It is easy to get lost in a research assignment’s meaning, lose focus on your topic, get overwhelmed with information, and not seek help. In the movie example above, the ISP does not take long to start and finish. This is not the case with research papers.
This section will describe the challenges you can expect at each stage of the ISP model and give you strategies for managing them.
ISP Stage 1: Initiation – Before beginning any research, make certain you understand the requirements of the assignment.
Challenges:
1. Understanding instructor expectations
• Strategies: Many instructors will use terms such as scholarly, popular, peer-reviewed, refereed, primary, secondary, authoritative, etc., to describe the types of sources they expect you to use in assignments. To learn what these mean, see UT Arlington Library’s How to Find and Evaluate Sources (http://library.uta.edu/howTo/evaluateSources.pdf).
• Listen carefully and take notes when the instructor assigns the paper or project and do not be afraid to ask questions. For tips, see University of North Carolina’s Understanding Assignments (writingcenter.unc. edu/handouts/understanding-assignments).
2. Worrying about your ability to complete the assignment on time
• Strategies: Use goal-setting processes learned in this class to create a timeline for completion of the assignment. For an online tool, see University of Minnesota’s Assignment Calculator (www.lib.umn.edu/ apps/ac).
ISP Stage 2: Selection – Once you understand the assignment, select a general topic that meets its requirements.
Challenge: Finding interesting topic ideas
• Strategies: Begin by brainstorming ideas that are relevant to the assignment, but also reflect your personal interests. You may also look to academic encyclopedias, magazines, and journals within the subject area, current events publications, and class discussions for potential ideas.
• For help selecting a general topic, see Duke University Libraries’ Choosing a Topic (library.duke.edu/services/ins...guide/choosing. html) or California State University Long Beach Library’s Paper Topics (csulb.libguides.com/papertopics).
ISP Stage 3: Exploration – Once you have decided on a general topic, gather background information to understand it better.
Challenges:
1. Looking for general information about a topic
• Strategies: When beginning research on an unfamiliar topic, consult sources that provide background information like academic encyclopedias, textbooks, and general Web sites. Although you may not use these sources in the final paper or project, they often provide the information necessary to progress to the next stage of your assignment.
• Library databases that contain general information (NetID and password required) can be found at www.libguides.uta.edu/az.php and include databases such as:
• CQ Researcher
• Gale Virtual Reference Library
• UT Arlington’s Library Catalog
• Points of View Reference Center
2. Locating appropriate source types
• Strategies: The topic and type of information needed determines the type of source (book, magazine article, newspaper article, Web site, journal article, etc.) that is best. To learn more about the information cycle as it relates to type of information needed, see UT Arlington Library’s How to Find and Evaluate Sources (library.uta.edu/howTo/ evaluateSources.pdf).
ISP Stage 4: Formulation – Using what you have learned from your preliminary research, develop a thesis that is specific, significant, and arguable.
Challenge: Writing a thesis that is specific, significant, and arguable
• Strategies: After gathering background information about a topic, apply what you have learned to the development of a thesis. The thesis will act as the framework for your paper. For information about developing a thesis, see Dartmouth Writing Program’s Developing Your Thesis (writing- speech.dartmouth.edu/learning/materials/materials-first-year-writers/ developing-your-thesis).
ISP Stage 5: Collection – Once you have developed a thesis, gather sources that specifically relate to it.
Challenges:
1. Developing a search strategy
• Strategies: Have a plan of action before you begin your thesis-specific research. You may use some of the same sources found when gathering your background information.
1. Brainstorm relevant keywords and combine these terms to retrieve relevant and specific information.
2. Specify the type of sources (scholarly, peer-reviewed, primary, etc.) you require. For help, see Tisch Library’s Database Search Strategy Worksheet (researchguides.library.tufts.edu/content. php?pid=68058&isd=502985).
3. Select database(s) or search engine(s) you will use to find your sources. For subject-specific guides to research, see UT Arlington Library’s Subject and Course Guides (http://libguides.uta.edu).
4. Use research notes to track where you have searched for information and what you have selected for potential use in your assignment. For tips about keeping track of your research, see Princeton University’s Working Habits that Work (www.princeton.edu/pr/ pub/integrity/pages/habits/).
1. Evaluating sources
• Strategies: Evaluate each source to determine if it meets the requirements of the assignment and select sources that are written by experts and published (either in print or online) by reputable organizations or individuals. For information about evaluating sources, see UT Arlington Library’s How to Find and Evaluate Sources (http://library.uta.edu/ howTo/evaluateSources.pdf).
ISP Stage 6: Presentation – Use the information you gathered to complete your assignment.
Challenges:
1. Incorporating sources into your assignment
• Strategies: Once you have found your sources, incorporate them into your assignment in a way that both supports your thesis and observes the rules of academic integrity. For information about incorporating sources, see Western Oregon University’s Incorporating Sources into Your Research Paper (www.wou.edu/provost/library/clip/tutori- als/incorp_sources.htm).
2. Citing your sources
• Strategies: To make citing sources easier, you may use online citation generators like Son of Citation Machine (Warlick &The Landmark Project 2000–2010) (http://citationmachine.net/) or use citation genera- tors built into some of the library’s databases. Always check your citations against appropriate style manuals, copies of which can be found in the Library’s reference area. For helpful tips about many citation styles, see UT Arlington Library’s Citation How-Tos (library.uta.edu/how-to).
Adapted from Kuhlthau, C. C. (2009, August). Information search process. Retrieved from http://comminfo.rutgers.edu/~kuhlthau/ information_search_process.htm
The Importance of Citing Sources
When you use outside sources like books or articles in your assignment, you make your arguments more credible. You demonstrate that your arguments are not just your opinion—they are based on evidence. But when you use other people’s ideas in your work, you must observe the rules of academic integrity and say where they came from. You must be able to prove which ideas are yours and which ones you borrow.
Citations prevent any confusion over what is original to you and what you are borrowing while citation styles like MLA or APA supply a standard method for identifying other people’s ideas. If you use someone else’s idea without citing it properly, you have committed the serious offense of plagiarism.
For more information about plagiarism, see the section on “Academic Integrity” in Chapter 6.
Timeline
As discussed in Chapter 4 of this book, goal setting is an essential element to complete any project. S.M.A.R.T. goals clearly define your tasks and keep you motivated. Consider Figure 5-2. With the deadline of your research paper as your ultimate goal and considering the stages of the ISP model defined previously, create smaller, short-term goals to ensure your success. Note that each ISP stage should be a stop or short-term goal in your research timeline. Be sure to consider the suggested length of time at each stage when setting your goals.
Figure 5-2. Timeline for the ISP Model
Tips for Success in Conducting Library Research
• Recognize that frustration and uncertainty are part of the process.
• Build a timeline with short-term S.M.A.R.T. goals.
• Reevaluate your progress and repeat steps if necessary, but do not completely eliminate any.
• Steps take time. Plan accordingly.
• Take advantage of outside resources to help get you through the uncertainty.
Activity 5-6
Pick an upcoming research assignment from any class. Using the Information Search Process model, create a series of short-term S.M.A.R.T. goals that will help you complete the assignment.
Activity 5-7
Go to UT Arlington Library’s How to Find and Evaluate Sources (library. uta.edu/howTo/evaluateSources.pdf). What are the criteria for determining if a source is credible?
Thought Questions
• Consult “Chapter 10: Campus Resources” and review all of the resources and services offered by UT Arlington Libraries. What are the three library resources that you feel will help you the most? Evaluate the benefit of each resource and discuss with a classmate.
• What challenges do you face when citing sources? Think of at least three strategies that would help you overcome these challenges.
• Why is it important to cite the sources you use in your assignments?
• Examine the relationship between the information Search Process and Bloom’s taxonomy. How does the required task at each stage of the ISP correlate with the types of thinking required in Bloom’s Taxonomy?
• How can the active reading strategies you have learned be applied to evaluating sources for your assignments?
Five-day Study plan Worksheet
Date of Test: ________________________
Course: ____________________________
Test Format:
• Objective
• Essay
• Mixed
Day Task Course Content Time needed Completed
Date of Day 1: Prepare:
Date of Day 2: Prepare:
Review:
Date of Day 3: Prepare:
Review:
Review:
Date of Day 4: Prepare:
Review:
Review:
Review:
Date of Day 5: Prepare:
Review:
Review:
Review:
Self-Test: | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/04%3A_Self-Directed_and_Active_Learning/4.06%3A_Library_Research-_It%27s_a_Process.txt |
Absenteeism, or truancy, is poor classroom attendance. Class attendance has a direct effect on how you will succeed in your courses, and in the big picture, how you will succeed in college. There is an undeniable relationship between your class attendance, your grades, and your overall quality of learning. Citing established research findings, this section will highlight the importance of classroom attendance and offer practical suggestions on how to ensure you never miss out on valuable information in class.
What the Research Shows
Many studies have focused on the relationship between absenteeism and student performance in the classroom. Overwhelmingly, the research has identified a correlation among good class attendance, higher grades, and effective learning. According to Moore (2006), students were more likely to answer an exam question incorrectly when the information pertaining to that question was covered in a missed class session. An additional study recognized a link between students’ rate of absenteeism and their ability to learn course material. Students who were absent during a class session where critical material was covered were 9–14% more likely to respond incorrectly to a question pertaining to that material (Marburger, 2006). These findings not only stress the importance of class attendance, but also confirm that students who are absent (even after borrowing a classmate’s notes) do not always acquire a complete picture of the missed information.
Class attendance and grades are two factors that work hand-in-hand in determining student success. After tracking student attendance in two sections of Introduction to Biology, Moore (2006) found that a student’s good attendance record increased his or her likelihood of earning a higher grade in the class, whereas a student’s low attendance record increased the probability that they would earn a lower grade in the class. Marburger (2001) found similar correlations while studying attendance patterns in a microeconomics course. Students who missed class on a given date were more likely to respond incorrectly to questions relating to the lecture material covered on that day (when compared to students who were in attendance). The findings suggested that the students’ exam scores were directly affected by their class attendance.
As you can see, good class attendance is the first step toward succeeding in your courses. On average, students who attend class regularly earn higher grades in the course than students who have regular or chronic absences.
The Dos and Don’ts of Class Attendance
DO….
Do set two alarms clocks if waking up in the morning before class is problematic. Also consider asking a roommate to wake you or have a friend call to wake you up.
Do get enough sleep so you can be alert in class.
Do take notes in class. Some information on the test may only be presented in class.
Do give your family and boss your class schedule with test dates and big assignments. If they know what you are faced with at school, they can support “time off” for studying.
Do ask questions in class to engage yourself with the material and professor.
Do communicate immediately with your professor if you have to miss class and make arrangements to make up any missed assignments.
DON’T…
Don’t come to class late every day. It is a disruption to the professor and those students who were in class on time.
Don’t fall asleep in class. Professors do not take kindly to students who sleep in class.
Don’t skip class for avoidable reasons. Even though you may think you can get class notes from someone else, notes taken by another student are not as good for studying later as the ones you take yourself.
Don’t sit in the back of the room. It is easier for you to be less attentive in the back.
Don’t rely on high energy and/or caffeine drinks to keep you awake in class. They only make you jittery and crash later.
Don’t come to class when you are really sick, so be sure to “save” some absences in case you do become ill during the semester. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/05%3A_Avoiding_the_Hazards_Along_the_Way/5.01%3A_Absenteeism-_If_You_Miss_School_You_Miss_Out.txt |
Dembo and Seli (2008) define procrastination very simply as the behavior of postponing a task that needs to be completed. However, other studies (Solomon & Rothblum, 1984; Rothblum, Solomon & Murakami, 1986; Kachgal, Hansen & Nutter, 2001) have found that there are significant cognitive and affective factors that also contribute to procrastination, such as anxiety related to performance on the task, feeling overwhelmed by a task, miscalculation of time needed to study, or dislike for the task. Sapadin and Macguire (1997) refer to procrastination as an “internal conflict,” in which you want or need to do something but are resistant for whatever reason. Ultimately, procrastination is a choice that you make as a student in a given situation, a choice leading to counterproductive behaviors and negative feelings in the end. Unfortunately, procrastination is an incredibly prevalent problem that impacts college students every day and can impede their ability to succeed in college (Burka & Yuen, 1983; Solomon & Rothblum, 1984).
The literature (Kachgal et al., 2001; Rothblum et al., 1986; Solomon & Rothblum, 1984) supports a multitude of reasons for why students procrastinate, such as:
• fear of the consequences of failure or success and the related anxiety and low self-esteem
• issues with self-regulation, such as time miscalculations (e.g., a project takes longer than expected or an overestimation of time remaining to complete a project), inability to delay gratification, peer pressure to do something else
• motivational issues and reported “laziness”
• feelings of being overwhelmed by a task
• overall dislike for engaging in a particular type of task
Depending on the reason in a given situation for the procrastination, these underlying causes lead students to say certain things to themselves, called rationalizations. For instance, students with self-regulation problems may say to them- selves, “I can study tonight after I get home from the movie.” Students with anxiety-related procrastination issues may rationalize, “I have a headache”—a headache that is likely related to stress. Finally, the students with motivational issues may think, “I work better under pressure.”
Understanding in a given circumstance why you may be procrastinating may help you determine what sorts of interventions you need to avoid repeating that behavior (see Six Styles of Procrastination for more information). Solomon and Rothblum (1984) suggest that not only do individuals need to learn appropriate time management and self-regulation skills, but also have to deal with the cognitive beliefs (i.e., rationalizations) and emotions that accompany procrastination behaviors. For instance, Burka and Yuen (1983) indicate that students who fear the consequences of failure or success or those who strive for perfection need to adjust their cognitive beliefs and implement self-regulation strategies, such as breaking large tasks down into smaller pieces and creating structured goals. Kachgal et al. (2001) recommended that learning specialists who are helping students with their procrastination issues help students consider what their personal “barriers” are to completing academic work in a timely fashion and help them problem solve with regard to those perceived barriers. Therefore, students may need to implement more than one intervention to deal with their procrastination.
Six Styles of Procrastination
Sapadin and Macguire (1997) have proposed six styles of procrastination that can help students think about their cycle of procrastination.
Style General Reason for Procrastination Suggested Changes to Reduce Procrastination
Perfectionist Wants everything to be perfect – the project and the circumstances under which the project is completed. Strive for excellence, not perfection. Avoid telling yourself that you “should” do this to make it better. Set time limits to complete certain aspects of the task and then move on to the next task.
Dreamer Hates dealing with details. Wishes he or she could get to the end result without having to do all the work in between. Set specific long-term goals and specific goals for what you want to accomplish in a given study session. Think through what you need to do, how you will do it, and set specifically when you will do it.
Worrier Worries about change and constantly worries “what if.” Tends to think catastrophically. Reality check when you catch yourself making a problem into a catastrophe. When you are stressed by what you do not know, review what you do know. Break down larger tasks into smaller pieces. Celebrate when something goes well to build confidence.
Crisis-maker Only gets motivated by the last minute deadline. Waits until he or she cannot delay any longer. Reality check when you catch yourself saying, “That will not take long to do” or “I can do that later.” Understand that you may not get motivated to do some until you get started with it.
Defier Resents feeling that an authority is making him or her do something that he or she does not want to do. See the benefits of doing the task.
Overdoer Has too much to do and has problem saying “no” to people. Gets distracted by unimportant tasks. Set daily priorities for what is most important to accomplish. Don’t be afraid to say “no ” to others.
Procrastination Elimination Strategies
Consider your own patterns of procrastination and what strategies you might implement next time you catch yourself postponing the things you need to do to be a successful student.
• Use your time management tools. Create a schedule of study sessions each week. Set study goals and determine what activities you are going to accomplish at each of these study sessions. Utilize to-do lists to keep track of all of the activities you need to complete to stay caught up with a class.
• Set up study routines. For instance, if you have your Political Science class on Tuesdays and Thursdays, schedule yourself time to read the assigned chapters on Mondays and Wednesdays. It will help you stay current in your class. With time, it becomes a routine which is harder to break once you have done it for awhile.
• Conduct time reality checks. When you catch yourself saying, “I will have time to do this later,” look at your list of tasks and your schedule and determine if that is realistically true. If you catch yourself saying, “That won’t take long to finish,” really think about how long it takes to do a good job and all of the things that might impede your progress and make it take longer.
• Increase your motivation and interest in the work. Revisit the informational box “How Can I Get Motivated to Study?” in Chapter 4.
• Challenge your rationalizations. When you say to yourself, “I work better under pressure,” consider whether or not that is really true. While you may be more motivated to complete the work if the deadline is tomorrow, couldn’t you produce better quality work if you allow time to think about what you are doing?
• Break down projects into smaller pieces. Sometimes tasks are less daunting if you do not see them as taking a long time to do, especially if they are tasks that you do not like to do. If you have to read 30 pages of text for your history class, read 10 pages each day over 3 days. If you have a paper to write, develop a list of the steps that you need to complete to write that paper (i.e., research a topic, outline, write a rough draft, etc.) and schedule those steps to be completed over a couple of weeks.
• Commit to 5 minutes. Oftentimes, the dread of doing something prevents a student from starting it. Tell yourself that you commit to working on something for 5 minutes and then assess the task to determine if you are going to keep working. Typically, once students get started on it, they get into a working rhythm and finish the task.
• Increase concentration and decrease distractions. Keep in mind that it is harder to procrastinate if you are working in an environment where you can focus on your work and avoid interruptions. For instance, turn off your cell phone during study sessions so that your friends do not keep you from your work. Studying in a place where you do not have access to the television or computer games can also be very helpful.
• Organize your study sessions. Make sure you have all of the materials available that you need to study.
• Know your high energy times of day. It is very useful to complete tasks that you may be dreading during your high energy times of day. You will be less likely to make up an excuse like, “I am too tired to do this now” if you are studying at the time of day that you tend to feel more alert.
• Reinforce yourself for finishing a task. For instance, tell yourself before you start working on something that if you complete this task, you will get to spend 30 minutes doing something that you want to do. Treat your school work like a job. If you study and go to class for 40 hours a week, you will take off some time for relaxation on the weekend.
• Recruit social support for completing your work. Ask your friends and family to inquire how you are doing on your studying to-do list. Meet with a study group on a weekly basis to review lecture and reading notes and discuss readings. If you are accountable to others you will be more likely to have completed the work.
• Utilize relaxation techniques. If you find that worrying interrupts your concentration or you feel physical symptoms like stomach upset or headaches when studying, try some relaxation techniques and positive self-talk rather than just quitting.
Adapted from Dembo and Seli (2008) and Cuseo, Fecas, & Thompson (2007). | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/05%3A_Avoiding_the_Hazards_Along_the_Way/5.02%3A_Procrastination-_Don%27t_Let_Time_Get_Away.txt |
The physical and mental arousal brought on by stress is not always detrimental to performance on a given task. According to the Yerkes-Dodson law (1908), a moderate amount of physiological and mental arousal can actually increase or improve performance.
Figure 6-1. Yerkes-Dodson (1908) Law
Figure 6-1. Yerkes-Dodson(1908) Law
The point at which the arousal becomes too severe and starts to impair performance is when stress becomes a problem. Oftentimes, the stress brought on by a major exam or project in a course can be extreme enough that it impairs the clear thinking needed for optimal performance. Consider the Dos and Don’ts lists below for managing anxiety related to exams.
The Dos and Don’ts of Managing Anxiety Related to Exams
DO…
Do prepare for an exam using the “Five-Day Study Plan” in Chapter 5. Students who feel prepared will have less anxiety overall.
Do stay positive about yourself and your ability to perform well.
Do plan to reward yourself with something relaxing or fun after the exam. Think about that when stressful thoughts may occur.
Do relax the last hour before the exam to reduce tension and stressful thoughts.
Do eat a moderate breakfast that includes both protein and healthy carbohydrates.
Do periodically conduct checks on the tension in certain areas of your body and try to relax those areas. Breathing deeply and engaging in some positive imagery can also reduce tension quickly during an exam.
Do survey the entire exam and plan carefully.
Do ask questions of your professor if you are unsure about what to do on a particular question.
DON’T…
Don’t cram for an exam. Underprepared students naturally have something to worry about.
Don’t let negative thoughts or worrying get in the way of clear thinking. If you catch yourself worrying about what you do not know, stop yourself and replace it with positive affirmations and what you do know.
Don’t spend time with classmates who might confuse you or generate stress about the exam on the day of the exam.
Don’t stay up late the night before the exam. A good night’s sleep will improve your mental state and promote clearer thinking.
Don’t drink a lot of caffeine before the exam. Arousal from caffeine can add to stress and make you jumpy.
Don’t show up late for an exam. Feeling rushed to finish adds to the stress.
Don’t panic if you “go blank” on a question. Go answer other questions and come back to it later. If all else fails, guess or write down what you do know.
Don’t resort to looking at anyone else’s paper if you are unsure of your performance. Maintaining your integrity is far more important than the results of this exam.
If you feel that you are unable to manage your stress without the assistance of a professional, meet with a counselor in Counseling Services or attend one of their relaxation workshops.
Activity 6-1:
Do you experience test anxiety?
Rate yourself on these items.
Usually Sometimes Not usually
I am so nervous on tests that I don’t do my best, even when I have studied well and am prepared.
My stomach gets tight and upset before or during a test
My hands get cold and sweaty during a test.
I get headaches before or during a test.
I have trouble sleeping the night before a test.
I find my mind racing or becoming dull and “muddy” so that I can’t think clearly while taking a test.
During a test, I forget material I have studied and learned, only to remember it again after the test is over.
I “over-analyze” questions, see too many possibilities, choose complex answers, and overlook the simpler, correct answers.
I make careless errors on a test.
From UT Arlington Counseling Services presentation by Ellen Myers on Stress Management, 2002.
The more checks you put in the “usually” or “sometimes” columns, the greater the likelihood that you may be experiencing test anxiety. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/05%3A_Avoiding_the_Hazards_Along_the_Way/5.03%3A_Dealing_with_Test_Anxiety-_Managing_Your_Stress_for_Success.txt |
Academic success is a choice. You have a choice as to whether or not you engage in behaviors that successful students engage in, such as attending class regularly, managing time well, actively studying enough time each week, and doing school work in a timely fashion. Students who do not choose to do these things many times experience unpleasant consequences as a result of doing poorly in their classes. Likewise, students who lack understanding of the policies and procedures that they need to follow while earning their degree can also lead to unpleasant consequences. While the university strongly encourages that all students read all sections of the General Information section of the online Undergraduate Catalog as well as their major college/department degree requirements, here are some of the most important policies to consider.
Undergraduate Catalog
www.uta.edu/catalog
Academic Standing
At the end of each term, professors input final grades into the MyMav Student Information System, and the Office of Records makes the grades “official” for that term. At that time, the Office of Records calculates the semester and cumulative grade point averages (GPAs). Based on that information, an Academic Standing is posted that serves as a signal of the academic “health” of a student. The university requires that students maintain at least a 2.0 cumulative GPA to be in Good Standing. Students that earn less than a 2.0 cumulative GPA are not performing according to the standards set by the university, which results in an impact of their privileges and possibly the ability to continue taking classes at UT Arlington.
The Table of Standards sets certain GPA limits based on the number of hours a student has accumulated.
Table 6-1. UT Arlington Table of Standards
Total College Hours Undertaken UTA Cumulative GPA for Academic Probation UTA Cumulative GPA for Academic Dismissal
0-29 Less than 2.0 Less than 1.6
30-59 Less than 2.0 Less than 1.8
60 or more Less than 2.0 Less than 2.0
Freshman and Sophomore students who earn probation—those students with less than a 2.0 GPA but higher than the level for dismissal—are restricted to taking 14 semester credit hours until they raise their cumulative GPA to a 2.0 or above and come into Good Standing again. Academic departments may require students to develop enrollment contracts that specify courses and actions to take to improve academic performance. Once a student reaches the Junior and Senior levels, these students no longer have probation as an option and are simply subject to dismissals after one warning term.
Students who earn cumulative GPAs at the “dismissal level” (i.e., GPAs listed in Table 6-1) for their classification are subject to dismissal and are required to sit out for a period of time after one warning semester. Students flow through a cycle of academic standings based on their semester and cumulative GPAs. Figure 6-2 illustrates some of the possibilities and complexities of this cycle based on semester-by-semester performance.
Overall, students who earn an academic standing of Probation, Warning, Continuance, Dismissal 1: One Long Term, or Dismissal 2: One Full Academic Year should meet with an academic advisor in their department to discuss steps to improve future academic performance for the next term or after the dismissal period has elapsed.
Figure 6-2. Academic Standing Sample Flowchart
Satisfactory Academic Progress (SAP)
Independent of a student’s academic standing at the university, the Office of Financial Aid is required to monitor the academic progress of students who apply for and/or receive federal financial aid. To retain eligibility for federal financial aid, students must show satisfactory progress toward a degree based on one or both of the following requirements:
1. Financial aid recipients must meet the following minimum cumulative grade point average standards:
Total Credit Hours Complete* Minimum Cumulative GPA**
0-29 1.6
30-59 1.8
60+ 2.0
Graduate 3.0
*includes transfer credit
** based on UTA courses only
2. Financial aid recipients must successfully complete the following minimum number of credit hours when compared to the number of hours attempted based on enrollment at census:
Total Number of Hours Enrolled in for Fall and Spring Terms* Minimum Hours for Completion**
24+ 16
18–23 12
12-17 8
6-11 6
* Summer enrollment is considered as a separate term and would be added to the fall and spring and would change the minimum hours that needed to be completed.
** Unsatisfactory grades are letter grades of F, W, I, Z, and X and will not be counted in the credit hours completed but will count as attempted credit hours.
Annually in May, the Office of Financial Aid reviews student records and notifies those students who have not met the requirements for Satisfactory Academic Progress. If students are deemed ineligible for future federal financial aid, they can file an appeal for future aid or reapply for financial aid when they come back into compliance with these standards. A financial aid counselor can meet with you to discuss this policy more in-depth if you have concerns.
There are two common misconceptions that are important to discuss at this point. First, students who submit and are granted appeals for future financial aid sometimes believe that they are no longer subject to a dismissal period that they may be facing due to their academic standing. These two processes are independent; students who are granted an SAP appeal are not guaranteed enrollment for the next semester if they are on a Dismissal for One Long Term or One Full Academic Year.
Also, advisors often hear from students prior to the Last Drop Date, “I cannot drop this course because then they will take away my financial aid.” However, the fact of the matter is that a letter grade of “F” has the same impact as a letter grade of “W” that is earned when you drop a course. It is important to weigh both the impact of a poor grade on your GPA and the number of drops accumulated toward your limit when dropping a course, not simply financial aid eligibility.
Adding—Dropping—Withdrawing
When a registration period opens for future sessions, students are allowed to enroll in courses during a short window of time based on their classification and possibly other special factors. Refer to your MyMav Student Services Center for information about when your initial enrollment window is scheduled. Students cannot make adjustments to their enrollment until registration opens for all students again. At that point, students can make adjustments to their course schedules through the Late Registration period for a given session. The Academic Calendar will provide enrollment dates.
UT Arlington Academic Calendar
www.uta.edu/acadcal
After Late Registration, all add and drop procedures must be completed with the assistance of an academic advisor in your major department or Division of Student Success if you are a freshman student. To add a course after Late Registration, you will need to access a form and obtain permission from your major advisor and then seek final approval from the department that offers the course. However, students who have academic standings other than Good Standing are rarely allowed by advisors to enroll in a course after the Late Registration period. In addition, once Census day has passed, students cannot be added to classes as a general rule.
Likewise, to drop a course after Late Registration, you will need to access a drop form that will ask you to get permission from your professor which is meant to be an opportunity for you to verify your course performance and gain recommendations for possible development that may foster future success in the course. Once the professor has approved dropping the course, you return to your academic advisor to have the course removed from your schedule. Courses dropped prior to Census date are removed from your transcript as if you never enrolled in them, while courses dropped after Census but before the Last Drop date for the semester earn a “W” for that course on your transcript and counts as an attempted course when considering financial aid eligibility, the Six Course Drop Limit, and Excessive Hours policies.
While there are certainly consequences to dropping courses that need to be considered carefully, you need to discuss with your professor and your academic advisor early on if you are failing a course and need to consider dropping the course. Failure to drop a course can also have severe impacts on your grade point average that needs to be weighed as well. Students who do not drop a course prior to the Last Drop day must file an exception to have courses dropped from their semester enrollment and receive a “W.” In these cases, students must provide solid documentation and rationale for dropping past the Last Drop day for extraordinary, non-academic reasons.
Students who are unable to reasonably complete any of their enrolled coursework for a given semester need to talk with an academic advisor about with- drawing from all of their courses. Too many times, advisors encounter students who come back to them some time later with a damaged grade point average, because they encountered a life event that impaired their ability to complete their coursework which resulted in all F’s for the semester. It is important that when serious illnesses or issues arise that you speak with your academic advisor about your options, which include withdrawing from courses rather than suffering the consequences after the fact.
Six Course Drop Limit
Beginning Fall 2007, undergraduate students are only able to drop six courses during their entire undergraduate career. After students have exceeded this limit, they will earn the grade for the course. The state legislature created this policy in essence to encourage students to successfully complete courses that they enroll in given that the state subsidizes your tuition dollars for coursework at public institutions like UT Arlington. It is important for students to meet with their academic advisors each semester to develop a realistic schedule of courses to foster success. For instance, if you know that you have a sick family member that you may have to help take care of, consider enrolling in fewer course hours that semester. If you have to work more hours to help pay the bills, enroll in fewer courses that semester so that you have time to give quality attention to the courses you are taking.
Excessive Hours
Students who entered college Fall 2006 and after will experience a financial penalty—equivalent to the charge of out-of-state tuition—for coursework taken beyond 30 hours of their major degree plan. For instance, if your major degree plan requires that you complete 120 hours to graduate with a degree, you have 30 hours beyond that to take exploratory courses. At the point in which that student enrolled in 151 credit hours, he/she would begin paying out-of-state tuition for those credit hours. Once again, this policy was enacted by the state legislature to encourage students to enter college, settle into a major, and graduate with a Bachelor’s degree rather than simply accumulating a mass of credit hours from many different areas that do not result in earning a college degree.
This policy should not discourage a student from taking a few courses that they are interested in or exploring different majors. Students need to be aware that if they are not successfully completing the coursework for a given major that they may need to consider changing their major (or making the proper life adjustments) sooner rather than later to avoid the financial implications of this policy.
Midterm Progress Reports
At UT Arlington, new freshman students, in addition to other special populations of students, will receive progress report grades during their first fall and spring semesters. E-mails are sent to your UT Arlington MavMail account indicating that progress report information is available online in the MyMav Student Services Center. Academic advisors also receive information about your performance in class. If you have any concerns about your academic performance it is important that you meet with your professor to verify your grade and what you need to do to improve your performance in the course. You should also meet with your academic advisor, who can put you in touch with resources on campus to help you deal with the issues that may be impeding your performance. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/05%3A_Avoiding_the_Hazards_Along_the_Way/5.04%3A_Policies_with_Teeth-_Academic_Standing_and_Other_Need-to-Know_Policies.txt |
The University of Texas at Arlington understands and values the hard work and effort you put into earning your degree. It is that understanding that makes the faculty and administration committed to ensuring that your degree has value when you enter the career of your choice. This commitment underscores our policy on scholastic dishonesty and academic integrity. It is our expectation here at UT Arlington that “Mavericks” use their own minds. As such, faculty and staff have a no tolerance policy when it comes to violating our scholastic dishonesty policies. It is important for you as an incoming student to under- stand the policies so that you know how to avoid placing yourself in violation.
Student Code of Conduct
The University policies on scholastic dishonesty can be found in the Student Code of Conduct (Chapter 2 of the Handbook of Operating Procedures).
www.uta.edu/policy/hop/
Specifically the policy on Academic Integrity prohibits students from engaging in the following behaviors:
• Cheating on an examination or an assignment, which could include:
• copying the work of another; allowing someone to copy; engaging in written, oral, or any other means of communication with another; giving aid to or seeking aid from another when not permitted by the instructor;
• using material during an examination or when completing an assignment that is not authorized by the person giving the examination or making the work assignment, including, but not limited to, electronic or digital devices such as calculators, cell phones, camera phones, scanner pens, palms, or flash drives, etc.;
• taking or attempting to take an examination for another, or allowing another to take or attempt to take an examination for you;
• using, obtaining, or attempting to obtain by any means the whole or any part of an examination or work assignment that is not provided for your use by your instructor;
• any act designed to give unfair advantage to a student or the attempt to commit such an act.
• Plagiarism, meaning the unacknowledged incorporation of the work of another in work that is offered for credit.
• Collusion, meaning working with another student on homework or other assignments that are offered for credit when the faculty member hasn’t given permission to do so.
Each class you attend at UT Arlington will have a syllabus that outlines the expectations of your work as a student in that faculty member’s course. Included on each syllabus will be a statement regarding the expectations for academic integrity in that specific course. It is important for you to read this policy and to ask clarifying questions of your faculty member. Some faculty members will encourage working with others to problem solve homework, whereas some faculty members have strict policies against discussing homework with other students. Each course will be different, and it is your responsibility to be certain you know and abide by the policies in each of your classes.
Unfortunately, as a student at UT Arlington you may face obstacles that provide challenges to your academic integrity. Many students find they are pressured by a friend who hasn’t prepared appropriately for class to share their assignments. Others find themselves stressed due to procrastination, and still others are pressured to maintain the highest grade marks and so make the decision to cheat, plagiarize, or collude to overcome those obstacles. What you must understand is that the consequences to cheating, plagiarizing, and colluding far outweigh any temporary benefit you may receive.
It is the hope of all faculty and administrators at UT Arlington that you have a successful tenure as a Maverick and this includes maintaining your integrity in the classroom.
Academic Integrity – www.uta.edu/conduct/ academic-integrity
Plagiarism Tutorial – library.uta.edu/plagiarism
UT Arlington Writing Center – www.uta.edu/owl ( Located in the Central Library; can provide assistance on all written assignments)
Activity 6-2:
Discuss the following case studies with a classmate or faculty member.
Case Study A
A student is in a class that is held in a computer lab. All the tests are computer- based. In preparation for the midterm examination the professor gives several old versions of her tests for the students to use for practice/study material. One student responds to all of the practice tests in electronic format and saves them on his desktop.
The midterm exam date rolls around and the professor indicates that the test will be open book. When the exam is passed out the student realizes that it is identical to one of the practice tests that the professor distributed for study material. The student pulls up a folder on his desktop marked Study Test Responses and copies and pastes his answers from his practice test directly to his examination.
Has the student committed scholastic dishonesty?
What would your response be if you knew that the student was a part of a study group and that they answered the practice test questions as a group?
What if the student and another student who was a part of the group both used the “group responses” in their examination?
Case Study B
A student submits a paper on the “History of Nursing.” The student cites all her sources in a references page and does an in-text citation for any direct quotes. One section of the student’s paper is below:
According to Wikipedia, “Nursing comes in various forms in every culture, although the definition of the term and the practice of nursing has changed greatly over time.” One of the oldest definitions of the word from the English language is a woman who is hired to suckle and generally care for a young child. Later, this developed into the concept of looking after someone, not just meaning a woman looking after a child. Nursing has developed into this later definition, although the concept of nourishing in the broadest sense refers to present day nursing and the promotion of quality of life.
When the professor goes to check the student’s sources she stumbles upon this Wikipedia article:
Nursing comes in various forms in every culture, although the definition of the term and the practice of nursing has changed greatly over time. The oldest sense of the word in the English language is a woman employed to suckle and/or generally care for a younger child. The former being known as a wet nurse and the latter being known as a dry nurse.[1] In the 15th century, this developed into the idea of looking after or advising another, not necessarily meaning a woman looking after a child.[1] Nursing has continued to develop in this latter sense, although the idea of nourishing in the broadest sense refers in modern nursing to promoting quality of life.
Has the student plagiarized?
Why or why not? | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/05%3A_Avoiding_the_Hazards_Along_the_Way/5.05%3A_Academic_Integrity-_Why_Does_It_Matter_So_Much.txt |
Is Gaining Weight Part of the College Experience?
Is it true that freshmen gain up to fifteen pounds in the first year of college life? The “Freshman 15” is the popular belief that most college students will gain 15 lbs of weight in the first year of college. Vella-Zarb and Elgar (2008) found that when pooling the results of 24 studies and 3,401 subjects, the mean weight gain was 3.86 lbs. Approximately 36% of U.S. college students are estimated to be currently overweight or obese (American College Health Association, n.d.). Boyle and Larose (2008) surveyed 169 students and found that among healthy-weight students, greater self- efficacy (i.e., a personal evaluation about their abilities and skills to successfully complete a task) was associated with more physical activity and healthier diets. Of the 65% of Americans that are overweight, the greatest increases in weight gain occur in persons between the ages of 18–29 years. Adams and Cloner (2008) analyzed data from 40,209 college students that completed the American Health Association-College Health Assessment. They found relationships between physical activity, perceived health, sleep, self-care behaviors, and grades and the intake of high fruit and vegetable intake for men and women. In other words, your health is tied in with your college success in many ways.
You are in control of what happens during your college days. Sure enough, college is new and exciting with many changes and disruptions from familiar and stable conditions at home. Racette, Deusinger, Strube, Highstein, and Deusinger (2005) studied 764 college students during their freshman and sophomore years. They found that at the beginning of the freshman year 29% of the students reported not exercising, 70% ate fewer than five fruits and vegetables per day, and more than 50% ate fried or high-fat fast food at least 3 times during the previous weeks. By the end of their sophomore year 70% of the 290 students reassessed had gained weight. There are many things that you can do to ease the transition to college life while enjoying a healthy lifestyle. Why is it necessary to have a healthy diet? A healthy diet will result in a healthy body and this will ultimately result in good grades and decreased stress.
Students consider their choices at Connections Café in the University Center.
What Is a Healthy Diet?
A healthy diet can be incorporated in a lifestyle at college whether you are living at home, in a residence hall, or sharing a home with roommates. In order to maintain a healthy diet, you must understand what constitutes a healthy diet. At ChooseMyPlate.gov, you are able to enter height and weight and get a plan for a non-therapeutic diet according to the current dietary guidelines. You will receive a customized food guide. The site also has topics related to physical activity, sample menus, tips for eating out, vegetarian diets, and healthy holiday eating. You can also follow ChooseMyPlate tip daily or follow ChooseMyPlate on Twitter©.
ChooseMyPlate.gov hosted by the United States Department of Agriculture
www.choosemyplate.gov
When you are at college, you have opportunities to socialize and that often means opportunities for dining out. Luckily, most restaurants are now providing calorie counts for items on their menus. As a supplement to these, you can access virtually any restaurant and the nutritional facts on the menu items at the Calorie Counter Database.
Calorie Counter Database
www.caloriecount.about.com
Your living situation will affect your plans and access to a healthy diet. You may be eating on campus most of the time, or you may be cooking for yourself for the first time. Regardless of your living arrangement, the key to a healthy diet is planning for your snacks and meals. The food plans on the ChooseMyPlate.gov site suggests three meals per day plus two snacks are satisfactory. (While you work to maintain healthy eating habits, it’s important to remember that skipping meals is not recommended as it can result in binge eating, as well as low blood sugar levels that contribute to lower levels of concentration, dizziness, weakness and crankiness.) The on-campus dining facilities make it a point to offer a number of healthy meal and snack options.
If you live off-campus, though, you can prepare your own foods and may be tempted to be less than healthy. To help ensure a proper diet, it is helpful to make a list of what you would like to purchase when going to the grocery store and following through with that list. Create a list that includes mostly fresh and unprepared foods. Purchasing less prepackaged food is not only more cost effective, it provides a healthier diet. Also, you can cook meals ahead of time and freeze them or plan to eat them for the week in order to save time. However, remember that even if you live off-campus, you can purchase an on-campus meal plan for Connections Café and let them plan your breakfast and lunches for you. For those who live on-campus, the key to eating on campus is to make healthy choices. If you have a meal plan at the cafeteria, remember that there are many foods from which you can choose— you can choose to eat pizza or you can choose to eat baked chicken and a vegetable. In addition, on-campus housing may permit the use of a refrigerator. If not, always be prepared with snacks that do not require refrigerating or heating. Some examples of these snacks are fruit cups, fresh fruits, nuts, and peanut butter and crackers. If you are faced with choosing a snack from the vending machines, your choice for healthy foods is more limited.
Depending on your circumstances, you may have to prepare your own meals. If you have not done this before, then you will need some help. Some suggestions are investing in crock pot cooking and purchasing a recipe book that demonstrates quick and healthy meals within minutes using less than five ingredients. Remember to double the recipe so that you can have leftovers for those times when you are busy studying for exams or writing papers.
How Much Water Should I Drink?
Total water intake includes water in drinking water, beverages, and water contained in food. Adequate water intake was derived from U.S. survey data (U.S. Departments of Health & Human Services & Agriculture, 2005), and adequate intake for young men and women aged 19 to 30 years is 3.7 L to 2.7 L respectively. The Beverage Guidance system has recommended that water intake be limited from high-calorie beverages to very low-calorie beverages to ensure healthier living and to combat the obesity epidemic.
What about Exercise?
A freshman faces many challenges, and incorporating exercise can be difficult with a change in lifestyle and schedule. However, the benefits of exercise outweigh the complications of including it in your routine. For instance, it has been shown that exercise can decrease blood pressure, stress levels, and risk of osteoporosis in women.
You can be successful with the inclusion of an exercise regime in your new life, but it is very important to find an activity that you like. Setting a schedule is advisable for success in your program. Also, doing a variety of activities will result in less boredom, and incorporating fun activities with family and friends can be very encouraging. The Maverick Activities Center (MAC) offers a wide range of exercise options from free-play sports, exercise equipment, swimming, indoor track, etc. Getting involved in intramural sports can also increase your activity level while meeting some social needs. Also, you will have the opportunity to walk on campus to contribute to your exercise activity, so don’t be so concerned with finding the closest parking spot available.
When considering exercise, keep some things in mind. First, it is important to remember that before embarking on any exercise program, you should be cleared by your physician. Also, make sure you have the correct equipment, clothing, and gear to prevent injuries. If you plan to cycle or jog, caution is urged to prevent injuries due to accidents on campus and in the city. Knowing the rules of the game is also essential to prevent injuries.
U.S. Department of Health and Human Services www.health.gov www.healthfinder.gov
Type in “Activity” in the search box to find charts on exercise activities and levels of exertion.
Also, for the most benefit, exercise at least a few times a week. The American College of Sports Medicine (ASCM) and the American Heart Association (AHA) recommend that adults under the age of 65 do moderately intense car- dio 30 minutes a day, five days a week, or vigorously intense cardio 20 minutes a day, three days a week. The AHA and ASCM also recommend 8–10 strength- training exercises, 8–12 repetitions of each exercise twice per week.
American College of Sports Medicine www.acsm.org
Type in “Strength-Training Exercises” in the search box to find information on different types of exercises and guidelines for starting a program.
Now that you are armed with resources and information to develop and/or maintain a healthy lifestyle through diet and exercise, you are sure to be successful as you embark on the career that you desire. Live, laugh, and learn while maintaining optimum health. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/06%3A_Healthy_Living/6.01%3A_Exercise_and_Diet.txt |
In addition to exercise, sleep is an essential part of your daily routine. Sleep allows your brain to “reset” and your body to remain healthy. The sleep-wake cycle consists of roughly 8 hours of nocturnal sleep and 16 hours of daytime wakefulness. This cycle is controlled by two internal influences: sleep homeostasis and circadian rhythms. More than 25% of the U.S. population report occasionally not getting enough sleep. Nearly 10% have chronic insomnia (Centers for Disease Control & Prevention, 2009). These can be serious problems for a college student.
Catch a snooze where you can, but make sure you are achieving quality sleep in your bed as well.
Why Is Sleep Important?
Sleep loss results in a “sleep debt.” Sleep debt is the accumulated loss of sleep that is lost due to poor sleep habits. Like any other debt, sleep debt must eventually get repaid, or there will be consequences to personal health and well-being. For example, staying awake all night results in a sleep debt of 7 to 9 hours. Our bodies will demand that this debt be repaid by napping or sleeping longer in later cycles. Even loss of one hour of sleep over several days can have a negative effect. Insufficient sleep is associated with a number of chronic diseases and conditions such as diabetes, heart disease, obesity, and depression. Daytime sleepiness can affect mood, performance, and memory, and insufficient sleep leading to daytime drowsiness is responsible for injury and death resulting from lapses in attention and delayed response (National Sleep Foundation, 2006). At least 100,000 police-reported motor vehicle accidents each year, killing more than 1,500 Americans and injuring another 71,000, are caused by drowsiness or fatigue. More specifically, drivers aged 25 and younger (the typical college-aged student) are involved in more than one-half of fall-asleep motor vehicle crashes (Centers for Disease Control & Prevention, 2009).
How Much Sleep Do I Need?
The National Sleep Foundation recommends adolescents and young adults aged 18–25 years sleep 8.5 to 9.5 hours of sleep every night. As indicated in Table 7-1, adults should sleep 7–9 hours every night (National Sleep Foundation, 2009). The National Sleep Foundation has many resources including sleep facts and tips for restful sleep.
National Sleep Foundation
www.sleepfoundation.org
Table 7-1. Sleep Requirements – How much sleep do you really need?
Age Sleep Needs
Newborns(1-2 months) 10.5-18 hours
Infants (3–11 months) 9–12 hours during night and 30 minutes to two-hour naps, one to four times a day
Toddlers (1–3 years) 12–14 hours
Preschoolers (3–5 years) 11–13 hours
School-aged Children (5–12 years) 10–11 hours
Teens (11–17) 8.5–9.25 hours
Adults 7–9 hours
Older Adults 7–9 hours
National Sleep Foundation, 2009.
Sleep Hygiene Tips
1. Avoid caffeinated drinks after lunch.
2. Go to bed at the same time each night and rise at the same time each morning.
3. Avoid bright light in the evening. Make sure your bedroom is quiet, dark, and relaxing.
4. Avoid arousing activities around bedtime such as heavy study, text messaging, prolonged conversations, and heavy exercise.
5. Avoid large meals before bedtime.
6. Avoid pulling an “all-nighter” to study.
7. Sleeping in on weekends is okay. However, it should not be more than 2 to 3 hours past your usual wake time to avoid disrupting your circadian rhythm.
National Sleep Foundation, 2009 | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/06%3A_Healthy_Living/6.02%3A_Sleep_and_Sleep_Habits.txt |
You are now in college, and you are experiencing a transition in your life. With life transitions, there are many new challenges. How you deal with these challenges will determine your success at college. Very often, we do not know the type of stressors that we face and how to deal with them. During the freshman year you will encounter new life circumstances and firsts such as independent living, management of finances, and a testing of your decision- making skills (Darling, McWay, Howards, & Olmstead, 2007). The American College Health Association (ACHA) and National College Health Association (NCHA) reported in 2007 that one of the top five impediments to academic performance included stress, and in self-reported data by 23,863 college students, the ACHA and NCHA found that the number one impediment to academic impairment of a total of ten impediments was stress. In this section you will be able to determine the stressors that you may face and how to deal with them.
What Is Stress?
The UT Arlington Health Center and the University Stress Planning Group have discussed stress. Stress is a response to a demand that is placed on you. You need a certain amount of stress for action, but it is short term, and once the activity is over, you can relax. During periods of stress you experience physiological changes such as increased heart rate, higher blood pressure, and muscle tension. If you are unable to return to your original state, then these physiological effects build and eventually lead to mental and physical exhaustion and illness.
In a sample of 249 undergraduate students, Misra and McKean (2000) found that time management behaviors had a greater buffering effect on academic stress than engaging in leisure activities. Freshmen and sophomore students had higher reactions to stress than juniors and seniors. A survey by the ACHA (2007) of more than 165,000 students found that 33.7% students reported stress interfered with academic performance and resulted in missing classes, receiving lower grades, and dropping courses, and stress and maladaptive coping strategies were associated with physical and mental illnesses. Ross, Niebling, and Heckert (1999) gave the Student Stress Survey to 100 students and found five major sources of stress. The five sources were change in sleeping habit, vacations/breaks, eating habits, increased workload, and new responsibilities.
Experience Inc., a for-profit provider of career services to students and alumni, did a recent survey on more than 300 students and found that many college students experience stress. Twenty-three percent of respondents reported that juggling work and school created the most stress in their lives. Scott (2009) notes that academic stress is caused by the different workload in college, challenging classes, and an independent learning structure. Freshmen face social stresses such as a new social network, less parental support, being away from home, living with a roommate, part-time jobs, and the dynamics of relationships. Other stresses include day-to-day chores, time management, and the developmental tasks of young adulthood. If not managed, stress can result in feelings of being overwhelmed, which can result in unhealthy habits like heavy drinking, weight issues, and possibility of dropping out from college.
How Can I Manage Stress?
Many strategies exist to decrease and control stress. First, it is essential to take a stress test. About.com “Stress Management” includes some easy, online tests to help you evaluate your level of stress and how you might be able to relieve some of your stress.
Low-Stress Healthy Lifestyle Quiz at About.com— Stress Management
www.stress.about.com/od/selfknowledgeselftests/a/ lifestylequiz.htm – Click on “Start the Quiz!” Includes links to guides and resources on coping with stress.
Personality Tests for Stress Relief at About.com— Stress Management
www.stress.about.com/od/understandingstress/a/ stress_tests.htm – Click on “The Stress Reliever Personality Test,” and then see the guides at the end of the quiz based on your interests.
Quick Tips for Stress Reduction
In order to reduce stress, the following tips and techniques may be helpful (Scott, 2009):
1. Create a good study space and environment.
2. Decrease caffeine intake.
3. Make your deadline for projects and assignments one week before the actual deadline.
4. Know your learning style.
5. Be optimistic.
6. Develop and maintain healthy sleeping habits.
7. Manage your time effectively.
8. Practice visualizations on what you want to achieve.
9. Maintain a good diet and exercise regularly.
In conclusion, you are in control of your destiny, so ensure that you will have a successful college experience. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/06%3A_Healthy_Living/6.03%3A_Stress_and_Stress_Management.txt |
Mental health is not just an absence of mental illness. Mental health is a combination of mental wellness and mental fitness that allows you to flourish. Persons with mental health are able to enjoy life and all that life has to offer. Positive characteristics of mental health include courage, optimism, hope, honesty, interpersonal skills, a positive work ethic, and perseverance. Other key characteristics include high self-esteem, positive body image, managing stress and sadness, and respecting yourself and others (Canadian Mental Health Association, 2010).
What Is Self-Esteem?
Self-esteem is the manner in which you view yourself. It is important to view yourself as a worthwhile and special person. It is not unusual to feel bad about yourself sometimes, especially when triggered by a negative event. Occasional negative feelings are normal. However, chronic low self-esteem is not normal or healthy. Persons with chronic low self-esteem are more likely to experience negative thoughts (see Table 7-2), depression, anxiety, phobias, and psychosis. If you feel that you have chronic low self-esteem, it is important to seek help. Talk to your doctor, a counselor from UT Arlington Counseling Services, or visit the U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration Web site (U.S. Department of Health & Human Services, Substance Abuse & Mental Health Services, n.d.).
U.S. Department of Health and Human Services— Substance Abuse and Mental Health Services www.samhsa.gov
Table 7-2. Negative vs. Positive Thoughts
Negative Thought Positive Thought
I don’t deserve a good life I deserve to be happy and healthy
I am stupid I am smart
I am not worth anything I am a valuable person
I have never accomplished anything I have accomplished many things
I always make mistakes I do many things well
I am a jerk I am a great person
From U.S. Department of Health & Human Services, Substance Abuse & Mental Health Services, n.d.
How Do I Build Self-Esteem?
Try these tips to build your self-esteem. Remember to include friends and family in the process.
1. Pay attention to your own needs and wants.
2. Take good care of yourself.
3. Participate in activities that you enjoy.
4. Take the time to accomplish goals you have set, even small ones.
5. Reward yourself and treat yourself well.
6. Keep your living space neat and tidy. Fill it with items you love.
7. Take the opportunity to learn something new and share your talents.
From United States Health and Human Services [USDHHS], 2009
Why Is Building Positive Body Image Important?
A positive body image means feeling happy about your body in shape, size, strength, stature, and appearance. It means knowing what your body is really like and accepting your unique body (see Table 7-3). Being unhappy about your body can affect how you think and feel about yourself. Poor body image can lead to emotional distress, anxiety, depression, isolation, or eating disorders (U.S. Department of Health & Human Services, 2009).
Table 7-3. Negative and Positive Body Image
Negative body image is . . . Positive body image is . . .
A distorted perception of your shape—you perceive parts of your body unlike they really are A clear, true perception of your shape—you see the various parts of your body as they really are
You are convinced that only other people are attractive and that your body size or shape is a sign of personal failure You celebrate and appreciate your natural body shape and you understand that a person’s physical appearance says very little about their character and value as a person
You feel ashamed, self-conscious, and anxious about your body You feel proud and accepting of your unique body and refuse to spend an unreasonable amount of time worrying about food, weight, and calories
You feel uncomfortable and awkward in your body You feel comfortable and confident in your body
National Eating Disorders Association, 2005
How Do I Build a Better Body Image?
Some of the tips are similar to building self-esteem. Overall, you should take care of yourself and honor who you are. Participate in activities that you enjoy and make yourself feel good. More specifically, consider:
1. Eating healthy foods and exercise for the benefit of feeling good.
2. Listing 5–10 special qualities about yourself, such as intelligence, sensitivity, or imagination.
3. Wearing clothes that are comfortable and make you feel good about yourself.
4. Actively choosing to take care of yourself.
From U.S. Department of Health and Human Services, Substance Abuse, and Mental Health Services, n.d.
What about Mental Illness?
Mental disorders affect an estimated 26.2% of Americans ages 18 and older (1 in 4 adults). Mental disorders are widespread. The most common mental dis- orders are mood disorders, such as depression and anxiety disorders. Approximately 9.5% (20.9 million) of American adults ages 18 and older have a mood disorder. Depressive disorders include major depression and dysthymic (mild) depression and others. These disorders often occur along with anxiety disorders and substance abuse (National Institutes of Mental Health, 2009). Students, who may come to college under treatment for a mental illness or who may develop one while in college, need to be sure that they seek regular treatment for those illnesses to be effective in college given the typical stressors and pressure.
How Do I Know if I Am Depressed?
Not all persons experience the same symptoms. Symptoms of depression vary in severity, frequency, and duration. Use the following list of symptoms guide. Talk to your doctor or counselor for more information.
1. Persistent sadness, emptiness, or anxiety
2. Feelings of hopelessness or pessimism
3. Feelings of guilt, worthlessness, helplessness
4. Loss of interest in usual activities that were once pleasurable
5. Irritability, restlessness
6. Fatigue, decreased energy, wanting to sleep all the time
7. Difficulty concentrating, making decisions, or remembering details
8. Insomnia or early-morning wakefulness
9. Overeating or undereating
10. Persistent aches, pain, cramps, headaches, or digestive problems unresolved with treatment
11. Thoughts of suicide or suicide attempts
From National Institutes of Mental Health, 2009
What Do I Do if I Think I Am Depressed?
Everyone feels sad or blue once in a while. Depression occurs when these feelings do not go away on their own or recur for an extended period of time. The first thing you should do is contact your health care provider for help. Depression can be treated with medication, therapy, or other means. Getting help is important (National Institutes of Mental Health, 2010, Depression).
What if I or Someone I Know Is in Crisis?
If you are thinking about harming yourself, or know someone who is, tell someone who can help immediately.
• Call your doctor.
• Call 911 or go to a hospital emergency room to get immediate help or ask a friend or family member to help you do these things.
• Call the toll-free, 24-hour hotline of the National Suicide Prevention Life- line at 1-800-273-TALK (1-800-273-8255); TTY: 1-800-799-4TTY (4889) to talk to a trained counselor.
• Make sure you or the suicidal person is not left alone.
National Institutes of Mental Health, 2010, Suicide Prevention | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/06%3A_Healthy_Living/6.04%3A_Mental_Health.txt |
Alcohol use is highest among young adults. According to the National Epidemiologic Survey on Alcohol and Related Conditions (National Institute on Alcohol Abuse & Alcoholism, 2005), 70% of young adults in the United States consumed alcohol in the previous year. Research shows that young adults not only drink more often but are more prone to binge drinking and heavy drinking (see Figure 7-1). Binge drinking is defined as drinking many drinks in a row at least one time during a month. Heavy drinking is defined as drinking five or more drinks in a row at least five times in one month. Drinking is detrimental to health and leads to alcohol-related traffic fatalities. In 2003, 32% of young drivers involved in fatal traffic accidents had measurable alcohol in their blood. Fifty-one percent of drivers aged 21–24 who died tested positive for alcohol (U.S. Department of Health & Human Services, Substance Abuse & Mental Health Services Administration, 2008).
Figure 7-1. Percentage of Current Drinkers in College Who Attended Various Places to Obtain Alcohol, by Age: Texas, 2005
What Constitutes “One Drink”?
The amount of one drink is different for each type of alcoholic beverage. All of the following are one-drink equivalents.
12 oz beer = 8 oz malt liquor = 5 oz table wine = 1.5 oz of 80 proof liquor
Note that one drink can contain multiple servings. For example, a 40 oz bottle of beer contains 3.3 drinks, and mixing liquor to make one cocktail can add up to more than one drink (National Institute on Alcohol Abuse & Alcoholism, 2005).
Figure 7-1. Percentage of Current Drinkers in College Who Attended Various Places to Obtain Alcohol, by Age: Texas, 2005
Why Is Binge Drinking a Problem?
Binge drinking may appear harmless but the consequences are very serious. Binge drinking is defined as drinking five drinks in a row for males or four drinks for females. Binge drinkers are eight times more likely to miss class or get behind in schoolwork. Binge drinking can lead to “blackouts” or not remembering what happened during drinking. Binge drinkers are also much more likely to drink and drive.
The most serious side effect of binge drinking is alcohol poisoning. When an excessive amount of alcohol is consumed, oxygen is not delivered to the brain. The lack of oxygen will cause bodily functions to shut down, much like an overdose. These symptoms are serious and can lead to death. Call emergency services (911) if alcohol poisoning is suspected. Symptoms of alcohol poisoning include:
• Vomiting
• Unconsciousness
• Cold, clammy, pale, or bluish skin
• Slow or irregular breathing (less than 8 breaths a minute or 10 or more seconds between breaths) (U.S. Department of Health and Human Services, Substance Abuse & Mental Health Services Administration, 2008)
Isn’t Drinking Alcohol Just Part of the College Experience?
Research shows that drinking alcohol is prevalent for persons in their twenties, regardless of student status. Yet surprisingly, persons in their twenties who attend college tend to drink less often overall and in less quantity. Students who finish college are less likely to continue drinking past early college years. Rates of alcohol dependence are lower in 18–24 year olds who attend college (U.S. Department of Health & Human Services, Substance Abuse & Mental Health Services Administration, 2008). So, to answer the question above, just because you are in college does not mean you need to feel pressured or obligated to drink.
Am I Drinking Too Much?
A useful short assessment to determine if you think you should talk to someone about your drinking is the “CAGE” questionnaire (Ewing, 1984).
• Have you ever felt you should cut down on your drinking?
YES NO
• Have people annoyed you by criticizing your drinking?
YES NO
• Have you ever felt bad or guilty about your drinking?
YES NO
• Have you ever had a drink first thing in the morning (an eye opener) to steady your nerves or get rid of a hangover?
YES NO
Answering with even one “yes” answer suggests a possible problem with alcohol. More than one “yes” answer means that it is highly likely that a problem with alcohol exists.
What Does Alcohol Do to the Body?
The effects depend on how much someone drinks and for how long. Short-term effects of alcohol that occur after only one to two drinks are difficulty walking, blurred vision, slurred speech, slowed reaction times, and impaired memory. These effects resolve after drinking stops. Misuse of alcohol affects every part of your body, including your kidneys, liver, central nervous system, and brain. Long-term effects of persistent drinking include impaired kidney function, cirrhosis of the liver, nervous disorders, and brain damage (National Institute on Alcohol Abuse & Alcoholism, 2005).
A study by the Harvard School of Public Health (Wechsler & Nelson, 2008) found that negative effects of alcohol occur even at small levels. Alcohol can reduce cognitive and psychomotor performance which can lead to negative health consequences. The number of drinks consumed at one time significantly increases your risk of alcohol-related injury, such as falls and motor vehicle accidents.
Can Drinking Affect My Schoolwork?
Wechsler and Nelson (2008) from the Harvard School of Public Health concluded that drinking alcohol, either routinely or binge drinking, can negatively affect school performance. Academic performance is affected by skipping classes, risk-taking behaviors such as academic dishonesty, ignoring deadlines, and spending fewer hours studying resulting from drinking. Alcohol consumption can also affect social relationships, including relationships with peers and faculty.
What about Drugs?
In 2005, The Texas Department of State Health Services conducted a survey of substance abuse among college students (Liu, 2007). Although drug use was found to be lower than alcohol use, many college students use drugs such as marijuana, cocaine, stimulants, sedatives, and others (see Figure 7-2). In 2005 (Liu, 2007), 23% of all students used an illicit drug within the previous year. Thirteen percent used within the previous month. Male students were much more likely than female students to abuse drugs. Drug use increased among students who were members of a fraternity or sorority, and drinking alcohol was more common with students who used drugs.
Figure 7-2. Lifetime and Past-Month Use of Selected Substances among College Students: Texas, 2005
Illicit Drugs Routes for Use Effects of Drug Effects on Health Effects on Brain
Marijuana Smoking, ingestion Silliness, rapid heartbeat, rapid pulse, dry eyes, dry mouth Lung disease, depression, anxiety, decreased fertility Loss of memory, learning problems, loss of attention
Cocaine Intranasal, smoking, injection, ingestion Euphoria; alertness; increased talking; increased sensitivity to touch, light, and sound; increased temperature, heart rate, and blood pressure Changes in heart rhythm, heart attack, stroke, seizure, headaches, abdominal pain, nausea, coma, sudden death Irritability, restlessness, paranoia, psychosis
Inhalants
(amyl nitrite, benzene, butane, freon, methylene chloride, nitrous oxide, toluene, trichloroethylene)
Inhalation Euphoria, slurred speech, dizziness, lightheadedness, reddened eyes, runny nose Irregular and rapid heart rhythms, fatal heart failure, asphyxiation, suffocation, seizures, choking, coma, fatal injury Nerves are stripped which leads to problems with cognition, movement, vision, and hearing
Methamphetamine Smoking, ingestion Euphoria, rapid heartbeat, alertness, increased talking Anxiety, confusion, hallucinations, severe dental problems, weight loss Psychosis, mood disturbances, paranoia, violent behavior, deterioration of emotional response, reduced memory, molecular changes of brain tissue
Ecstasy Ingestion Mental stimulation, emotional warmth, empathy, sense of well-being, decreased anxiety Heart failure, kidney failure, hyperthermia, dehydration, high blood pressure, irregular heart rhythm, blurred vision Confusion, depression, impaired memory, reduced attention, poor cognition, reduced motor function
Heroin Ingestion, inhalation, injection, smoking Euphoria, slowed reaction time, slowed thinking, slowed memory, drowsiness Restlessness, liver disease, kidney disease, clogged blood vessels Changes in neurons and cells in the brain, impaired learning, impaired memory, convulsions, coma
Club Drugs (GHB, Rohypnol, Ketamine) Ingestion Loss of muscle and motor function, increased heart rate, increased blood pressure, drowsiness, unconsciousness Seizures, coma, high blood pressure, fatal respiratory problems Increased sleep, coma, amnesia, feelings of detachment, impaired attention, decreased learning ability, poor memory
From the National Institute on Drug Abuse, National Institute of Health(2010).
Thought Question
How can using drugs impact your ability to learn in college?
Marijuana is the most popular illicit drug. About 37% of college students reported experience with marijuana. Males were twice as likely to use marijuana as females. Many students (61%) believe marijuana to be harmless (Liu, 2007), but it can cause depression, anxiety, and personality disturbances. Marijuana limits the ability of the user to learn and remember information, and it can also affect social skills and daily life functioning (National Institute on Drug Abuse, 2010). Research has shown that marijuana’s effects on memory and learning lasts many days or weeks after the effects of the drug wears off (Block & Ghonheim, 1993). Students who smoke marijuana, even occasionally, get lower grades and have difficulty with registering, organizing, and using information (National Institute on Drug Abuse, 2010).
What about Tobacco?
We have long known that tobacco (cigarettes and chewing tobacco) is detrimental to your health. Still, tobacco use is common among college students. Studies show that college students use tobacco when stressed or when friends use tobacco (U.S. Department of Health & Human Services, Substance Abuse & Mental Health Services Administration, 2008). Nationally, 27% of persons aged 12 and older used tobacco in 2002–2003 (Office of Applied Studies, 2008). Tobacco contains nicotine, an addictive substance, and addiction can occur after smoking as few as 100 cigarettes (National Institute on Drug Abuse, 2009).
Figure 7-3. Percentage of College-Aged Students Smoking Habits
Tobacco can affect your health on a long-term basis. Smoking is the leading cause of lung cancer, and it can also affect your mouth, throat, bladder, pancreas, and kidneys. Cigarette smoking accounts for 44,000 U.S. deaths each year (National Institute on Drug Abuse, 2009). Similar to drinking, some college students develop smoking habits in college thinking it is part of the college experience. Given the long-term health ramifications and addictive nature of smoking, think twice about starting a habit with such consequences. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/06%3A_Healthy_Living/6.05%3A_Alcohol_Drugs_and_Tobacco_Use.txt |
The Centers for Disease Control and Prevention (CDC) (Centers for Disease Control and Prevention, 2010) define sexual health as overall well-being in relation to sexuality. It is not merely the absence of disease, but physical, emotional, mental, and social wellness as each relates to sexual relationships.
Sexual intercourse should occur only when you are ready. Sexual activity includes not only sexual intercourse, but also oral sex, anal sex, and vaginal sex (Kaiser Family Foundation, 2008). A positive attitude and respect for you and your partner will lead to improved sexual health. Sexual activity should occur only when you are ready—and not merely on a whim— given the consequence of poor decisions.
Although sexual intercourse is a natural expression of sexuality, poor sexual practices can lead to unwanted consequences, such as pregnancy and sexually transmitted infections (STIs). Compared to older adults, sexually active adolescents and young adults are at a much higher risk for sexually transmitted infections. In 2007, fewer than half (48%) of high school students reported having sexual intercourse at least once. Males are slightly more likely to have had sexual intercourse than females, and males usually begin having sex at younger ages. The median age for sexual debut (first time) for males is 16.9 years of age compared with 17.4 years of age for females. Males aged 20–24 are also more likely to have four or more partners than females (Kaiser Family Foundation, 2008).
What Is Risky about Oral Sex?
Each sexual situation carries its own risk. Many young adults engage in oral sex. Approximately half of young adults have engaged in oral sex and consider oral sex a less risky alternative to vaginal or anal sex, but oral sex can lead to infections of the mouth if your partner has a STI such as chlamydia or gonorrhea. Not all STIs will cause an oral infection, though (Kaiser Family Foundation, 2008).
What Are STIs?
STIs are Sexually Transmitted Infections. In 2008, approximately 22.1 million persons aged 15–24 were infected with one or more STI, including chlamydia, gonorrhea, syphilis, Human Papilloma Virus (HPV), trichomoniasis, genital herpes, and Human Immune Deficiency Virus (HIV).
How Will I Know if I Have a STI?
Each STI has unique symptoms. A quick overview is provided. Routine checkups with your health care provider should be scheduled at least once yearly. Checkups will include a general health survey. Ask the UT Arlington Health Services or your regular health care provider for a STI screening, including physical exam and laboratory collection (blood drawn) with your yearly checkup and any time you are concerned about illness.
STI Infection Location Signs and Symptoms
Chlamydia Mouth, throat, vagina, penis, anus, urethra Women: abnormal vaginal discharge, lower abdominal abnormal pain
Both: rectal pain or rectal bleeding (if anus infected), sore throat (if mouth infected), burning with urination
Men: discharge from penis, burning or itching at penis opening
Gonorrhea
Note: Symptoms MAY NOT occur until late in illness (>30 days)
Mouth, throat, eyes, vagina, penis, anus, urethra Women: increased vaginal discharge, vaginal bleeding between periods
Both: burning with urination; anal itching, soreness, bleeding or painful bowel movements (if anus infected); sore throat (if mouth infected)
Men: white, yellow or green discharge from penis; painful or swollen testicles
Syphilis
Note: Symptoms MAY NOT occur until late in illness (10–90 days)
Mouth, lips, vagina, penis, anus, rectum Signs and symptoms occur in stages. The symptoms of the primary (first) stage may not appear for many days. These can persist for 3–6 weeks before progressing into the second stage. Only the primary stage symptoms are listed.
Primary Stage: Appearance of a small, single sore(chancre) on the infected site. The sore is small, round and painless.
HPV
Note: Symptoms MAY NOT occur until late in illness (weeks to months)
vagina, penis, anus, throat (rare) Most DO NOT develop symptoms. Small bump or cluster of bumps in the genital area can occur. Bumps are small or large, flat or rough. Bumps are resolved within 2 years.
HIV Blood Signs and symptoms occur in stages. No symptoms may be present for weeks to months after infection. Symptoms persist but may be intermittently improve.
Early infection: fever, headache, sore throat, swollen glands, rash
Later weight infection: Swollen lymph nodes, diarrhea, weight loss, fever, cough, shortness of breadth
Genital Herpes Mouth, lips, vagina, penis, anus Painful sore at the location of illness
Trichomoniasis Vagina, urethra Women: frothy, yellow-green vaginal discharge; strong or foul vaginal odor; discomfort during sexual intercourse, discomfort during urination
Men: Symptoms may not occur at all; irritation to the inside of the penis; mild discharge from penis; slight burning after urination or ejaculation
From the Centers for Disease Control and Prevention (2008).
UT Arlington Services for Health and Wellness
Health Services
605 S. West Street
817-272-2771
izinow.uta.edu/health __services
The University of Texas Arlington Health Services is an outpatient (ambulatory) facility open 12 months a year, Monday through Friday, with a Saturday medical clinic during the Fall and Spring terms. The facility is staffed with physicians, nurse practitioners, nurses, pharmacists, and lab and x-ray technicians. General medical care, women’s health, and mental health are provided. In addition, health promotion and substance abuse education are available. Services include immunizations allergy shots, a highly complex medical laboratory, a Class A Pharmacy, and a diagnostic radiology department.
Counseling and Psychological Services
303 Ransom Hall
817-272.-3671
uta.edu/caps/
Counseling Services assists students with issues related to academic, career, and personal problems. The focus is on working with students who can benefit from a short-term counseling model. Students may be referred to other appropriate services if treatment is required beyond the Scope of Counseling Services. Personal, group, and career counseling is provided, as well as personal growth seminars. Examples of available seminars include, but are not limited to, stress reduction, learning strategies, time management, assertiveness training, anxiety management, anger management, and getting connected on campus.
Campus Recreation
Maverick Activities Center (MAC)
817-272-3277
ezvzotauta.edu/campusrec
The MAC is a 190,000-square-foot recreation center that includes both indoor and outdoor recreational activities. Students are welcome to drop by the Maverick Activities Center and create their own fun. They may choose from a variety of activities including basketball, table tennis, racquetball, weight lifting, volley-ball, badminton, and so on. In addition, exercise classes, personal training, and massage therapy are also offered. Students who want to improve their health with a more nutritious diet can participate in the “Nutrition Check Up” program.
Relationship Violence and Sexual Assault Prevention Program (RSVP)
101R Maverick Activities Center
24-hour hotline: 817-272-0260
Coordinator: 817-272-9250
www.uta.edu/rvsp
The RSVP supports and advocates for students who have been impacted by sexual violence and provides referrals to other support services. In addition, it promotes campus education related to sexual assault, dating violence, and stalking. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/06%3A_Healthy_Living/6.06%3A_Sex_and_Sexual_Health.txt |
During the college years, young adults often test and solidify their own set of values and determine what direction they want to take in life. While it is commonly recognized that this self-reflection can be a lifelong process, the college years can be a time when students can develop directions in life based on information gathered in systematic self-exploration opportunities. Understanding more about what you value in life, what interests you, your general personality characteristics, your preferences for methods of learning, your strengths, and your weaknesses can better inform you about the directions that may lead to a more fulfilling life.
General Self-Exploration
According to Clifton and Anderson (2002), successful people leverage their strengths in order to be successful in life. Investigating your strengths can be simply reflecting on those situations in your life in which you felt successful and what contributed to that, or it could be something like a formal assessment that provides you with a profile of yourself. If you joined a Learning Community or enrolled in a freshman seminar, you may have taken the StrengthsFinder Inventory that provided you with your Top Five Signature Themes. Often, our students take the Myers-Brigg Type Indicator (MBTI) offered in workshops offered by UT Arlington’s Counseling and Psychological Services or a similar tool, the Kiersey Temperament Sorter®, offered free online as a means of assessing personality characteristics that may indicate how they interact with the world.
StrengthsQuest® – www.strengthsquest.com
Kiersey Temperament Sorter® – www.kiersey.com
Reflecting on life experiences can inform students about their values and about what interests them. Think back to those activities that you remember enjoying vividly. Consider what aspects of those activities contributed to the enjoyment. For instance, if you loved to play a sport growing up, was it the competition that you enjoyed? Was it being outside? Was it working with a group of people? Was it how the physical exertion made you feel? Was it the recognition you received? More structured assessments can also be found for interests and values. Counseling and Psychological Services offers the Strong’s Interest Inventory in regular workshops that would help you hone in on your basic life interests and how those interests might relate to professionals in certain careers. A tool like the Santa Cruz County Regional Occupational Work Values Inventory could inform you more about your core values and what you might prefer in a work environment. Overall, engaging in these types of self-exploration activities can inform so many aspects of students’ lives—what to major in or how to specialize in a given major, what types of co-curricular activities they might enjoy, the environments in which they might like to learn, and career options.
Santa Cruz County Regional Occupational
Work Values Inventory
www.rop.santacruz.k12.ca.us/resources/career_ planning/step1tool1.pdf
Activity 8-1:
Take the Kiersey Temperament Sorter II online at http://kiersey.com by clicking the box in the upper right-hand corner of the Web site entitled “Take the KTS-II—Free Sorter Access.” Are you an Artisan, Guardian, Rational, or Idealist? Is this consistent with how you see yourself? How might this impact the way you think about college, studying, or choice of major or career?
Learning Preferences
In college, faculty members implement many different ways of sharing material with their students—through readings, class lectures that may or may not include PowerPoint slides or handouts, class discussions, online interactions, and assignments. Think about a student who likes to take in the world visually. For this student, a book without graphs, charts, and pictures and a lecture with a professor simply talking about the information would be less appealing than a book and lecture environment full of visual images. Situations like the one described points to learning preferences—the way that a person learns best—sometimes also referred to as a learning style.
Common scales of learning preferences tend to categorize students into visual, auditory, and kinesthetic learners. The VARK also includes Read-Write as a style. Other scales consider other factors such as how students interact with information in terms of their thinking, feeling, and methods
of experiencing the world, such as with the Index of Learning Styles Questionnaire. It is no secret that there is disagreement in the academic community regarding how and what should be measured regarding learning preferences (Coffield, Moseley, & Ecclestone, 2004), but what is important is that college students engage in opportunities to learn more about themselves and how they learn.
Students who are more informed about their learning preferences can act more proactively. In some cases, students who know how they like to learn can seek out majors and professions that may suit their styles. They can also select professors who may be more likely to teach a course in their preferred method. The question that you should be asking your classmates is not, “Is that professor easy?” The question you should be asking is, “How does that professor teach the course?” and “What methods do they use to teach the material?” A professor who teaches a course only by talking about the material will be a more difficult class for a visual learner in comparison to a professor who uses more visual elements to teach the same material.
Unfortunately, students do not always have the ability to select a professor that suits their learning preferences, and students cannot expect a faculty member to adjust their teaching style to suit the needs of one individual student. Students who are successful in college are able to adapt material to their own learning preferences. For instance, if you are a visual student, create ways to turn lecture notes into visual materials using the visual organizers discussed in Chapter 5.
Table 8-1. Activities for Different Learning Preferences
Auditory Learners Visual Learners Kinesthetic Learners
Read out loud. Create charts and diagrams of concepts. Ask questions in class or discuss material in a study group.
Talk about the main points that are being expressed in diagrams and pictures. Review all of the pictures and charts while reading and relate the visuals to what you are reading. Engage in lab classes or courses in which service learning is an option as a way to “live” what you are learning about.
Sit in front in class so that you can hear clearly. Avoid busy visual environments while concentrating, as they are distracting. Have something small that you can play with in your hand while concentrating or take notes on a laptop.
Adapted from the University of Western Ontario Student Development Centre (2009). Learning Styles. Retrieved from http://www.sdc.uwo.ca/learning/index. html?styles on March 24, 2010.
Activity 8-2:
Take the VARK Learning Styles Inventory online at:
www.vark-learn.com/english/pa...=questionnaire
Are you multimodal, or do you have a single strong preference? Go to the help sheets for your learning preferences to find out more about the learning strategies you can implement given your learning preferences. Read through them and commit to trying a couple of the strategies in your next study session and reflect on how those strategies worked for you.
To get another point of view on your learning preferences, take the Index of Learning Styles Questionnaire online at:
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
What did you learn about your learning preferences? What activities can you engage in while studying that will help you learn new information? | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/07%3A_Self-_and_Career_Exploration/7.01%3A_Assessing_Your_Strengths_and_Learning_Styles.txt |
Let’s start this section with a brief activity about your thoughts on major and career exploration.
Activity 8-3:
Determine if the following statements are true or false.
Most students select a major based on solid research and information gathering about the field. TRUE FALSE
Once students declare a major, they will stick with it. TRUE FALSE
Students should choose a major based on the current job market. TRUE FALSE
Students should choose a major directly related to their chosen career. TRUE FALSE
Once students commit to a major, they will be stuck in that career for life. TRUE FALSE
A student with a liberal arts degree will not be qualified to get a really good job. TRUE FALSE
Students only need a high GPA to improve their chances of career success. TRUE FALSE
In the past, young adults simply followed in their parents’ footsteps taking over the family business or farm. However, in the beginning of the 20th century, Frank Parsons in Boston began to assist disadvantaged youth in choosing careers. His emphasis on matching self and job traits has remained at the core of the development of career decision-making programs (Baker, 2009). Today, students are entering a workplace unlike the generations before them, given the impacts of globalization, downsizing, re-engineering, and changing organizational structure of the workplace (Gordon, 2006). Students need to make a conscious effort to prepare themselves for this changing world to be competitive and ultimately find their own happiness.
When you were a young child, it was fun to think about being an astronaut, a veterinarian, or a firefighter. Many people also imagined being in a cool career that was portrayed on television—a forensic scientist from CSI, an emergency doctor like in ER, or lawyer from Law and Order. However, as you come closer to entering the workforce, you may be feeling more anxiety about your career, major choice, or have absolutely no idea what you want to do with your life…and that is perfectly natural. According to Beggs, Bantham, and Taylor (2008), statistics vary, but up to 50% of students enter college undecided. Those students, who have selected a major, ranked “information search” last in importance in selecting a major, indicating that decisions may have been made without critical information about themselves and the field. Allen and Robbins (2008) reported that 75% of students change their major at least once in college.
If you think back to the academic journey discussed in Chapter 2, you may recall that there are many different pathways to get from Point A to Point B. Likewise, your career path will merely be a continuation of your academic journey, and it may take you in different directions at different points in your life, and maybe even bring you back to school or to another type of formal training when new jobs are created. Whether you have a major identified or not, engaging in major and career exploration in your first year in college could help direct you toward a more satisfying academic and career path more quickly and save a lot of heartache in the long run.
Career exploration during college is also important because you will change and grow tremendously during this time according to your experiences and studies. Beyond studying one subject, you will make new friends, explore new ideas, find mentors, and have chances to study abroad and do internships. All of these experiences will inform your choice of a major and career.
Relationship between Majors and Careers
Today, the college degree is the entrance ticket to the workplace. Students need to understand the importance of completing their degree while learning as much as they can along the way. A student’s persistence in completing a degree is an indicator of many of the qualities that employers are looking for in a new hire: strong work ethic, motivation and initiative, problem solving, etc.
Some professions require certain degrees, such as nursing and engineering, which require professional examinations for licensure. However, your college major does not necessarily define your career path. For instance, students do not necessarily have to major in the sciences in order to apply to medical school as long as the proper prerequisites and MCAT test scores have been attained for admission. Liberal arts majors develop many of the skills that employers are seeking in new hires, so it is plausible for those students to enter a wide variety of fields, such as business and helping professions. Not only attending to learning the material in courses, but also reflecting on the development of transfer- able skills is crucial. It is ultimately more important to study subjects you are interested in and successfully graduate than to focus on a major that you think you have to have for a particular career path.
Top Ten Qualities/Skills that Employers Seek
According to the National Association of Colleges and Employers Job Outlook 2010 Report, employers are looking for the following skills and qualities in their new hires:
1. Communication Skills—written and verbal
2. Strong Work Ethic
3. Motivation and Initiative
4. Interpersonal Skills—relating well to others
5. Problem-Solving Skills
6. Teamwork Skills
7. Analytical Skills
8. Flexible and Adaptable
9. Computer Skills
10. Detail Orientation
The Career Exploration Process
According to Gordon (2006), “choosing and maintaining a career is a life-long process” (p. 15). Just as students change their majors in college when they real- ize the fit may not be optimal, people change their careers or directions within the same career. Donald Super proposed that career development activities were related to an individual’s self concept (Career Services, 2010). According to Super, self concept changes throughout life based on a person’s experiences. Not surprisingly, students of traditional high school and college ages fall into the Exploration stage (refer to Table 8-2).
Table 8-2. Super’s Five Life and Career Development Stages
Stage Age Range Characteristics of the Stage
Growth Birth-14 Development of self concept, attitudes, needs, and general world of work
Exploration 15–24 “Trying out” through classes, work experience, and hobbies. Tentative choice and skill development occurring
Establishment 25–44 Entry-level skill building and stabilization through work experience
Maintenance 45–64 Continual adjustment process to improve position
Decline 65+ Reduce output and prepare for retirement
Developing career exploration skills can be beneficial throughout life.
Thought Question
How might a person continue to use career development skills during the Establishment and maintenance stages?
In general, students need to engage in a process of collecting information—though what information they need to collect would depend on what questions a student may have (refer to Figure 8-1).
Figure 8-1. A Proposed Career Exploration Process
Adapted from Gordon’s 3-I Process (2006).
Even if you think you know what your major and career path may be, it helps to gain more information about the selected major to ensure your strengths and abilities match with the major and determine if that major will help develop skills needed for a career. It is also helpful to know more about how your values and personality might align with a particular major and career path.
Careful research can be done using a variety of resources including services on campus, Web resources, and experiential learning opportunities (see Table 8-3).
Table 8-3. Resources for Exploration Activities
Self-Exploration Majors Exploration Careers Exploration
UT Arlington Counseling and Psychological Services
www.uta.edu/caps/
Myers-Briggs Type Indicator Strong’s Interest Inventory
Lockheed Martin Career Development Center uta.edu/careers/students/path/undeclared.php Occupational Handbook
www.bls.gov/oco/
Lockheed Martin Career Development Center
uta.myplan.com
MYPLAN
UT Arlington Undergraduate Catalog
uta.edu/catalog
Listing of majors offered at UTA
Occupational Information Network (O*NET)
www.onetonline.org
Santa Cruz County Regional Occupational Work Values Inventory
www.rop.santacruz.k12.ca.us/resources/career_planning/step1tool1.pdf
UT Arlington Academic Departments
www.uta.edu/uta/colleges.php
Listing of the academic departments on campus
Lockheed Martin Career Development Center
uta.edu/careers/students/path/undeclared.php
Kiersey Temperament Sorter®
www.kiersey.com
Look for the free online version
Informational Interviews
Talk with professors in the department of interest. Refer to “How to Conduct an Informational Interview.”
Informational Interviews
with professionals in a field of interest. Refer to “How to Conduct an Informational Interview.”
Grades in introductory major-based courses Enroll in an introductory major-based course Volunteer
Join UTA Volunteers; Take a class that offers service learning as an option;
volunteernorthtexas.org
Reflection on hobbies that you enjoyed and subjects you performed well in high school Talk with advanced students from that major or related graduate program Internships
Opportunities found in an academic department,
www.internships.com,
college.monster.com
Who Can Help You Integrate the Information Collected in Your Research?
• Academic Advisor from Division of Student Success or a major department
• Counselor from Counseling and Psychological Services
• Career Counselor from the Lockheed Martin Career Development Center
How to Conduct an Informational Interview
Informational interviews can be tremendously useful for various reasons. An informational interview can help you decide on a career path, verify that you are on the correct career path, or help you possibly identify professionals that could be of assistance in finding a job or internship in the future. Also, talking with someone in a position that you would like to have someday can also inform you on what experiences and courses may increase your probability of success in a particular career path.
1. One of the most difficult aspects of conducting an informational interview, beyond finding the courage to talk with a complete stranger, is to find the appropriate people to interview. Ask people you know to see if they might have a “connection.” You can also contact staff members at UT Arlington’s Alumni Association or the Career Center.
2. Once you find someone and schedule a meeting to last approximately 15–30 minutes, research the organization that employs them. It might give you ideas on questions that you might ask.
3. Develop a list of questions for your interview. Consider these sample questions:
• What is the title of the interviewee’s current position in the company?
• How did the interviewee get to his/her current position?
• What type of job tasks does the interviewee perform in this job?
• What does he/she enjoy/dislike about the current job?
• Does he/she know of similar careers that also use these job skills?
• What is the interviewee’s work history and how does he/she think that has impacted his/her current position?
• What is the interviewee’s educational background?
• What are the top five skills that the interviewee believes have been important to his/ her job life?
• What five things does the interviewee believe have been most important in his/her overall life?
• What advice would the interviewee give you?
4. On the day of the interview, dress well and arrive early. A good first impression sets the stage for a good interview…and you never know if this person might someday have an op- portunity for you.
5. During the interview, record the answers to your prepared questions.
6. Once you have completed the interview, send a thank you note to your host in appreciation for his/her time and expertise.
Once the exploration process has been completed, the information collected needs to be compiled for integration and interpretation of the options available to a student. The decisions and next steps that a student would take depends on what he/she may be ready to take on at that moment. In some cases if a student is completely undecided upon entering college, finding a major is a good first step and career exploration can continue to occur. If a student has decided on a major, information may confirm that staying with that major is a good decision or that changing to another major may be warranted given that interests and strengths do not align well. It could be that it was discovered that the career of primary interest is highly competitive and preparation for a “Plan B” needs to be considered. Circumstances change constantly so considering the information presented at each juncture is very important.
Once a particular decision has been made, the next steps include developing a set of goals and action steps that will help you achieve those goals. Revisiting the goal-setting process discussed in Chapter 4 can help you manage that process and adjust as circumstances change.
In conclusion, remember that you are right where you need to be according to Donald Super’s Life and Career Developmental Stages (Career Services, 2010). This is the time for major and career exploration. (Refer to Career Planning Timeline for more information.) What better place to explore than a great university? Take advantage of the resources that we have highlighted in this section and all that is offered on this campus. Remember that if what you choose fits your skills, interests, personality, and passions, it is probably a good fit. Remember also that you are not stuck with that major or career for the rest of your life; career development is a lifelong project. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/07%3A_Self-_and_Career_Exploration/7.02%3A_Career_and_Major_Exploration_as_a_Process.txt |
What is experiential learning? Very simply, it means learning from your experiences. In this section, you can read about learning from your experiences out- side the classroom. You need to ask this question of yourself: How can I have the college experience of a lifetime?
At UT Arlington, you have many opportunities to make your college experience exceptional, unforgettable, and (dare we say?) sensational. Engaging in opportunities outside of the classroom can inform your major and career exploration process and open your eyes to things you have never experienced.
Career Planning Timeline
During your freshman year…
• Meet with an advisor in the University Advising Center to discuss a schedule of classes that will fulfill the university’s core requirements or help you explore majors.
• Take a class on Major Exploration if you are undecided.
• Research the services available from the Lockheed Martin Career Development Center.
• Attend at least two academic seminars put on in the colleges you are interested in.
• Take career assessment inventories online and receive counseling to interpret results that can help you plan your career.
• Visit the Career Center and become familiar with job listings, which may relate to your career plans.
• Participate in student organizations to develop your leadership skills.
• Attend the Job Fair.
During your sophomore year…
• Continue working with your advisor or a career specialist in the Career Center regarding how interests and aptitudes relate to potential career choices.
• Obtain information and begin the registration process for relevant work experiences, such as cooperative education opportunities and internships.
• Keep a list of all of your projects, activities, committee memberships, and honors, as well as a portfolio that can be used for a résumé or during an interview.
• Join at least one professional or honorary organization to begin networking.
• Participate in at least two academic and career seminars (i.e., Test Taking, Job Search).
• Attend the Job Fair.
• Apply and become accepted officially into your major department.
During your junior year…
• Attend at least two career seminars (i.e., Resume Preparation, Interview Skills).
• Register for internship or cooperative education positions with the Career Center or your academic department.
• Develop an effective cover letter and resume that have been critiqued by the Career Center.
• Attend the Job Fair.
• Assume at least one leadership position on campus.
• Conduct at least two “informational interviews” with professionals in your area of interest. Refer to “How to Conduct an Informational Interview.”
• Become familiar with at least three career options related to your major.
• Become familiar with the Career Center on-campus interview and resume referral processes.
• Make an appointment each semester to discuss progress toward graduation with your academic advisor.
As a senior/graduate student consider the following steps…
• Complete the Graduation Checklist (Office of Records) and apply for graduation and graduate school.
• Attend a the Career Center orientation and other career seminars sponsored by the Career Center, and register with the Career Center job listing service if you have not already done so.
• Talk to the Career Center staff to ensure you are utilizing the various job search strategies and resources.
• Conduct three “informational interviews” with professionals in your career field.
• Learn about current salary levels for occupations you are considering.
• Develop a realistic budget analysis and determine your salary needs.
• Check with the Career Center for information about companies interviewing on campus.
• Talk to recent graduates concerning the employment market in your field.
• Learn how to research companies using the Internet, the Career Center Library, and the UTA Central Library.
• Attend the Job Fair.
What’s a Maverick to Do?
Begin thinking now of strategies you can use to make sure you have at least one of these “value added” experiences:
UT Arlington Links to Experiential Learning
Internship www.uta.edu/careers/students/internships
Research experience with a member of the faculty http://www.uta.edu/research/
http://www.uta.edu/research/vpr/research- opportunities/student-research/
Study abroad trip www.studyabroad.uta.edu
Service learning experience http://www.uta.edu/ccsl/
Internships can provide you with the practical, “real world” experience you need to be competitive in today’s job market. Internships also provide you with a new network of people, individuals outside of the University setting, who can provide mentorship and companionship to you. At a minimum, an internship will allow you to evaluate how well you “fit into” a career culture. For example, you may love information technology (IT) and, through an internship experience, find out that you are also well-suited to the pace and excitement of the IT field.
Internship Opportunities
Meet with a Career Counselor in Student Employment Services to access this Web site
www.uta.edu/careers/students/internships
Research experiences with particular faculty, research groups, and Centers for Excellence are important to consider especially if you plan to further your education beyond your undergraduate degree. Is it too early to begin thinking of advanced degrees? Absolutely not. Most students who are in graduate schools today began their research careers as undergraduates. They acted as “apprentices” to a faculty member and worked with members of the faculty’s team: graduate research assistants, post-doctoral researchers, and collaborating colleagues. Such experiences while working on your Bachelor’s degree are essential for you if you are considering a career in engineering or science, including the social sciences.
Research Opportunities Research at UT Arlington: www.uta.edu/research
Find research interests and expertise at the “Faculty/Expertise” link, then visit the “Research Centers” and explore “Laboratories and Research Groups.”
Once you learn about a faculty member’s research, contact the person, go to colloquia that are advertised in your department or college, and find out what students in laboratories are doing by attending the ACES symposium, the Annual Celebration of Excellence by Students, held every spring.
Annual Celebration of Excellence by Students
www.uta.edu/aces
Be sure to talk to your advisor about taking a readings or research class with a faculty member of your choice. You need to work this experience into your roadmap for success. It is important to contact the faculty member well in advance to be sure that he/she has room in the laboratory or research group for you in a given term.
Study Abroad Opportunities are another way to make your college experience exceptional. Travel broadens you in so many ways. Be sure to check out the photo gallery on the Web site. Then get your passport ready (and your hiking boots and your iPod tunes, etc.) to visit one or more of 40 countries associated with more than 80 programs at UT Arlington. UTA Study Abroad is also on Facebook.
Study Abroad Opportunities
www.studyabroad.uta.edu
Funding is available from many sources and you may want to begin a wish list with families and friends to help defray your travel expenses. Again, planning ahead is key, so after reviewing your study abroad options, visit with your advisor to be sure you can plan for study abroad in your academic plan.
Have you ever done some volunteer work? Do you want to be of service to others during your college years? The Center for Service Learning provides the ways and means for faculty and students to “learn from doing”—doing community service as part of your coursework, and learning as you go. Course credit is given for service learning activities. When you visit the center online, look at some of the courses offered. Faculty are increasingly adding service learning components to their classes. UT Arlington boasts having 790,516 logged hours of service in recent years.
Center for Service Learning
www.uta.edu/ccsl
Service learning is not just for people thinking about careers in public service. These experiences help you integrate what you are learning in the classroom with “real world” problems and needs. You can build your civic and leadership skills through many community activities and share your reflections on these experiences with others. Scholarships are available, too.
So let’s return to the question: How can I have the college experience of a lifetime?
Round out your roadmap with an internship, research participation, a study abroad trip, or service learning—or all of these. Reflect on your experiences and write about them. Who knows? These experiences may lead to new opportunities in your future.
Tips for Reflective Journaling
I never travel without my diary. One should always have something sensational to read in the train.
—Oscar Wilde
Students learn the most from their experiences when they take the time to think about them and write down their thoughts. Articulating your experiences this way also helps you practice articulating them to potential employers.
Consider including some of these items:
• Include key individuals and your exchanges with them.
• When examining your thoughts and feelings, do not censure yourself.
• Use “prompts”—key words, ideas, and pictures to keep the writing going.
• Don’t forget your dreams and imagined scenes.
• Compare your new experiences to the old. How have you changed?
Thought Question
• This is a brainstorming exercise: Pair up and discuss (then share with another pair) the number of different ways that experiential learning “adds value” for us.
• Why are internships increasingly important? In the film The Pursuit of Happyness, the main character took an unpaid internship at great personal cost to himself. Why?
• Have you seen the film Pay It Forward? Would it be possible for this plan to work? How would you initiate this plan on a college campus such as ours?
Activity 8-4:
Interview a member of the Alumni at UT Arlington (and note that many work or attend graduate school here). Explore with them what made his/her experiences exceptional, unforgettable, or sensational. Ask how his/her experiences look in retrospect and find out if experiential learning opportunities would have benefited them in any way and why.
Activity 8-5:
Go online to explore if your favorite writers, historians, or other celebrities used reflective journaling to inspire their work. (For instance, Lewis Carroll of famed Alice’s Adventures in Wonderland is one such person.) You may wish to begin your search with key phrases like “famous diarists” or read short biographies of the persons you selected. Write down the benefits enjoyed by these people who kept journals. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/07%3A_Self-_and_Career_Exploration/7.03%3A_Experiential_Learning-_Rounding_Out_Your_College_Career.txt |
Receiving a college education can bring incredible rewards, both personally and financially. After graduation, many students hope to successfully compete in the job market, to secure high-paying jobs, and to improve their economic standard. While pursuing a college education can be expensive in the short-term (tuition costs, lack of employment while enrolled), the lifelong rewards are undeniable. Individuals with Bachelor’s degrees, on average, earn a million dollars more in their lifetime than non-degree holders. In 2004, full-time workers with four-year college degrees earned approximately 62 percent more than full-time workers with only a high school diploma (The College Board, 2005). Now that’s an incredible return on your investment. The attainment of additional degrees, particularly professional degrees, can increase your economic opportunities even further (Cheeseman & Newburger, 2003). To see how college can literally pay off for you, examine the annual earnings by degree type in Figure 9-1.
Figure 9-1. Earning Potential of Degree Holders
A 2004 study by The College Board indicated that individuals with college degrees not only earn more, on average, than non-degree holders but tend to be happier, healthier, and have greater job security. In 2009, the unemployment rate among college degree holders was 4.5% (see Figure 9-2), significantly lower than individuals with a high school education or less (U.S. Bureau of Labor Statistics, 2009). According to the U.S. Department of Education (2008), about 90% of the fastest growing jobs require some post-secondary education.
Figure 9-2. The Jobless Rate for College Graduates
Now that we have examined the benefits of a college degree, let’s review ways that you can pay for it.
8.02: Planning for the Costs of School
To reach your long-term goal of earning a college degree, you may need to make some short-term financial sacrifices along the way. With an average 4–6 year degree completion rate, your college education is an investment of your time, intellect, and finances. Attending college takes money, and the responsibility of paying tuition falls on you and/or your family. Speak openly with your family about how you plan to pay for your education now and in the future. When conversing with your family, make a clear determination of who will be paying which expenses. Also, remember that costs are not limited to tuition and housing (Education Financial Council, 2009), but also include:
• Fees: Fees include costs such as activity fees, parking, etc. Please check the Bursar Services Web site to obtain the most recent price of fees.
Student Accounts – www.uta.edu/uta/tuition.php
Student Money Management Center – https://www.uta.edu/business-affairs/smmc/
• Books and Supplies: Books are surprisingly expensive, particularly if they are accompanied by a CD or workbook. In 2006–2007, the national average cost of books was \$1000 per year. Supply costs can include pens, pencils, USB drives, notebooks, paper, etc.
• Equipment, housing materials, and miscellaneous items: Equipment includes desktop and laptop computers, calculators, printers, etc. Housing materials include microwaves, refrigerators, toasters, pillows, comforters, etc. Miscellaneous expenses include clothes, cell phones, movies, iPods, etc.
Computing College Expenses
The first step toward managing your money is to create a realistic budget, followed by minimizing expenses and borrowing wisely. As a college student, you will have some expenses that occur intermittently (2–3 times per year) such as tuition, fees, and books. Using the College Expenses Budget worksheet below, compute your college expenses by semester. After you have computed your semester costs, you will need to compare it to the total resources from grants, loans, and scholarships.
College Expenses Budget
Expenses for One Semester Semester Total
Tuition and Fees
Books
Parking
Total Expenses
Resources to Pay for College Expenses
Scholarships
Grants
Student Loan(s)
Veterans Benefits
Money from Parents/Relatives
Money from Employment
Other
Total Resources
Education Financial Council. (2009). Make your college plan. Making College More Affordable. Retrieved from www.efc.org/cs/root/resources/resources#plan
1. Subtract the Total Expenses from the Total Resources. If this is a negative number, you will need to find additional funds to cover college expenses. The latter part of the chapter will discuss means to secure additional funds.
2. If the difference between Total Expenses and Total Funds is a positive number, divide this number by 4 (the number of months in the semester) to determine the surplus amount of money you will have to help cover monthly living expenses.
Total College Expenses \$ _______________
Minus Total Resources \$ _______________ = ___________________
Positive Net Resources \$ _______________ ÷ 4 = ___________________
College expenses and financial aid resources only make up half of your total costs. Next, you will need to estimate your monthly living expenses to get a better idea of how your money is being spent each month.
Living Expenses Budget
After covering the costs of tuition, housing, books, and supplies, you will still need money to live on while in school. While you may not have as much control over your income and college expenses as you would like, you can control most of your living expenses just by the choices you make. You will need to map out your “cash flow”: how much money is coming in (income) and where it is being spent (expenses) over a 12-month period.
Regardless of the method used, the process of creating a budget is basically the same: Record monthly income, track and document monthly expenses, and, finally, make adjustments to balance the cash flow. With a budget, you can make informed decisions about spending and saving your money.
Thought Question
You may have a general idea of where most of your money goes each month – housing, food, utilities, tuition – but can you account for every dollar?
The first rule of budgeting is to track and document your monthly expenses. Recording your monthly expenses can be a daunting task, so it is always helpful to use an accurate budgeting tool to track expenditures. Take a look below and you will notice that expenses are broken down into three broad categories (Federal Trade Commission, n.d.):
• Fixed Expenses: Expenses that are typically the same each month, such as rent or mortgage, car payments, childcare, credit card payments, and savings. Fixed expenses are generally the most difficult to change.
• Variable Expenses: Expenses that occur each month, but the amounts you spend on them vary from month to month. Examples include food, clothing, and utilities. Variable expenses generally have the greatest degree of flexibility.
• Periodic Expenses: Expenses that occur annually, semi-annually, quarterly, or seasonally. Such expenses include car registration, car or home maintenance, gifts, taxes, and insurance.
Complete the following activity to identify your monthly expenditures.
ACTIVITY 9-2:
Tracking Your Weekly and Monthly Expenditures
1. Gather information about how your money was spent during the past month from your checkbook register, receipts, credit card bills, online statements, and any other financial records you have. This will help you get the most accurate information.
2. If you do not have complete financial records for the past month, begin recording all expenditures for the next several weeks.
3. Transfer these daily totals to the Record of Weekly Expenditures worksheet.
4. Complete the worksheet after you have at least 30 days expenditure information.
The grand total in your “Record of Weekly Living Expenses” shows you how much money you spend or should set aside each month to cover your expenses. Once you have documented all of your expenses, you will be ready to compute your monthly income and compare it to your monthly expenses to determine, what, if any, changes are necessary to balance your budget.
Thought Question
Do you spend more than you earn each month?
Record of Weekly Living Expenditures
Month: _____________________
Year: _______________________
Expenses Week 1 Week 2 Week 3 Week 4 Totals for Month
Fixed Expenses
Rent/Mortgage
Gas/Light/Water
Phone
Life/Car/Health Insurance
Car Payment
Cell Phone
Car Registration
Cable/Satellite TV
Internet Service
Credit Card Payments
Other Debt Payments
Variable Expenses
Savings
Food at Home
Food at Work/School
Dinner Out
Clothing
Laundry/Dry Cleaning
Gas and Oil
Parking
Barber Shop
Beauty Salon
Personal Care
Donations
Presents
Newspapers/Magazines/Books
Movies/Sporting Events
DVDs/CDs/Video Games
Hobbies
Doctor and Hospital
Periodic Expense
Club Dues
Vacations
Total
American Financial Services Association Education Foundation (AFSAEF). (n.d.). Money. Retrieved from http://www.afsaef.org
Compare Your Income to Expenditures
To determine your monthly income, you will want to include your “take-home pay” (earnings from your paycheck after taxes are deducted) and any other forms of income. Subtract your total monthly expenditures from your monthly income. If the number is positive, you have a surplus income and are living within your means. If the number is negative, your expenses are exceeding your income and you will need to cut back on spending.
Total Income \$ ________________ – Total Expenses = ______
Balance Your Income and Expenses
If your expenses exceed your income, you have three options:
• Increase your monthly income
• Decrease your monthly expenses
• Combine increasing income and decreasing expenses
As a college student, you may not be able to eliminate a cash shortage by earning a higher income. However, you can look for ways to decrease your monthly expenses without depriving yourself of things you really need.
Decrease Fixed and Variable Expenses
There are fewer opportunities to decrease fixed expenditures than variable expenditures; however, some fixed expenses such as rent, car payments, and cell phone bills may be reduced through comparison shopping. While these steps may reduce your expenses, they can take time to complete and may result in additional charges.
Variable expenses, on the other hand, may be the easiest and quickest solution. Review your variable expenses with the intent of reducing the totals in some categories, rather than eliminating entire expense categories. For example, if you need to cut \$200 from your budget and you usually spend \$100 a month on cable television, would you be willing to decrease that by \$50, thereby saving \$50? Keep looking for places in which you can make similar, small adjustments until you have reduced your expenses by \$200 (National Foundation for Credit Counseling, n.d.).
Use these pointers as you review your monthly expenses and continue to evaluate ways to cut back on any unnecessary expenses.
Tips on How to Trim Unnecessary Expenses
Shopping
• Don’t shop when you are hungry or bored you may spend more.
• Take advantage of sales, but do not buy items you do not need or items of poor quality.
• Do not buy on impulse. Think things over and make sure you really need the item.
• Compare unit prices to find the best deals. For example, it may be a better deal to buy an item in a larger quantity.
• Buy generic or store brands when you can. They are usually less expensive.
• Compare prices on items both within the store and at different stores. Try discount or thrift stores.
• Use coupons and rebates for additional items you need to buy.
• Make a list of what you need. Only buy what is on it.
• Keep in mind that nonfood items may be more expensive at supermarkets.
• Rent tools and equipment you will not use often instead of buying them.
• Beware of sales gimmicks. Don’t lose sight of what you need.
Food
• Plan meals so you can shop with a list.
• Buy fruits and vegetables that are in season.
• Pack your lunches and snacks instead of buying them.
• Use cheaper cuts of meat than a recipe calls for or substitute a less expensive type of meat.
• Be careful when buying prepared foods. They may be faster, but they are usually more expensive.
• Eat out less.
Transportation
• Use public transportation when possible. Ask if reduced fares are available. For example, you may be able to buy a pass for several trips instead of paying for each trip separately.
• Have regular maintenance done on your vehicle to avoid costly repairs.
• Compare fares on different airlines before purchasing tickets.
• Consider buying a used vehicle that is in good shape instead of a new one to keep monthly payment lower.
• Use the lowest octane gas recommended by your manufacturer.
Entertainment
• Attend free events offered at UTA and in the community. Check the UTA Calendar of Events and the Arlington Chamber of Commerce for more information.
• Rent a movie or go to a matinee instead of paying full price.
• Visit the UTA Central Library or Arlington Public Library. They often sponsor events, and you can also check out books and other materials for free.
Phone Services
• Comparison shop for the best cell phone plan.
• Make calls when rates are lowest or free.
• Get rid of services you do not use that often.
Housing
• In warm weather, raise the thermostats of air conditioners when no one is there or at night when it is cooler.
• In colder weather, lower the heat when no one is home.
• Lower your water heater to 120 degrees.
• Look into energy-saving devices, such as energy-saving light bulbs and temperature control devices.
• Learn to make repairs yourself to save money.
National Foundation for Credit Counseling (NFCC). (n.d.). Consumer Tools. Retrieved from www.nfcc.org/Financial Education/ConsumerTools.cfm
The budget allocation chart below shows the average percentage that families spend on certain budget categories. You will choose to spend money your own way, to meet your own goals as a student. The amount you spend in each category will vary by person and income level. The less you earn, the greater the percentage you will spend on basic expenditures.
Figure 9-3. Model Budget Allocation
Thought Question
Have you established a system for paying your bills each month?
Managing Cash Flow
Once you have enough money to cover all expenses, you may still find it difficult to pay your bills on time if due dates do not coincide with paydays. However, there are several tools available including the ones listed below. These methods help you to manage the flow of income and expenses in different ways (National Foundation for Credit Counseling, n.d.).\
Envelope Method
• This tool is useful if you pay your bills with cash each month.
• Make an envelope for each expense category (rent, utilities, food, etc.).
• Label the envelope with the purpose, amount needed, and due date.
• When you receive income, divide it into amounts to cover the expenses listed on the envelope.
• Pay bills as soon as you receive them so you will not be tempted to spend the money on something else.
• If you prefer using a check to pay larger expenses, such as rent or car payments, you can write the check and place it in the envelope until the payment is due.
• Any excess income can be applied toward next month’s expenses, other expenditures, or placed into a savings/emergency fund.
Calendar Method
• This method utilizes a monthly calendar.
• Record the income receipt dates and expense due dates on the calendar.
• It is helpful to use two different color pens when recording this information.
• This method gives you a visual representation of when you get paid versus when the bills are due.
• Any excess income can be applied to next month’s expenses, other expen- ditures, or placed into a savings/emergency fund.
Personal Financial Management Software
• This method helps you to organize income and expenses electronically, produce reports and graphs that compare data over any time period, and categorize spending to assist with tax preparation.
• There are many personal finance software products available on the market. You can find the products compared online.
• Before purchasing, try to sample several software programs to find one that meets your needs. For example, does the software allow you to access online banking, pay bills online, split bills and expenses when recording data, and meet other criteria important to you?
• Evaluate whether you have the time and expertise to use the features of the software program.
Monitor Your Progress
A workable budget can take anywhere from six months to a year to develop. Each week, record and document your income and expenses for that month. Then, evaluate the findings. If you consistently overspend in a budget category (such as eating out), you need to change the projected amount for that line. A purpose of a budget is to help you recognize what you can and cannot afford. If you find that you never have enough money at the end of the month, you may need to consider making some bigger changes.
Refer to the budget allocation guidelines in Figure 9-3, comparing what you spend in these categories with the suggested percentages. For example, if you are spending 35% on your car, could you consider trading your existing one for a less expensive, used, and more fuel-efficient model? If not, it may be time to consider increasing your income with an additional job, more hours on a cur- rent job, or a salary increase.
It is important to make a commitment to your established budget without too much focus on the temporary adjustments. If followed consistently, your budget will become an effective working tool that will help you take control of your finances (American Financial Services Educational Foundation, n.d.).
A realistic budget will help you:
• Live within your income
• Spend your money wisely
• Reach your financial goals
• Prepare for financial emergencies
• Develop intelligent money management habits
Student Loans
As you continue to pay for college, try to rely on sources that do not require repayment: scholarships, personal savings, summer work income, and prepaid or 529 savings plans. Like many other students, you may not be able to cover all expenses through these resources alone and must depend upon other avenues such as the federal government and institutional and state aid.
Students receive over \$83 million yearly in federal student aid. To qualify for federal student aid, you must be a U.S. citizen or eligible non-citizen with a valid Social Security number. In addition, recipients must maintain satisfactory academic progress once in school (U.S. Department of Education, 2008). Federal student aid can come in the following forms:
• Grants: Money that does not have to be repaid. Many students qualify based on demonstrated financial need.
• Work-Study: Students work while simultaneously paying for college expenses.
• Loans: Money is borrowed and must be repaid with interest.
As you plan for college, it is important to maximize sources of aid that do not require repayment.
Table 9-2. Maximize Sources of Aid You Do Not Have to Repay
Maximize the Sources on the Top of the chart
DO NOT HAVE TO REPAY
• Scholarships and Grants
• Savings and Work-Study Earnings
CHEAPEST LOANS
• Federal Loans
EXPENSIVE LOANS
• Private Educational, Home Equity Loans
• Credit Cards
U.S. Department of Education. (2008). Your Federal Student Loans: Learn the Basics and Manage Your Debt. Washington, D.C.: U.S. Department of Education.
If you would like to get an estimate of your federal student aid eligibility, you can access FAFSA4caster. This free online tool will list the types of aid for which you are eligible, along with estimated grant award amounts and scenario-based award packages (U.S. Department of Education, 2009).
FAFSA4caster*
www.fafsa4caster.ed.gov/F4CApp/index/index.jsf
* A tool from Federal Student Aid—www.FederalStudentAid.ed.gov
While it would be ideal to cover all expenses through scholarships, grants, and work-study, you may have to rely on private or federal loans to cover all expenses. It is wise to closely compare private and federal loans before making a decision on which to use. Federal loans have lower fixed interest rates, reasonable repayment options, no repayment penalties, and no credit checks (excluding PLUS loans) (U.S. Department of Education, 2007).
Private loans, in contrast, are considerably more expensive than federal loans because they have higher, variable interest rates that increase with your repayment amount. Be careful: many private lenders aggressively market themselves through TV, radio, and on-campus solicitations.
Table 9-3. Federal Student Loans vs. Private Loans
Federal Student Loans
(Loans from the government or guaranteed by the government)
Private Student Loans
(Non-federal loans from a bank, credit union, or other financial institution)
You will not have to start repaying your federal student loans until you graduate, leave school, or change enrollment status to less than full-time. Many private student loans require payments while you are still in school.
The interest rate on Stafford Loans is fixed, currently at 4.29 percent for subsidized loans for undergraduate students and 5.84 percent for unsubsidized loans for undergraduate and graduate students, and almost always lower than on a private loan—and much lower than on a credit card. Private loans can have variable interest rates greater than 18 percent.
Students with greater financial need might qualify for a subsidized loan. The government pays the interest on subsidized loans while a borrower is enrolled in school at least half-time during certain periods. Private student loans are not subsidized. No one pays the interest on the loan but you.
You do not need to pass a credit check to get a federal student loan (except for PLUS Loans). Federal student loans help you establish a good credit record. Private student loans require an established credit record. The cost of a private student loan depends on your credit score, which you may not yet have as a student.
You do not need a co-signer to get a federal student loan. You may need a co-signer to get the best possible deal.
Free help is available at 1-800-4-FED-AID. You need to find out if there is free help.
Some interest is tax deductible. Interest may not be tax deductible.
Loans can be consolidated into the Direct or FFEL Consolidation programs which have favorable repayment plans and other benefits. See www.loanconsolidation.ed.gov for more information. Private student loans cannot be consolidated into a federal loan consolidation program. They can only be consolidated into a private bank loan, if available.
U.S. Department of Education. (2008). Your Federal Student Loans: Learn the Basics and Manage Your Debt. Washington, D.C.: U.S. Department of Education.
Applying for Loans
To apply for a federal student loan, you will need to complete the Free Application for Federal Student Aid (FAFSA). The FAFSA determines if you are eligible to receive federal grants, work- study, and state and institutional aid. You will need to complete the FAFSA on or after January 1st of the year you expect to attend school. State and institutional aid awards are granted on a first-come, first-serve basis, so apply as early as possible (U.S. Department of Education, 2008).
Have the following documents (if applicable) available at the time of submission:
• Your Social Security Number
• Your driver’s license (if you have one)
• Your W-2 forms and other records of income
• Your (and your spouse’s, if you are married) Federal Income Tax Return
• Your parents’ Federal Income Tax Return (if you are a dependent)
• Your untaxed business records
• Your alien registration or permanent resident card (if you are not a U.S. citizen)
Even if you do not plan to take any federal student loans, it is always a good idea to complete the FAFSA anyway. In some cases, scholarship applications may require that students show financial need based on their FAFSA. And, you never know—the best-laid plans may change, and you may decide to take the federal aid mid-year.
Free Application for Federal Student Aid (FAFSA)
www.FAFSA.ed.gov
A Note on Interest Rates
Like credit cards and private loans, educational loans have interest rates. Interest is “a percentage of the original loan amount (the principle) that is added to the total repayment amount” (U.S. Department of Education, 2008). Essentially, it is a charge for borrowing money. Not all federal loans are created equal, and some are attached with larger interest rates.
• Unsubsidized loans: Interest, which is your responsibility to pay, accrues from the time you receive the loan. You can repay the interest while you are attending school or you can allow it to accrue and be added to the principle balance, making it far more expensive.
• Subsidized Loans: The federal government pays the interest on the loan while you are still attending college. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/08%3A_Financial_Self-Management/8.01%3A_Long-term_Benefits_of_a_Bachelor%27s_Degree.txt |
As a first-year freshman, you may not have a credit card, but you may graduate with at least one. While it is advisable to establish your credit history while you are in college, there are some stipulations to applying for and using credit cards in school. After all, a little careless spending over the next four years can accumulate to a mound of debt before reaching graduation.
It can be tempting to fill the gap between income and expenses with credit card purchases. However, expenses do not disappear once they are charged to your credit card—quite the contrary. Not only can expenses mound up quickly with the ease of using plastic, but you will end up paying the actual purchase charges plus interest.
It is wise to limit yourself to one major card and reserve it for emergencies only. Before you use the card, discern whether you really need the item(s) or service(s). Consider whether you will be able to pay off the monthly balance in full. Failing to pay off the monthly balance will result in interest charges, which is essentially giving money to the credit card companies (Federal Deposit Insurance Corporation, 2005).
The terms and conditions of credit card agreements can be tricky and should be treated with caution. Credit card companies are in the business of making profits through high variable interest rates. In 2009, President Obama enacted several credit card reform laws known as the Credit Card Accountability, Responsibility, and Disclosure Act (a.k.a. Credit Card Act). The legislation was created to prevent banks from using unfair measures to extract high interest rates from consumers. The Act, which went into effect in 2010, will implement many new changes, including:
• Credit card companies must give cardholders a 45-day notice of any interest hike.
• If a cardholder triggers a higher interest rate because their bill is 60 days late, the previous rate must be reinstated after six months of on-time pay- ments.
• A ban on double-cycle billing—the calculation of interest over two billing cycles.
• People under the age of 21 must prove their income, have a co-signer, or pass a financial literacy course to get a credit card.
• Credit card companies cannot charge over limit fees unless the cardholder has consented to exceeding their credit limit.
Although it is discouraged, if you find it necessary to apply for a credit card, you should take a few things into consideration (Federal Deposit Insurance Corporation, 2005).
• Annual Percentage Rate (APR): The APR or interest rate is the percent- age you will be charged on the unpaid balance of a credit card. Shop for the lowest APR because a higher APR results in a higher monthly payment.
• Default Rate: The default rate is the new interest rate you will be charged if you miss a minimum payment, pay with a check that bounces, exceed your credit limit, or if you submit a late payment.
• Credit Limit: The maximum amount you can borrow at one time is your credit limit. Try not to exceed the credit limit by more than 50%. For instance, if your limit is \$4,000, you will not want to cumulatively charge more than \$2,000.
• Minimum Monthly Payment: The smallest payment your credit card company will accept is the minimum monthly payment. Avoid paying only the minimum payment, and pay off your balance in full each month.
• Grace Period: The number of days you have to pay off your bill before interest is charged is known as the grace period. If you carry a balance forward from the previous month, there is no grace period.
• Over-Limit and Late Fees: If you exceed your credit limit or submit a late payment, you will be charged a late fee or over-limit fee. Most companies will waive one late fee per year, so contact your credit card company and ask for a waiver.
• Cash Advance Fee: The amount charged when you withdraw cash on your credit card. Interest rates on cash advances are usually higher and lack grace periods.
• Transaction Fee: A generic title for numerous fees, including late, over- limit, and cash advance fees. Be careful: some credit card companies charge a monthly transaction fee regardless of whether you use the card.
Using Credit Means Greater Cost
Making the minimum monthly payment on a large balance usually does not even cover the interest charged for the month. With compounding interest (interest that is charged on interest you’ve been charged), you can find yourself owing significant money before you even graduate from college. Small differences in monthly payments can mean big differences to the cost of credit and time needed to pay off a credit card balance.
For example, compare the time and cost of paying off a \$1000 balance with an interest rate of 16.9% and two different monthly payment accounts. If you make a minimum monthly payment of \$20, the total interest paid is \$742 over a 7-year period. By increasing payments by only \$25 per month to \$45, you pay only \$208 in total interest, requiring only 2 years and 3 months to pay off the balance (The Federal Reserve Board, 2008).
Credit Card Tips to Remember
• Consistently check your budget to ensure you have enough money to cover for planned expenses and credit card payments.
• Comparison shop for the best interest rates (APRs) among lenders and investigate for hidden fees and charges.
• Work to prevent finance charges by paying more than the minimum monthly payment.
• Contact the credit card company if you cannot make the scheduled payment time.
• Minimize the number of credit cards you have to one. Warning: Do not cancel credit cards without first paying off the balance.
• Do not be tempted to spend more than you can afford simply because a high credit limit will allow it.
• Use credit as a last resort. Opt to pay with cash, checks, or debit cards instead.
• Ensure that your monthly payments do not outlast the items purchased.
Thought Question
Do you know your credit score?
Maintaining Good Credit
Maintaining a good credit history is at the forefront of successful financial management. Of crucial importance is your credit or FICA score, which can be accessed through a credit report. A good or bad credit score can affect your ability to purchase a car, the amount of interest you will pay on loans, and your ability to get a job. Checking your credit score regularly is an added measure to prevent identity theft, which we will cover in a later section.
According to the Federal Deposit Insurance Corporation (FDIC)(2005), “a credit report is similar to high school and college grade transcripts. Just like poor grades can negatively affect your career and academic options, a poor credit history can have far-reaching negative consequences.” Credit reporting agencies collect digital records of individuals’ debt and bill-pay histories and dispense the information to their subscribers. The Fair Credit Reporting Agency protects the information collected by credit reporting agencies. You have the right to review your report at any time, but it’s especially important prior to any major purchases (a house or car). Any business that reviews your score must have a valid reason, including:
• For Credit Approval: Creditors use the report to decide whether you will be granted credit, to create terms of the credit agreement, or to determine interest rates. The lower your credit score, the higher your interest rates.
• Future Employment: Employers may view a job applicant’s credit report to determine if they are of good character. Some employers also access credit reports when considering someone for a promotion.
• To Underwrite Insurance: Many insurance companies now request your permission to obtain a credit report when you apply for insurance.
• To Issue a Professional License: Organizations that grant licenses for certain professions such as real estate, nursing, police officers, and others who require an employee to be bonded, may review your credit report upon permission.
• For Review or Collection: Creditors with whom you have already established a relationship may view your credit.
Free Credit Reports
The Fair and Accurate Credit Transactions (FACT) Act (2003) entitles you to a free credit report once a year from all three major credit bureaus through a centralized source that processes the requests. Your free report will not include your credit score, but you may purchase your credit score (explained later) at the time you order your report. You can order a free copy by choosing one of the following methods:
• Calling 877-322-8228
• Going online to www.AnnualCreditReport.com
• Mailing a standardized form to:
• Annual Credit Report Request System
P.O. Box 05281
Atlanta, GA 30348-5281
This form is also available on www.CreditEducation.org
You may obtain a free credit report if you have been denied credit within the last 60 days. To receive the free report, call the toll-free number provided in the letter denying credit. You may send your request along with the letter to the credit bureau the agency used.
Purchasing a Credit Report
You may purchase copies of your credit report from the three credit reporting agencies (listed below) at any time. You can purchase a single report from one bureau or a “tri-merge” report that allows you to view all three reports. The latter option will provide the best picture of your “credit health.” Try to review your credit report(s) at least once a year.
When requesting a credit report, be prepared to provide the following information:
• Full name (including Jr., Sr., III)
• Date of birth
• Social Security number
• Current and previous address(es) from the last five years
• Daytime phone number
• Photocopy of letter from the creditor denying you credit (if applicable)
• A signature (if applying via e-mail)
• Photocopy of your driver’s license or other picture ID, current billing state- ment, or other document showing your name and address (if you apply via mail)
Three major credit bureaus and their contact information:
Experian
P.O. Box 2002
Allen, TX 75013
888-397-3742
www.Experian.com
Equifax
P.O. Box 740241
Atlanta, GA 30374
800-685-1111
www.Equifax.com
TransUnion
P.O. Box 1000
Chester, PA 19022
800-888-4213
www.TransUnion.com
Ways to Improve Your Credit Score
Even if you have had difficulties in the past with credit, there are some steps you can take to improve your credit score (FDIC, 2005).
• Check for accuracy in your credit report. Your score will only be as good as the information in your report. Look for and correct the following issues:
• Accounts that do not belong to you
• Debts you paid that are listed as delinquent or past due
• Late payments that were actually paid on time
• Debts that are more than seven years old and should not be reported any longer
• Consistently pay your bills on time. A large portion of your credit score is based on your recent repayment history. Positive information, such as a history of paying your bills on time, is viewed favorably.
• Reduce balances on credit cards and keep them low over time. Be sure the balance on any account does not exceed 50 percent of the credit limit. Transfer balances above 50 percent to another card. Try to pay off balances in full each month.
• Beware of companies who claim they can improve your credit score for a fee. They cannot do anything that you cannot do yourself—for free.
In closing, there are obvious benefits to getting a credit card when you are in college. Having a history of dependable credit, especially making consistent, on-time payments, is necessary if you want to have good credit in the future. Credit agencies examine the length of your credit history when determining credit scores. In addition, having a credit card is fortuitous when emergencies strike, especially if you are away from home. Develop the self-control to avoid needless purchases, and you will be on the path to a life of responsible credit use.
Personal Information Security
Identity theft is a growing national problem, costing the United States an average of \$56 billion per year. How common is identity theft? Every 79 seconds, someone’s identity is stolen. Even more surprising is that 50% of victims’ identities are stolen by close friends, relatives, and spouses (Federal Trade Commission, 2009). Identity theft “is a federal crime. It occurs when one person’s identification (which can include name, social security number, or any account number) is used or transferred by another person for unlawful activities” (Federal Reserve Bank of Boston, n.d.). Personal data, such as your social security number, your bank account or credit card number, and other valuable identifying data can be used at your expense.
It only takes a few moments for a thief to steal your identity; however, the damage can be devastating and unending:
Identity thieves frequently open new accounts in your name. They often apply for new credit cards using your information, make charges, and leave the bills unpaid. It is also common for them to set up telephone or utility services in your name and not pay for it. Some victims have found that identity thieves applied for loans, apartments, and mortgages. Thieves have also been known to print counterfeit checks in a victim’s name. Thieves also often access your existing accounts. They may take money from your bank accounts, make charges on your credit cards, and use your checks and credit to make down payments for cars, furniture, and other expensive items. They may even file for government benefits including unemployment insurance and tax refunds (Federal Reserve Bank of Boston, n.d.).
What Is Your Identity Theft Probability Score (ITP)?
To help protect yourself from identity theft, take the following quiz to determine your Identity Theft IQ and your ability to recognize common mistakes made by potential victims.
Question Yes or No If you answered yes, put this number in the score column Your Score
I pay bills with checks and place them in my mailbox or in a corner postal box. 5
I do not use direct deposit or electronic transfer for paychecks, refund, or insurance claim checks. 10
I have new boxes of checks mailed to my home. 10
I have not “opted out” of my credit card marketing programs and receive convenience checks on my account in the mail. 10
I carry a purse or wear my wallet in my back pocket. 10
I use checks for shopping and carry my checkbook with me when in public. 10
I have at least one item in my wallet that contains my Social Security number. 10
I throw away my annual Social Security Earnings statement without reviewing it. 10
I keep my car registration, insurance card, checkbook, and credit card receipts, or other identifying information in my car. 10
I have not copied the contents of my wallet (including the front and back of each credit card). 5
I do not shred banking/credit information before trashing. 10
I use a shredder, but it is not a cross-cut shredder. 5
I have not called the credit reporting agencies “Opt-Out” line to be removed from credit card solicitations (888-567-8688). 5
I have not ordered copies of my credit report in over a year. 10
I have not notified the credit report agencies of the death of a relative or friend (letter and copy of death certificate).
10
I have responded to e-mails or telephone calls from my Internet provider, financial institution, airlines, or companies like eBay or PayPal requesting verification of account numbers or passwords (“phishing”). 10
I use e-commerce, but do not use a secure browser, or I have high speed internet but no firewall protection. 10
My ITP Score
Mark Putnam, National Council on Higher Education Loan Programs (NCHELP), “Identity Theft,” Georgia Association of Student Financial Aid Administrators Spring Conference, Savannah River-front Hotel, Savannah, GA, 15 May 2006.
Scoring
80+ points: You are at high risk of being an identity theft victim. To reduce your likelihood of becoming a victim, please review the tips on the next page.
30-80 points: You have an average risk for becoming an identity theft victim. Refer to the tips on the next page to minimize your vulnerability even further.
10-30 points: Congratulations! You are very knowledgeable of identity theft precautions. Check the following tips to ensure that you have not overlooked any additional measures.
What can you do to decrease your chances of identity theft?
Tips to Minimize the Risk of Identity Theft
According to the Federal Trade Commission (2009), there are several precautions you can take to protect yourself from identity theft: | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/08%3A_Financial_Self-Management/8.03%3A_Using_Credit_Wisely-_The_Credit_Card_Trap.txt |
Accounting Tutoring Lab
436 Business Building
817-272-7029
wweb.uta.edu/accounting/default.aspx?folder=lab& page=tutorlab_home.html
The Accounting Tutoring Lab is operated by UT Arlington’s chapter of Beta Alpha Psi Financial Information Society. The lab offers space for students to receive assistance from trained tutors on accounting and finance assignments and one-on-one help in 20-minute sessions. Assistance is given on a first come-first served basis.
Chemistry Clinic
318 Science Hall
817-272-5431
www.uta.edu/chemistry
Operated by the Department of Chemistry and Biochemistry, this clinic seeks to support students in all chemistry and biochemistry courses.
English Writing Center and Online Writing Lab
411 Central Library
817-272-2601
www.uta.edu/owl
The English Writing Center offers students both face-to-face tutoring offered in the Central Library and an online interaction through Skype. Appointments may be made on the English Writing Center Web site where you will also find other tips and resources for improving your papers.
Language Acquisition Center
303 Trimble Hall
817-272-3161
uta.edu/modl/LAC.php
The Language Acquisition Center (LAC) is dedicated to helping students succeed as they seek to master languages other than their own. A multimedia center serving the UTA community, the LAC features Mac computers, TV/VCR/DVD viewing stations, and CD/cassette listening stations. The LAC also maintains an extensive collection of analog and digital media as well as course-related software and self-study software.
Math Clinic
325 Pickard Hall
817-272-5674
www.uta.edu/math/clinic
Math Emporium
308 Pickard Hall
817-272-1749
http://www.uta.edu/math/emporium/
The Math Clinic and Math Emporium are drop-in tutoring centers located in Pickard Hall that offer assistance for students in specific undergraduate math courses and final review sessions before exams. For a complete list of courses served by the Math Clinic and Emporium, visit their Web site.
Physics Clinic
007 Science Hall
817-272-2266
www.uta.edu/physics/pages/department/clinics/helpclinics.html
The Physics Department operates a clinic for students desiring help in solving physics problems, understanding physics concepts, and anything relevant to being successful in their physics courses at UTA. For much of the day during the school week, an advanced undergraduate student is available to provide individualized assistance with course work or assisting in the better under- standing of course concepts.
Science Education and Career Center
106 Life Science
817-272-2129
www.uta.edu/cos/SECC
The Science Education and Career Center offers resource materials and study aids for students in Biology, Chemistry and Biochemistry, Mathematics, Physics, and Psychology classes. The center features lounge space, a computer lab, and information ranging from course-specific study mate- rials to information about pursuing particular career paths in the sciences.
Student Support Services
206 Ransom Hall
817-272-3684
www.uta.edu/sss
Student Support Services provides free academic support to U.S. citizens or permanent residents who are either first generation, low income, and/or disabled. Free services include tutoring, coun- seling, advising, a private computer lab, seminars, cultural events, and a laptop, calculator, and textbook lending program.
University Tutorial and Supplemental Instruction
205 Ransom Hall
817-272-2617
www.uta.edu/tutoring www.uta.edu/si
This University Tutorial offers individualized tutoring by high-quality, nationally certified tutors to students in a variety of subjects at the low price of \$6.50 per hour. Supplemental Instruction is an internationally recognized student assistance program aimed at improving student performance in historically difficult courses. SI offers students regularly scheduled discussion sections led by specially trained upperclassmen and graduate students. These discussion sections are designed to help students master the concepts of an academic course and, at the same time, increase their competency in the learning strategies relevant to the course. SI is free to all students. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/09%3A_Campus_Resources/9.01%3A_Academic_Learning_Centers.txt |
UT Arlington Library has six libraries as part of its system, including three full-service libraries.
Central Library
UT Arlington Library’s largest facility.
• Open 24 hours a day, 7 days a week.
• Food and drink allowed in most places.
• Enhanced group study rooms with electronic white boards. Reservations required. Other group study spaces available.
• Quiet study floors on fourth and fifth floors.
• Research assistance on second floor.
Architecture and Fine Arts Library (AFA)
• Located in room 104 of the Architecture Building, serving students studying art, film, mu- sic, and design.
• Quiet study area.
• Conference room with electronic whiteboard and laptop hookups available for reservation.
• Equipment for viewing VHS and DVDs and for listening to CDs, LPs, and cassettes.
UT Arlington Central Library
Science and Engineering Library (SEL)
• Located in the basement of Nedderman Hall serving students studying sciences, math, and engineering.
• Enhanced group study rooms with electronic white boards. Reservations required.
• Quiet study space with individual study carrels.
Features and Services
The Library sponsors a wealth of resources and information for you.
Computers
Hundreds of PCs available for student use, each loaded with Microsoft Office applications. To log in, use your NetID and password.
Laptops
The Library makes a limited number of laptops available for students to check out at the circulation desk of any full-service library. Loan times vary. Laptops may leave the building and can access the campus wireless network.
Books
• With over 1 million books, the Library supports all areas of study.
• You can return books to any full-service library.
• A drive-by book return is located behind the library on Planetarium Place.
• Your MavID card is your library card.
• Undergraduates can check out up to 50 books for 30 days.
• You may renew each item twice. Renewals can be done in person or online.
• Log in to your account through the catalog and see what books you have checked out.
Databases
The library offers hundreds of databases, each containing thousands of articles covering a range of subjects and eras.
• All databases are available on all library computers.
• To find a database relevant to your work, look at the subject guides on the library’s home page.
• Use your Net ID to access databases from home or elsewhere.
• Read many database articles online.
• Print, save, or e-mail articles from databases.
Expert Help
Paper’s Due Drop Inn
Offered Monday–Thursday during Fall and Spring semesters. Librarians provide assistance with:
• Research assignments
• Selecting/narrowing a topic
• Identifying appropriate research tools
• Citing sources
No appointments needed. A tutor from the Writing Center is available to assist with writing and citation.
Writing Center
Located on the fourth floor of Central Library, the Writing Center helps students understand the writing process and become better editors of their own work.
Digital Media Studio (DMS)
• A self-service learning and multimedia production facility located in the basement of Central Library
• Access to Adobe Creative Suite products
• Audio and video editing
• 3D modeling with Maya and Lightwave
Reference Desk
All UT Arlington libraries offer friendly, knowledgeable librarians available to help with finding and using appropriate print or electronic resources. Get research help in person, by phone, or online.
Phone: (817) 272-3394 or toll-free at (888) 565-9023
AIM, Yahoo IM, Google Talk: utalibrary
Text: 66746. Start your question with ASKUTA
Live Help chat: available through the UT Arlington Library Web page
9.03: Student Enrollment Services
Office of Admissions, Records, and Registration
129 Davis Hall
817-272-6287
The Office of Admissions, Records, and Registration provides UT Arlington students the means to register for classes, maintains student academic records, issues official transcripts, verifies enrollment for insurance, and processes students for graduation.
Services offered include:
• Changes to student records, including name changes, address changes, or emergency contact information
• Filing grade-exclusion paperwork or request a grade change
• Filing tuition or fee appeals
• Enrollment or degree verification
• Processing paperwork for graduation
Other services outlined on their Web site at www.uta.edu/registrar
This office also offers a number of services online through your MyMav account, such as registering for classes or requesting copies of your transcript. You may access your MyMav account at any time from the UT Arlington home page, www.uta.edu.
Student Accounts
130 Davis Hall
817-272-2194
Student Accounts, located on the first floor of Davis Hall, is where students go to make payments for tuition, fees, and other payments that are required. Anytime a student notices that a bill is due, they have several options for payment. They may visit the Office of Student Accounts, go online and pay via their MyMav account, or mail their payment to the university. It is always important to keep up with due dates for payments, so check your MyMav account regularly to see how much is due and when. If you have questions understanding any charges, the staff at Student Accounts are available to help.
Financial Aid and Scholarships
252 Davis Hall
817-272-3561
www3.uta.edu/fao/portal
The Office of Financial Aid provides you with useful information about financial aid programs offered at UT Arlington and the process to apply for and receive funding. The university offers a wide variety of scholarships, grants, work-study, and loan programs to assist with funding the college education of students and families of all income levels. To start the financial aid process, all students must complete the Free Application for Federal Student Aid, or FAFSA, every year that they are in school. The form can be found online through the U.S. Department of Education. The form will require information about the income of both the student and their family and should be completed after your tax return has been submitted. This form is required to be- come eligible for any sort of financial aid and for many scholarships as well, and it is recommend- ed that students complete their FAFSA as early as possible. Trained financial aid advisors in the Office of Financial Aid can help answer any questions about the FAFSA or any other paperwork required to secure funds. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/09%3A_Campus_Resources/9.02%3A_UT_Arlington_Libraries.txt |
Housing Operations
E.H. Hereford University Center—middle level
817-272-2791
www.uta.edu/housing
Housing Operations will help you complete a lease agreement that will meet your housing needs in the residence halls or campus apartments.
Apartments and Residence Life
Arlington Hall—lower level
817-272-2926
www.uta.edu/housing
Once students have a lease agreement, the apartment and residence life staff will help you build a community and a new home-away-from-home.
Campus Activities and Community Programs
E.H. Hereford University Center—lower level
817-272-2963
Hone your leadership and get involved on campus with these great resources.
• Fraternity and Sorority Life
www.uta.edu/greek
• The Leadership Center
E.H. Hereford University Center—lower level
www.uta.edu/leadership
• Student Organizations
www.uta.edu/studentorganizations
• University Events
www.uta.edu/universityevents
Campus Recreation
Maverick Activities Center (MAC)
817-272-3277
www.uta.edu/campusrec
Getting involved on campus and staying healthy are important components of achieving success as a student. The Maverick Activities Center is a 190,000 square foot facility that features a full-service workout area, indoor track, climbing wall, group workout rooms, volleyball and basketball courts, indoor soccer fields, and more. Stop by and join in with an exercise class or sign up to get involved in one of UT Arlington’s popular Intramural Sports programs. Admission to the MAC is free with your student ID card and serves as a great way to manage stress during those busy periods of the year.
Multicultural Affairs
B150 University Center
817-272-2099
www.uta.edu/multicultural
Get involved with celebrating the rich diversity found at the University of Texas at Arlington by joining one of the programs offered by Multicultural Affairs. All students, faculty, and staff are welcome to benefit from the variety of learning opportunities including special performances, seminars, philanthropic events, and tutoring programs. Whether you are looking for leadership opportunities or just a unique way to interact with our diverse student body, here you will find a way to get engaged on campus and to help you build your resume.
Office of Student Conduct
B160 University Center
817-272-2354
www.uta.edu/conduct
In accordance with the UT Arlington Handbook of Operating Procedures, Student Conduct educates the campus community on issues related to student conduct and delivers sanctions to students failing to meet the regulations put forth in “Chapter 2: Student Conduct and Discipline.”
Office of Students with Disabilities
102 University Hall
817-272-3364
www.uta.edu/disability
For students with physical, emotional, or learning disabilities, the Office of Students with Disabilities is a primary resource for getting registered and securing any necessary accommodations. Whether you need extra time for exams, a sign-language interpreter, or even a special area for completing exams, this office is here to assist you with filing all the appropriate paperwork and advocating on your behalf to ensure that you have the maximum opportunity for success.
Student Governance
B150 University Center
817-272-0556
www.uta.edu/studentgovernance
Student Governance serves as the voice of students in policy decisions on campus. In addition to debating new ways to improve the educational experience for students, Student Governance also sponsors over 260 student organizations and numerous activities and events throughout the year. Getting involved with student government provides an excellent opportunity to build leadership experience and make a difference on campus. Elections are held every year for positions, or you can simply show up at any student organization’s meeting to get involved with other students who share your interests.
Freshman Leaders On Campus (F.L.O.C.)
www.uta.edu/floc
A select organization for incoming freshman students to develop leadership skills and promote involvement in student governance and community service.
Maverick Mentors
mavorgs.collegiatelink.net/organization/hosts
A student mentoring program for incoming students in which returning students help new students “learn the ropes.” | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/09%3A_Campus_Resources/9.04%3A_Campus_Housing_and_Student_Affairs_Resources.txt |
Computer Labs on Campus
UT Arlington has over 300 computers available for public use spread across campus students will find both PC and Mac computers with software suites such as Microsoft Office (including Word, Excel, and PowerPoint) and specialty software needed by specific majors. You may also use the following Web site to better plan your time by utilizing its real-time database of available computers across campus so that you know which computers are open for use right when you need them.
Computer Labs and Software Availability
www.uta.edu/oit/cs/computerlabs/index.php
For a complete list of computers and software available on campus for open student use.
Following is a map of campus with current computer lab locations highlighted for easy reference. You will also find computers and printers located in every residence hall on campus for students living in the hall and wireless internet capability in every academic building for easy connectivity anytime.
Figure 10-1. UT Arlington Map for Computer Labs
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Logging on to any UT Arlington computer or to the wireless internet service requires students to use their NetID and password. If you are unsure of your NetID or have not set up your password, you may contact the Office of Information Technology (OIT) Help Desk by calling (817) 272- 2208 or by e-mailing [email protected]. If you know your NetID and just need to set up your password, you may do so by visiting www.uta.edu/oit.
Printing in OIT computing facilities is “pay as you go.” Please check the following Web site for current prices: www.uta.edu/oit/cs/computerlabs/printing.php.
Additionally, students needing to print large documents, such as posters, or needing graphic design or new media software may visit the FabLab located in the basement of the Central Library. The FabLab features a wide variety of graphic design, Web design, and editing software on both PCs and Macs.
FabLab – fablab.uta.edu
9.06: Safety on campus
A university campus is a vibrant environment that brings together students, the community, and visitors to share knowledge, ideas, and opportunities to gain a better understanding of the world around us. However, wherever there are large gatherings of people, there is also the risk of crime. At UT Arlington, we take your personal safety very seriously, and the UT Arlington Police Department is here to protect and serve the students of the university. The UT Arlington Police Department is a nationally accredited police agency responsible for providing law enforcement, security, and education about campus safety for students, faculty, and staff. Throughout the year, the UT Arlington Police Department puts on a number of programs to help students learn about how to protect themselves and their valuables, including RAD: Rape Aggression Defense, H.E.A.T: Vehicle Theft Prevention, Operation ID: Textbook and Electronic Device Registration, and Bicycle Registration. Additionally, services such as the UTA Shuttle and the free Maverick Escort Ride ensure that students may travel safely and efficiently around campus.
UT Arlington Police Department
www.uta.edu/police
817-272-3003 emergency
817-272-3381 non-emergency
Tips to Protect Yourself
To help protect yourself from crime and theft, it is important to always be aware of your surroundings and to use common sense when considering personal property. Remember never to leave your property unattended, whether in a classroom, the library, or your residence hall. Keep emergency contact numbers programmed into your phone just in case you need to report any criminal activity, and follow these simple crime prevention tips when on campus:
• Look around and be aware of your surroundings when you enter or exit a building.
• Always tell someone where you’re going and when you expect to return.
• Avoid walking alone at any time. Call for an escort or find a friend to accompany you to appointments or to your car. If you must walk alone, be alert and aware of who and what is around you.
• Avoid shortcuts and stay in well-lit areas with other people around.
• Carry your personal belongings in a backpack or bag that will enable your arms and hands to be free at all times.
• Do not post your whereabouts on social networking sites or places where people might be able to follow you.
• Always lock your car, apartment, or residence hall room when you leave it. Never leave your apartment or hall room door propped or open when you are away from your room, even for short periods.
• Hide belongings in your car when you park.
• If you see any suspicious activity or persons, contact the UT Arlington police right away via your cell phone by calling (817) 272-3381 or by using one of the blue Police call boxes across campus.
9.07: Campus Map
Click the Menu button for more options and filters.
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Advanced Placement credit (AP credit)
Credit by examination for advanced coursework in high school that counts for college credit.
Academic Advisor
A professional staff person or faculty member who assists students in planning an academic program of study.
Academic Calendar
Official academic calendar of the University that lists registration dates, official holidays, important deadlines, final examinations, and commencement ceremony dates for a given session. Web site: http://www.uta.edu/uta/acadcal
Academic Continuance
Academic Standing message after a student has received an Academic Warning that signals that a student has met the minimum requirement of earning a 2.5 semester GPA but is still not within the Table of Standards. Refer to the Undergraduate Catalog under Academic Regulations for more information.
Academic Dismissal: One Long Term
Also referred to as Dismissal One or DIS1. Academic Standing message that signals that a student is not within the Table of Standards and not allowed to enroll for one long academic term (Fall or Spring term). Refer to the Undergraduate Catalog under Academic Regulations for more information.
Academic Dismissal: One Full Academic Year
Also referred to as Dismissal Two or DIS2. Academic Standing message that signals that a student is not within the Table of Standards and not allowed to enroll for one full calendar year (entire Fall, Spring, and Summer term). Refer to the Undergraduate Catalog under Academic Regulations for more information.
Academic Probation
Academic standing message that signals that a student has less than a 2.0 cumulative grade point average but is within the Table of Standards for the current student classification. Academic Probation reflects a level of academic standing that should not be confused with Academic Warning or Dismissal. Refer to the Undergraduate Catalog under Academic Regulations for more information.
Academic Standing
A message that is placed on student’s transcript after grades post at the end of a term that indicates his or her overall academic performance at the University. Refer to the Undergraduate Catalog under Academic Regulations for more information.
Academic Warning
Academic Standing message that signals that a student has not earned a grade point average that is within the Table of Standards. Refer to the Undergraduate Catalog under Academic Regulations for more information.
Add
The addition of a course to a student’s schedule for a given session.
Advising hold
Standard Negative Service Indicator in MyMav that prevents enrollment in courses until students meet with an Academic Advisor from their major department to remove (or “clear”) the hold when students have met their advising expectations.
Alum, Alumnus/a (Alumni, plural)
A graduate or former student of UT Arlington.
Auditing
Upon instructor and University permission, individuals can hear and observe a class for no academic credit. Refer to the Undergraduate Catalog under Registration and Enrollment for more information.
B.A.
Abbreviation for Bachelor of Arts degree.
B.S.
Abbreviation for Bachelor of Science degree.
Bachelor’s degree
Degree earned after completion of the required credit hours and courses within a particular field of study in addition to general requirement courses (i.e., core curriculum and electives).
Blaze
The name of the UT Arlington mascot.
Blue Books
A standard examination booklet used for essay exams. Available at the UT Arlington Bookstore and the Market in the University Center.
Census
The day at which class rolls are frozen, and students can no longer drop a class without receiving a grade of “W” on their transcript. State funding to the institution is based on the enrollment of students on census. Officially indicated in the Academic Calendar for the university.
Cheating
Copying another’s test or assignment, communication with another during an exam or assignment; seeking aid from others when not permitted by the instructor; possession of unauthorized materials during a test; buying, using, stealing, transporting, soliciting a test, draft of a test or answer key.
Classification
Level of a student in their undergraduate career based on the number of semester hours earned. Freshman < 30 hours, Sophomore 30–59 hours, Junior 60–89 hours, and Senior 90 or greater.
CLEP
A standardized test which grants credit by examination to a student record.
Colloquia
Presentations and discussions about current research conducted and related findings.
Collusion
Without authorization, collaborating with another when preparing an assignment.
Commencement
Graduation ceremonies held at the end of the Fall and Spring terms. Officially indicated in the Academic Calendar for the university.
Commuters
Students who do not reside in campus residence halls, apartments, or houses.
Concurrent Enrollment
Enrolled at UT Arlington and another institution of higher education at the same time.
Cooperative Education Programs (Co-op’s)
Programs that alternate periods of formal study at the university and periods of work under the supervision of a UT Arlington faculty member and work supervisor.
Core Curriculum
University and State mandated courses to ensure that students obtain a well-rounded education from English Composition, Literature, Liberal Arts/Humanities, U.S. History, U.S. Political Science, Mathematics, Natural Sciences, Social/Cultural Studies, Fine Arts, and oral and computer proficiency. Refer to the Undergraduate Catalog under the Degree Program Requirements section for more specific information.
Course Number
Courses at UT Arlington are designated with a standard prefix and number (e.g., ENGL 1301). ENGL is a course prefix and tells a student which department offers the course or names a cluster of courses. The standard list of UT Arlington prefixes can be found in the Undergraduate Catalog under Course Abbreviations. The course number denotes the level of the course, number of credit hours, and distinguishing number in a department. Refer to the Undergraduate Catalog under the Undergraduate Admissions section for more specific information.
Credit by Exam
Academic course credit given to students based on performance on national standardized tests (e.g., AP, CLEP, IB, DANTES) or Advanced Standing Exams offered by some departments. Refer to the Undergraduate Catalog under the Undergraduate Admissions section for more specific information.
Cumulative Grade Point Average
Overall grade point average for all classes taken at UT Arlington; see semester grade point average as well.
Dental Admissions Test (DAT)
A standardized test that helps dental schools assess the qualifications of a candidate applying for dental school.
Dead Week
Actually called Final Review Week at UT Arlington. Five class days prior to final examinations during the long sessions that allow students to prepare for finals. Refer to the Undergraduate Catalog for more specific information.
Dean
Leading academic official of a school or college. Considered a member of the faculty as well.
Disciplinary Probation
A sanction given to students by the Office of Student Conduct for offenses against the Code of Student Conduct.
Doctoral degree
Highest degree obtained in academics. Abbreviated Ph.D. Person with a Ph.D. is referred to as “Dr. So-and-so.”
Drop
The deletion of a course to a student’s schedule for a given session.
Drop for Non-Pay
A deadline prior to the beginning of a session in which students are dropped from their enrolled coursework if payment or arrangements for payment have not been made.
Elective
A course that student can choose freely from all departments on campus in a degree plan that counts toward the required hours to graduate with a Bachelor’s degree. Should not be confused with a Major Elective that is a specified list of courses that a student can choose from in the major.
Expulsion
A permanent suspension from the university.
Faculty
The body of individuals that teach courses at an institution. Comprised of Professors, Associate and Assistant Professors, Lecturers, and Instructors including tenure-track and non-tenure track (sometimes also called adjunct faculty) faculty.
FAFSA
Abbreviation for Free Application for Federal Student Aid. Form that must be completed prior to receiving federal and state financial aid.
FERPA
Abbreviation for the Family Educational Rights and Privacy Act of 1974. Policy that governs what student information can be shared with the public, including parents, spouses, siblings, etc. Refer to the Undergraduate Catalog under Academic Regulations for more information.
Finals
Abbreviation for Final Examinations. Examinations given to students at the end of a session. Official final exam schedule can be found at the Office of Records Web site, www3.uta.edu/ registrar/FinalExamSched.asp. Officially indicated in the Academic Calendar for the University.
Financial Aid
Award Any loan, work-study employment, grant, or scholarships offered to help a student meet the cost of attaining an education and related expenses. Fraternities Organizations of men who seek to develop social, leadership, and service opportunities on and off campus to enhance their educational experience and contribute to their personal development. Full-time Student A student who enrolls in a long semester (Fall or Spring) for 12 or more semester credit hours. Refer to the Undergraduate Catalog under Undergraduate Admissions for information on full-time status in short sessions.
Graduate Teaching Assistants (GTAs)
Graduate students hired to teach courses or assist a professor teaching a course.
Graduate Management Admissions Test (GMAT)
A standardized test that helps business schools assess the qualifications of applicants for advanced study in business and management.
Good Standing
Academic Standing designation for students with a cumulative GPA of 2.0 or higher.
Grade Point Average (GPA)
A four-point grading system, used to measure academic performance (4.0 = A, 3.0 = B, 2.0 = C, 1.0 = D, and 0.0 = F).
Graduate Record Exam (GRE)
A standardized test used by graduate level programs across the nation used to assess the qualifications of applicants for advanced study in higher education.
Grants
A form of financial aid that does not require the student to pay the money back upon graduation or leaving school.
Greek Life
Community comprised of four governing bodies that represents 30 fraternities and sororities on campus.
Harassment
Verbal or non-verbal conduct which creates an intimidating, hostile, or offensive working or educational environment.
Hazing
Any action or situation that recklessly or intentionally endangers the mental or physical health of a student for the purpose of initiation or admission into an organization. Hazing is illegal in the State of Texas. Refer to the Undergraduate Catalog under the Student Involvement and Policies section for more specific information.
Independent Study
Course credit earned by students who work one-on-one with a faculty member completing research and projects on an area of interest to the student and faculty member.
Internship
Experiential learning opportunity in which students can receive college credit for work conducted in the workforce under the supervision of a UT Arlington faculty member and Work Supervisor.
Intramural Sports
Campus-sponsored recreational and competitive activities for men, women, and co-recreational teams.
Labs
Experiential class time often used to apply information and processes presented in lecture.
Last Drop Day
A deadline during a given session in which students can drop a course with the assistance of an academic advisor in their major department. Officially indicated in the Academic Calendar for the University. Late Registration Period at the beginning of each session for students who were unable to register during the regular registration period. Students often use this time period to add/drop/swap courses. Officially indicated in the Academic Calendar for the University.
Latin Honors
Honorable designation at graduation for students earning exemplary GPAs in a certain number of credit hours. Refer to the Under- graduate Catalog under the Graduation section for more specific information. Lecture Oral presentation of critical information, history, background, theories, or processes by a faculty member. Loans, Student Funding offered to students to pay for educational expenses based on the FASFA and available funding provided to the institution. Requires that the students repay the principal amount and interest. Major A field of study (i.e., body of coursework) determined by the faculty of a given area of study or department.
Major Course
A course that is required in order to earn a Bachelor’s degree in that major. Major Elective A course that is offered in the major that a student can freely choose.
Master’s Degree
An advanced degree obtained in academics. Abbreviated M.A.(Masters of Arts), M.S. (Masters of Science), M.B.A. (Masters of Business Administration), etc.
Math Placement Test (MPT)
Placement test given to incoming students to determine their readiness to complete certain levels of the UT Arlington math curriculum. Not to be confused with the GMAT or Miller Analogies Test.
Medical College Admissions Test (MCAT)
A standardized test that helps medical schools assess the qualifications of a candidate applying for medical professional school.
Mav Express Card
Photo identification issued to enrolled UT Arlington students. Used to access certain campus services as well as off-campus discount program.
Mavericks
Term used to refer to UT Arlington students.
Maverick Stampede
Events series to welcome students to campus at the beginning of the Fall term.
MavMail
UT Arlington e-mail account issued to all students, faculty, and staff and source of official communication from the university.
Minor
A field of study (i.e., body of coursework) determined by the faculty of a given area of study or department that requires less credit hours to complete in comparison to a major.
MyMav
Term used to refer to the campus student information system that students use to enroll in courses, check their grades, accept their financial aid, pay their tuition, etc.
Non-Degree-Seeking Students
A student who holds a Bachelor’s degree from another accredited institution but is admitted to continue to take leveling coursework.
Overload
A course schedule that includes more than 18 semester credit hours.
Parking Permit
Decal for the windshield that allows for legal campus parking based on designation (student, faculty-staff, residential student, etc.).
Part-time Student
A student who enrolls in less than 12 semester credit hours in a given session.
Peer Academic Leaders (PALs)
Students assigned to the Student Success Course to assist new students in their transition to college life.
Ph.D.
Abbreviation for Doctoral degree; persons having earned a Ph.D. should be referred to as “Dr. X.”
Plagiarism
Using someone else’s work in your assignment without appropriate acknowledgement or making slight variations in the language and then failing to give credit to the source. An offense that constitutes the “stealing” of someone else’s work or ideas. Prerequisites Courses that need to be taken before a student can be successful in a subsequent class or accepted into a degree program.
President
The Chief Administrator of UT Arlington.
Provost
Chief Academic Officer of the University who serves as a leader to the Deans and faculty on campus as well as academic support programs and student affairs at UT Arlington.
R
Abbreviation in the Schedule of Classes for Thursday.
Registrar
Referred to at UT Arlington as the Office of Admissions, Records, and Registration. Maintains student records related to the process of admission to the university and enrollment in courses.
Registration
Period in which students can enroll in courses via the MyMav student information system. Officially indicated in the Academic Calendar for the university.
Resident Assistant (RA)
Student leader on campus that lives in the residence halls on campus and supports students within that living arrangement.
Rush
The opportunity to check out and join a fraternity or sorority.
SAP
Abbreviation for Satisfactory Academic Progress. Students receiving financial aid awards must complete a minimum number of hours based on classification. Refer to the Undergraduate Catalog under Academic Regulations for more information.
Scantrons
A form used mainly for multiple choice exams in which students must fill in the circle of their answer. Can be purchased at the UT Arlington Bookstore or Market in the University Center.
Schedule of Classes
List of courses available for a particular session via the MyMav portal.
Scholarship
Funding offered to students to pay for educational expenses based on academic achievement or certain characteristics of the student.
Semester Credit Hours
Number of credit hours a student earns for taking a particular course. Often reflects the number of class hours a student will sit in each week for that class with the exception of classes with laboratory credit.
Semester Grade Point Average
Grade point average for only courses taken during a given session.
Seminar
Course taught by a faculty member on a special topic typically with a small class size to promote student-faculty discussion.
Service Indicator
A flag on a student record in MyMav that can provide information or block certain actions from occurring. Positive service indicators are marked by a “star” in MyMav, while negative service indicators are marked by a circle with a diagonal line through it. Negative Service indicators are often referred to as “holds.”
Service Learning
Volunteer activity in which students earn assignment or course credit for reflecting or applying their experience to academic course content under the supervision of a UT Arlington faculty member.
Session
Period of time when academic coursework is offered and completed. There are seven distinct sessions that comprise the Fall, Spring, and Summer terms. Dynamic Dated Sessions are associated with all three terms.
The Shorthorn
Student-published newspaper at UT Arlington. Available in print and online.
SNAP Jobs
Student employment listing maintained by Human Resources.
Sororities
Organizations of women who seek to develop social, leadership, and service opportunities on and off campus to enhance their educational experience and contribute to their personal development.
Staff
University professionals who typically have a 12-month appointment and serve to support students or the normal functions necessary to maintain the university.
Student Accounts
Office on campus that is the point of payment and billing for tuition, fees, and charges. Also referred to as Student Financial Services.
Student Fees
Funding that students pay to the university that pays for the additional support services and programs that aid in their social, academic, and personal success.
Student ID
A ten-digit identification number issued to students that typically begins with 1000. Also can be referred to as the EmplID in MyMav or by the layperson as the “1000 number.”
Student Money Management Center
UT Arlington Student Money Management takes pride in assisting our students with their financial needs. Our office provides a website full of resources, one-on-one counseling sessions, seminars and presentations. We educate students on budgeting, savings, and credit awareness.
Subplan
A specialization of course work in a major.
Suspension
Sanction given by the Office of Student Conduct for students performing offenses against the Student Code of Conduct. Term often used interchangeably with Academic Dismissal.
Sustainability
The ability to meet the needs of the present without compromising the ability of future generations to meet their own needs. The practice of maintaining life and society through technologies, policies, and personal choices that help us use our planet’s limited resources more effectively.
Swap
The changing of sections of a course to a student’s schedule for a given session.
Syllabus
A document provided by faculty members to students which articulates the requirements for completing the course and grading and other policies and procedures related to the course.
Table of Standards
Level of performance required of undergraduate students based on their GPA and hours attempted in order to continue enrollment at the University. Refer to the Undergraduate Catalog under the Academic Regulations section for more specific information.
Term
A combination of sessions that make up the Fall, Spring, and Summer terms (i.e., Summer Intersession, 11-week session, 5-week I, and 5-week II sessions equal the Summer term).
Texas Success Initiative (TSI)
State-mandated program to ensure that entering college students have the necessary skills to perform effectively in college coursework. Students must seek assessment before enrolling in college coursework and advisement into proper developmental coursework.
TSI Assessment
A standardized test that measures reading, writing, and math skills to determine if a student has the appropriate skill levels to complete college-level coursework.
The Trailblazer
A weekly student newsletter published and distributed via the UT Arlington student e-mail account.
Transfer students
Students who enter UT Arlington and have already attempted more than 24 hours of coursework at another higher education institution.
UC
Abbreviation for the E.H. Hereford University Center.
Undergraduate Catalog
Publication that provides all of the rules and regulations regarding earning a bachelor’s degree at UT Arlington given a particular date of entry to the University. The official Undergraduate Catalog is online at http://www.uta.edu/catalog/.
Division of Student Success
An administrative unit to serve new incoming freshman students in their transition to the University.
Withdrawal
Dropping one or more classes in a given session. Designated on a transcript as a grade of “W.” | textbooks/socialsci/Counseling_and_Guidance/Book%3A_No_Limits_(UT_Arlington)/09%3A_Campus_Resources/9.08%3A_Glossary_of_Terms.txt |
Imagine a person who walks up to a counter at the airport to buy a plane ticket for his next vacation. “Just give me a ticket,” he says to the reservation agent. “Anywhere will do.”
The agent stares back at him in disbelief. “I’m sorry, sir,” she replies. “I’ll need some more details. Just minor things—such as the name of your destination city and your arrival and departure dates.”
“Oh, I’m not fussy,” says the would-be traveler. “I just want to get away. You choose for me.”
Compare this person to another traveler who walks up to the counter and says, “I’d like a ticket to Ixtapa, Mexico, departing on Saturday, March 23, and returning Sunday, April 7. Please give me a window seat, first class, with vegetarian meals.”
Now, ask yourself which traveler is more likely to end up with a vacation that he’ll enjoy.
The same principle applies in any area of life, including school. Suppose that you asked someone what she wanted from her education and you got this answer: “I plan to get a degree in journalism, with double minors in earth science and Portuguese, so that I can work as a reporter covering the environment in Brazil.” The details of a person’s vision offer clues to her skills and sense of purpose.
Discovering what you want and having a plan to get there helps you succeed in higher education. Many students quit school simply because they are unsure about what they want from it. With well-defined goals in mind, you can look for connections between what you want and what you study. The more connections, the more likely you’ll stay in school—and get what you want in every area of life.
By design, you are a learning machine. As an infant, you learned to walk. As a toddler, you learned to talk. By the time you reached age 5, you had mastered many skills needed to thrive in the world. And you learned all these things without formal instruction, without lectures, without books, without conscious effort, and without fear.
Shortly after we start school, however, something happens to us. Somehow, we start forgetting about the successful student inside us. Even under the best teachers, we experience the discomfort that sometimes accompanies learning. We start avoiding situations that might lead to embarrassment. We turn away from experiences that could lead to mistakes. We accumulate a growing list of ideas to defend, a catalog of familiar experiences that discourage us from learning anything new. Slowly, we restrict our possibilities and potentials.
However, don’t let this become your journey. You can take a new path in your life, starting today. You can rediscover the natural learner within you. Each module in this course is about a step you can take on your journey to becoming a successful student.
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01: Planning for Sucess
Introduction
Becoming a successful student means mastering learning for you, based on your skills and personal characteristics.
Mastery means attaining a level of skill that goes beyond technique. For a master, work is effortless and struggle evaporates. The master carpenter, for example, is so familiar with her tools that they are part of her. To a master chef, utensils are old friends. Because these masters don’t have to think about the details of the process, they bring more of themselves to their work.
Likewise, the successful student is one who masters her learning and makes learning look easy. She works hard without seeming to make any effort. She’s relaxed and alert, disciplined and spontaneous, focused and fun-loving.
You might say that those statements don’t make sense. Actually, mastery does not make sense. It cannot be captured in words. It defies analysis. It cannot be taught. It can only be learned and experienced.
Do you possess the skills and characteristics of a successful student?
Characteristics of a Successful Student
Successful students share certain qualities. These are attitudes and core values. Although they imply various strategies for learning, they ultimately go beyond what you do. These qualities are ways of being exceptional.
As you read the following list of qualities common to successful students, look to yourself. Make a list of each quality that you already demonstrate. Make another list of each quality that you want to possess. This is not a test. It is simply a chance to celebrate what qualities you possess so far—and to start thinking about what’s possible for your future.
Inquisitive. A successful student is curious about everything. By posing questions, she can generate interest in the most mundane, humdrum situations. When she is bored during a biology lecture, she thinks to herself, “I always get bored when I listen to this instructor. Why is that? Then she asks herself, “What can I do to get value out of this lecture, even though it seems boring?” And she finds an answer.
Competent. Mastery of skills is important to a successful student. When he learns mathematical formulas, he studies them until they become second nature. He practices until he knows them cold and then puts in a few extra minutes of practice. He also is able to apply what he learns to new and different situations.
Joyful. More often than not, a successful student is seen with a smile on her face—sometimes a smile at nothing in particular other than amazement at the world and her experience of it.
Energetic. Notice the student with a spring in his step, the one who is enthusiastic and involved in class. When he reads, he often sits on the very edge of his chair, and he plays with the same intensity. He is determined and persistent. He is a successful student.
Self-aware. A successful student is willing to evaluate herself and her behavior. She regularly tells the truth about her strengths and those aspects that could be improved.
Responsible. There is a difference between responsibility and blame, and successful students know it well. A successful student is willing to take responsibility for everything in his life. He remembers that by choosing his thoughts and behaviors, he can create interesting classes, enjoyable relationships, fulfilling work experiences, and just about anything else he wants.
Courageous. A successful student admits her fear and fully experiences it. For example, she will approach a tough exam as an opportunity to explore feelings of anxiety and tension related to the pressure to perform. She does not deny fear but embraces it. If she doesn’t understand something or makes a mistake, she admits it. When she faces a challenge and bumps into her limits, she asks for help. And she’s just as willing to give help as to receive it.
Self-directed. Rewards or punishments provided by others do not motivate a successful student. His desire to learn comes from within, and his goals come from himself. He competes like a star athlete—not to defeat other people but to push himself to the next level of excellence.
Spontaneous. A successful student is truly in the here and now. She is able to respond to the moment in fresh, surprising, and unplanned ways.
Tech savvy. A successful student defines technology as any tool that is used to achieve a human purpose. From this point of view, computers become tools for deeper learning, higher productivity, and greater success in the workplace. He searches for information efficiently, thinks critically about data, and uses technology to create online communities. If he isn’t familiar with a type of technology, he doesn’t get overwhelmed. Instead, he embraces learning about the new technology and finding ways to use it to help him succeed at a given task.
Intuitive. A successful student has an inner sense that cannot be explained by logic alone. She trusts her gut instincts as well as her mind.
Creative. Where others see dull details and trivia, a successful student sees opportunities to create. He can gather pieces of knowledge from a wide range of subjects and can put them together in new ways. A successful student is creative in every aspect of his life.
Optimistic. A successful student sees setbacks as temporary and isolated, knowing that she can choose her response to any circumstance.
Hungry. Human beings begin life with a natural appetite for knowledge. In some people, it soon gets dulled. A successful student has tapped that hunger, and it gives him a desire to learn for the sake of learning.
Caring. A successful student cares about knowledge and has a passion for ideas. She also cares about other people and appreciates learning from them. She collaborates on projects and thrives on teams. She flourishes in a community that values win-win outcomes, cooperation, and love.
Reading: Actions and Behaviors of a Successful Student
In addition to improving personal characteristics, successful students must be willing to take actions that would contribute to her success. Which of the following are you willing to do?
Willing to change. The unknown does not frighten a successful student. In fact, she welcomes it—even the unknown in herself. We all have pictures of who we think we are, and these pictures can be useful. But they also can prevent learning and growth. A successful student is open to changes in her environment and in herself.
Willing to take risks. A successful student often takes on projects with no guarantee of success. He participates in class discussions at the risk of looking foolish. He tackles difficult subjects in term papers. He welcomes the risk of a challenging course.
Willing to participate. Don’t look for a successful student on the sidelines. She is in the game. She is a team player who can be counted on. She is engaged at school, at work, and with friends and family. She is willing to make a commitment and to follow through on it.
Willing to accept paradox. The word paradox comes from two Greek words: para (meaning beyond) and doxen (meaning opinion). A paradox is something that is beyond opinion or, more accurately, that seems contradictory or absurd yet might actually have meaning. For example, a successful student can be committed to managing money and reaching his financial goals. At the same time, he can be totally detached from money, knowing that his real worth is independent of how much money he has. A successful student recognizes the limitations of the mind and is at home with paradox. He can accept that ambiguity.
Willing to be uncomfortable. A successful student does not place comfort first. When discomfort is necessary to reach a goal, she is willing to experience it. She can endure personal hardships and can look at unpleasant things with detachment.
Willing to laugh. A successful student might laugh at any moment, and his sense of humor includes the ability to laugh at himself. Going to school is a big investment with high stakes, but you don’t have to enroll in the deferred-fun program. A successful student celebrates learning, and one of the best ways to do so is to laugh every now and then.
Willing to work. Once inspired, a successful student is willing to follow through with sweat. She knows that genius and creativity are the result of persistence and work. When in high gear, a successful student works with the intensity of a child at play.
Willing to make choices to be well. Health is important to a successful student, although not necessarily in the sense of being free of illness. Rather, he values his body and treats it with respect. He tends to his emotional and spiritual health as well as his physical health.
Reading: Personal Abilities of a Successful Student
In addition to possessing personal characteristics and qualities, a successful student also has specific abilities that contribute to his success. Which of the following abilities do you possess?
Able to focus attention. Watch a 2-year-old at play. Pay attention to his eyes. The wide-eyed look reveals an energy and a capacity for amazement that keep him absolutely focused on the here and now. The world, to a child, is always new. Because a successful student can focus attention, to him the world is always new, too.
Able to organize and sort. A successful student can take a large body of information and sift through it to discover relationships. She can organize data by size, color, function, time lines, and hundreds of other categories. She has the guts to set big goals and has the precision to plan carefully so that those goals can be achieved.
Able to suspend judgment. A successful student has opinions and positions, but he is able to let go of them when appropriate. He realizes he is more than his thoughts. He can quiet his internal dialogue and listen to an opposing viewpoint. He doesn’t let judgment get in the way of learning. Rather than approach discussions with a “Prove it to me, and then I’ll believe it” attitude, he asks himself, “What if this is true?” and then explores the possibilities.
Able to be relaxed about grades. Grades make a successful student neither depressed nor euphoric. She recognizes that sometimes grades are important. At the same time, grades are not the only reason she studies. She does not measure her worth as a human being by the grades she receives.
Able to be a generalist. A successful student is interested in everything around him. In the classroom, he is fully present. Outside the classroom, he actively seeks out ways to deepen his learning—through study groups, campus events, student organizations, and team-based projects. Through such experiences, he develops a broad base of knowledge in many fields that he can apply to his specialties.
Ask yourself the following questions:
• Which of these characteristics of a successful student do you have?
• Which actions are you willing to take?
• Which abilities do you possess?
• Which characteristics, actions, and abilities do you need to work on?
Focus on strengthening those characteristics that you already possess, and continue to build on those you don’t yet have. You are well on your way to success. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/01%3A_Planning_for_Sucess/1.01%3A_What_Is_a_Successful_Student%3F.txt |
Introduction
Right now, you are investing substantial amounts of time, money, and energy in your education. What you get in return for this investment depends on how well you understand the process of learning and use it to your advantage.
If you don’t understand learning, you might feel bored or confused in class. After getting a low grade, you might have no idea how to respond. Over time, frustration can mount to the point that you question the value of being in school.
Some students answer that question by dropping out of school. These students lose a chance to create the life they want, and society loses the contributions of educated workers.
You can prevent that outcome. Gain strategies for going beyond boredom and confusion. Discover new options for achieving goals, solving problems, listening more fully, speaking more persuasively, and resolving conflicts between people.
Start by understanding the different ways that people create meaning from their experience and change their behavior. In other words, it is important to learn about how we learn.
The Learning Process: Perceiving and Processing
When we learn well, says psychologist David Kolb, two things happen. First, we perceive. That is, we notice events and “take in” new experiences.
Second, we process. We “deal with” experiences in a way that helps us make sense of them. According to Kolb (1984), each mode of learning represents a unique way of perceiving and processing our experiences. The following image illustrates the four modes of learning:
Mode 1: Concrete experience (feeling)
Mode 2: Reflective observation (watching)
Mode 3: Abstract conceptualization (thinking)
Mode 4: Active experimentation (doing)
Concrete experience. Some people prefer to perceive by feeling (also called concrete experience). They like to absorb information through their five senses. They learn by getting directly involved in new experiences. When solving problems, they rely on intuition as much as intellect. These people typically function well in unstructured classes that allow them to take initiative.
Reflective observation. Some people prefer to process by watching (also called reflective observation). They prefer to stand back, watch what is going on, and think about it. They consider several points of view as they attempt to make sense of things and generate many ideas about how something happens. They value patience, good judgment, and a thorough approach to learning.
Abstract conceptualization. Other people like to perceive by thinking (also called abstract conceptualization). They take in information best when they can think about it as a subject separate from themselves. They analyze, intellectualize, and create theories. Often, these people take a scientific approach to problem solving and excel in traditional classrooms.
Active experimentation. Other people like to process by doing (also called active experimentation). They prefer to jump in and start doing things immediately. These people do not mind taking risks as they attempt to make sense of things; this helps them learn. They are results oriented and look for practical ways to apply what they have learned.
Perceiving and Processing—An Example
Suppose that you’re considering a new smartphone. It has more features than any phone you’ve used before. You have many options for learning how to use it. If you were to get the phone, which of the following would you tend to do to learn how to use it?
• Get your hands on the phone right away, press some buttons, and see whether you can browse online and access apps. This is an example of learning through concrete experience.
• Recall experiences you’ve had with phones in the past and what you’ve learned by watching other people use their phones. This is an example of learning through reflective observation.
• Read the instruction manual and view help screens on the phone before you try to make a call. This is an example of learning through abstract conceptualization.
• Ask a friend who owns the same type of phone to coach you as you experiment with making calls and sending messages. This is an example of learning through active experimentation.
In summary, your learning style is the unique way that you blend feeling, thinking, watching, and doing. You tend to use this approach in learning anything—from cell phones to English composition to calculus.
Reference
Kolb, David A. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall, 1984.
The Learning Process: Multiple Intelligences
People often think that being smart means the same thing as having a high IQ, and that having a high IQ automatically leads to success. However, psychologists are finding that IQ scores do not always foretell which students will do well in academic settings—or after they graduate (Bernstein et al. 2006, 368–69).
Howard Gardner of Harvard University believes that no single measure of intelligence can tell us how smart we are. Instead, he defines intelligence in a flexible way as “the ability to solve problems, or to create products, that are valued within one or more cultural settings” (Gardner 1993). He also identifies several types of intelligences.
Multiple Intelligences
People using verbal/linguistic intelligence are adept at language skills and learn best by speaking, writing, reading, and listening. They are likely to enjoy activities such as telling stories and doing crossword puzzles.
People who use mathematical/logical intelligence are good with numbers, logic, problem solving, patterns, relationships, and categories. They are generally precise and methodical, and they are likely to enjoy science.
When people learn visually and by organizing things spatially, they display visual/spatial intelligence. They think in images and pictures and understand best by seeing the subject. They enjoy charts, graphs, maps, mazes, tables, illustrations, art, models, puzzles, and costumes.
People using bodily/kinesthetic intelligence prefer physical activity. They enjoy activities such as building things, woodworking, dancing, skiing, sewing, and crafts. They generally are coordinated and athletic, and they would rather participate in games than just watch.
Individuals using musical/rhythmic intelligence enjoy musical expression through songs, rhythms, and musical instruments. They are responsive to various kinds of sounds; remember melodies easily; and might enjoy drumming, humming, and whistling.
People using intrapersonal intelligence are exceptionally aware of their own feelings and values. They are generally reserved, self-motivated, and intuitive.
Outgoing people show evidence of interpersonal intelligence. They do well with cooperative learning and are sensitive to the feelings, intentions, and motivations of others. They often make good leaders.
People using naturalist intelligence love the outdoors and recognize details in plants, animals, rocks, clouds, and other natural formations. These people excel in observing fine distinctions among similar items.
Each of us has all of these intelligences to some degree. And each of us can learn to enhance them. Experiment with learning in ways that draw on a variety of intelligences—including those that might be less familiar. When we acknowledge all of our intelligences, we can constantly explore new ways of being strategic in our learning.
Reference
Bernstein, Douglas A., Louis A. Penner, Alison Clarke-Stewart, and Edward J. Roy. Psychology. Boston: Houghton Mifflin, 2006.
Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, 1993.
The Learning Process: Learning Through Your Senses—VAK
You can approach the topic of learning styles with a simple and powerful system—one that focuses on just three ways of perceiving through your senses:
1. Seeing, or visual learning
2. Hearing, or auditory learning
3. Movement, or kinesthetic learning
To recall this system of learning, remember the letters VAK, which stand for visual, auditory, and kinesthetic. The theory is that each of us prefers to learn through one of these senses. We can enrich our learning with activities that draw on the other channels.
To illustrate how each type of learners perceives and processes information, use the following questions to reflect on your VAK preferences. Each question has three possible answers. Write down the answer that best describes how you would respond in the stated situation. This is not a formal inventory—just a way to prompt some self-discovery.
When you have problems spelling a word, you prefer to
1. look it up in the dictionary.
2. say the word out loud several times before you write it down.
3. write out the word with several different spellings and then choose one.
You enjoy courses the most when you get to
1. view slides, overhead displays, videos, and readings with plenty of charts, tables, and illustrations.
2. ask questions, engage in small-group discussions, and listen to guest speakers.
3. take field trips, participate in lab sessions, or apply the course content while working as a volunteer or intern.
When giving someone directions on how to drive to a destination, you prefer to
1. pull out a piece of paper and sketch a map.
2. give verbal instructions.
3. say, “I’m driving to a place near there, so just follow me.”
When planning an extended vacation to a new destination, you prefer to
1. read colorful, illustrated brochures or articles about that place.
2. talk directly to someone who’s been there.
3. spend a day or two at that destination on a work-related trip before taking a vacation there.
You’ve made a commitment to learn to play the guitar. The first thing you do is
1. go to a library or music store and find an instruction book with plenty of diagrams and chord charts.
2. pull out your favorite CDs, listen closely to the guitar solos, and see whether you can play along with them.
3. buy or borrow a guitar, pluck the strings, and ask someone to show you how to play a few chords.
You’ve saved up enough money to lease a car. When choosing from among several new models, the most important factor in your decision is
1. the information you read from sources like Consumer Reports.
2. the information you get by talking to people who own the cars you’re considering.
3. the overall impression you get by taking each car on a test drive.
You’ve just bought a new computer system. When setting up the system, the first thing you do is
1. skim through the printed instructions that come with the equipment.
2. call someone with a similar system and ask her for directions.
3. assemble the components as best as you can, see whether everything works, and consult the instructions only as a last resort.
You get a scholarship to study abroad next semester, which starts in just three months. You will travel to a country where French is the most widely spoken language. To learn as much French as you can before you depart, you
1. buy a video-based language course that’s recorded on a DVD.
2. set up tutoring sessions with a friend who’s fluent in French.
3. sign up for a short immersion course in an environment in which you speak only French, starting with the first class.
Now, take a few minutes to reflect on the meaning of your responses.
• All of the answers numbered “1” are examples of visual learning.
• Those numbered “2” refer to auditory learning.
• Those numbered “3” illustrate kinesthetic learning.
A consistent pattern in your answers indicates that you prefer learning through one sense channel more than others. Or you might find that your preferences are fairly balanced. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/01%3A_Planning_for_Sucess/1.02%3A_The_Learning_Process.txt |
Introduction
Now that you know more about how people learn, you want to think about how to apply it to your own learning. How do you learn best? How can you use that information to be a more successful student?
To learn more about your strengths and weaknesses as a learner, you can complete various inventories related to learning styles, attitudes, and motivations. For some of us, it’s even harder to recognize our strengths than to recognize our weaknesses. Maybe we don’t want to brag. Maybe we’re attached to a poor self-image. The reasons don’t matter. Part of becoming a successful student means telling the truth about our positive qualities, too.
Remember that weaknesses are often strengths taken to an extreme. The student who carefully revises her writing can make significant improvements in a term paper. If she revises too much and hands in the paper late, though, her grade might suffer. Any success strategy carried too far can backfire.
Figuring out how you learn and how to use that information is an important step in becoming a master student. You explored the various learning theories, and during this module, you will learn more about how to develop strategies to enhance your learning.
Planning for Success: Taking the First Steps
To succeed in school, tell the truth about what kind of student you are and what kind of student you want to become. Success starts with telling the truth about what is working—and what is not working—in our lives right now. When we acknowledge our strengths, we gain an accurate picture of what we can accomplish. When we admit that we have a problem, we are free to find a solution. Ignoring the truth, on the other hand, can lead to problems that stick around for decades.
Let’s be truthful: It’s not fun to admit our weaknesses. Many of us would approach a frank evaluation of ourselves about as enthusiastically as we would greet a phone call from the bank about an overdrawn account.
There is another way to think about self-evaluations. If we could see them as opportunities to solve problems and take charge of our lives, we might welcome them. Believe it or not, we can begin working with our list of weaknesses by celebrating them.
Whether written or verbal, the ways that we express our self-analysis are more powerful when they are specific. For example, if you want to improve your note-taking skills, you might write, “I am an awful note taker,” but it would be more effective to write, “I can’t read 80 percent of the notes I took in Introduction to Psychology last week, and I have no idea what was important in that class.”
Be just as specific about what you plan to achieve. You might declare, “I want to take legible notes that help me predict what questions will be on the final exam.”
As you use the results of your self-analysis, you might feel surprised at what you discover. Just tell the truth about it. The truth has power.
It is important for you to discover and acknowledge your own strengths as well as your areas for improvement. For many students, this is difficult to do. Some people suggest that looking at areas for improvement means focusing on personal weaknesses. They view it as a negative approach that runs counter to positive thinking. Positive thinking is a great technique. So is telling the truth, especially when we see the whole picture—the negative aspects as well as the positive ones.
To start your self-analysis, use the following suggestions as a guideline.
Be specific. It is not effective to write, “I can improve my communication skills.” Of course you can. Instead, write down precisely what you can do to improve your communication skills. For example, “I can spend more time really listening while the other person is talking, instead of thinking about what I’m going to say next.”
Be self-aware. Look beyond the classroom. What goes on outside school often has the greatest impact on your ability to be an effective student. Consider your strengths and weaknesses that you may think have nothing to do with school.
Be courageous. Self-analysis calls for an important master student quality—courage. It is a waste of time to do this if this is done half-heartedly. Be willing to take risks. You might open a door that reveals a part of yourself that you didn’t want to admit was there.
Strengths
Examine your strengths by thinking about the following:
• One area where I show strong skills is ...
• Another area of strength is ...
Goals
Think about the areas you need to improve and make them your goals:
• The area in which I most want to improve is ...
• It is also important for me to get better at ...
• I want to concentrate on improving these areas because ...
• To meet my goals for improvement, I intend to ...
Planning for Success: Self-Analysis Using Discovery Statements
One way of thinking about success or failure is to focus on habits. Behaviors such as ignoring reading assignments or skipping class might be habits that lead to outcomes that could not be avoided—including dropping out of school. In the same way, behaviors such as completing assignments and attending class might lead to the outcome of getting an A.
When you confront a behavior that undermines your goals or creates a circumstance that you don’t want, consider a new attitude: That behavior is just a habit. And it can be changed.
Thinking about ourselves as creatures of habit actually gives us power. In that way, we are not faced with the monumental task of changing our very nature. Rather, we can take on the doable job of changing our habits. One consistent change in behavior that seems insignificant at first can have effects that ripple throughout your life. Following are ways to test this idea for yourself.
One way to put your self-analysis into action is by journaling about your behaviors and habits and then creating discovery and intention statements.
Discovery Statements
Through discovery statements, you gain awareness of “where you are.” These statements are a record of what you are learning about yourself as a student—both your strengths and your weaknesses. Discovery statements can also be declarations of your goals, descriptions of your attitudes, statements of your feelings, transcripts of your thoughts, and chronicles of your behaviors.
Sometimes, discovery statements chronicle an a-ha! moment—a flash of insight that results when you connect a new idea with your previous experiences, preferred styles of learning, or both. Perhaps a solution to a long-standing problem suddenly occurs to you. Or a life-changing insight wells up from the deepest recesses of your mind. Don’t let such moments disappear. Capture them in discovery statements.
Record the specifics about your thoughts, feelings, and behavior. Notice your thoughts, observe your actions, and record them accurately. Get the facts. If you spent 90 minutes to checking your social media feed instead of reading your anatomy text, write about it. Include details.
Use discomfort as a signal. When you approach a daunting task, such as a difficult math problem, notice your physical sensations. Feeling uncomfortable, bored, or tired might be a signal that you’re about to do valuable work. Stick with it. Write about it. Tell yourself you can handle the discomfort just a little bit longer. You will be rewarded with a new insight.
Suspend judgment. When you are discovering yourself, be gentle. Suspend self-judgment. If you continually judge your behaviors as “bad” or “stupid,” your mind will quit making discoveries. For your own benefit, be kind to yourself.
Tell the truth. Suspending judgment helps you tell the truth about yourself. “The truth will set you free” is a saying that endures for a reason. The closer you get to the truth, the more powerful your discovery statements. If you notice that you are avoiding the truth, don’t blame yourself. Just tell the truth about it.
Planning for Success: Taking Actions Using Intention Statements
Intention statements can be used to alter your course. These statements are about your commitment to take action based on increased awareness. An intention arises out of your choice to direct your energy toward a specific task and to aim at a particular goal. The processes of discovery and intention reinforce each other.
Even simple changes in behavior can produce results. If you feel like procrastinating, then tackle just one small, specific task related to your intention. Find something you can complete in minutes or less, and do it now. For example, access just one website related to the topic of your next assigned paper. Spend just 3 minutes previewing a reading assignment. Taking baby steps like these can move you into action with grace and ease.
Make intentions positive. The purpose of writing intention statements is to focus on what you want rather than what you don’t want. Instead of writing, “I will not fall asleep while studying chemistry,” write, “I intend to stay awake when studying chemistry.” Also, avoid the word try. Trying is not doing. When we hedge our bets with try, we can always tell ourselves, “Well,
I tried to stay awake.”
Make intentions observable. Rather than writing, “I intend to work harder on my history assignments,” write, “I intend to review my class notes, and I intend to make summary sheets of my reading.”
Make intentions small and achievable. Break large goals into small, specific tasks that can be accomplished quickly. Small and simple changes in behavior—when practiced consistently over time—can have large and lasting effects.
When setting your goals, anticipate self-sabotage. Be aware of what you might do, consciously or unconsciously, to undermine your best intentions. Also, be careful with intentions that depend on other people. If you intend for your study group to complete an assignment by Monday, then your success depends on the students in the group. Likewise, you can support your group’s success by following through on your stated intentions.
Set time lines. For example, if you are assigned a paper to write, break the assignment into small tasks and set a precise due date for each one: “I intend to select a topic for my paper by 9:00 A.M. Wednesday.”
Move from intention to action. Intention statements are of little use until you act on them. If you want new results in your life, then take action. Life responds to what you do.
Planning for Success: Identifying and Changing Habits
Discovery leads to awareness. Intention leads to commitment, which naturally leads to focused action.
The processes of discovery, intention, and action create a dynamic and efficient cycle. First, you write discovery statements about where you are now. Second, you write intention statements about where you want to be and the specific steps you will take to get there. Finally, follow up with action—the sooner, the better. Then, start the cycle again. Write discovery statements about whether or how you act on your intention statements—and what you learn in the process. Follow up with more intention statements about what you will do differently in the future. Then, move into action and describe what happens next.
This process never ends. Each time you repeat the cycle, you get new results. It’s all about getting what you want and becoming more effective in everything you do. This is the path of mastery—a path that you can travel for the rest of your life.
Don’t panic when you fail to complete an intended task. Straying off course is normal. Simply make the necessary corrections. Consider the first word in the title of the textbook—becoming. This word implies that mastery is not an end state or final goal. Rather, mastery is a process that never ends.
Miraculous progress might not come immediately. Do not be concerned. Stay with the cycle. Give it time. Use discovery statements to get a clear view of your world. Then, use intention statements to direct your actions. Whenever you notice progress, record it.
It can take the same amount of energy to get what you don’t want in school as it takes to get what you do want. Sometimes getting what you don’t want takes even more effort.
Planning for Success: Thinking About Motivation
Motivation is an important part of being a successful student. There are at least two ways to think about motivation. One is that the terms self-discipline, willpower, and motivation describe something missing in ourselves. We use these words to explain another person’s success—or our own shortcomings: “If I were more motivated, I’d be more successful in school.”
The other approach to thinking about motivation is to stop assuming that motivation is mysterious, determined at birth, or hard to come by. Motivation could be something that you already possess—the ability to do a task even when you don’t feel like it. This is a habit that you can develop with practice.
Promise it. Motivation can come simply from being clear about your goals and acting on them. Say that you want to start a study group. You can commit yourself to inviting people and setting a time and place to meet. Promise your classmates that you’ll do this, and ask them to hold you accountable. Self-discipline, willpower, and motivation—none of these mysterious characteristics has to get in your way. Just make a promise and keep your word.
Befriend your discomfort. Once you’re aware of your discomfort, stay with it a few minutes longer. Don’t judge it as good or bad. Accepting discomfort robs it of power. It might still be there, but in time it can stop being a barrier for you. Discomfort can be a gift—an opportunity to do valuable work on yourself. On the other side of discomfort lies mastery.
Change your mind—and your body. You can also get past discomfort by planting new thoughts in your mind or changing your physical stance. For example, instead of slumping in a chair, sit up straight or stand up. Get physically active by taking a short walk. Notice what happens to your discomfort.
Work with your thoughts. Replace “I can’t stand this” with “I’ll feel great when this is done” or “Doing this will help me get something I want.”
Sweeten the task. Sometimes it’s just one aspect of a task that holds you back. You can stop procrastinating merely by changing that aspect. If distaste for your physical environment keeps you from studying, for example, then change that environment. Reading about social psychology might seem like a yawner when you’re alone in a dark corner of the house. Moving to a cheery, well-lit library can sweeten the task.
Turn up the pressure. Sometimes motivation is a luxury. Pretend that the due date for your project has been moved up 1 month, 1 week, or 1 day. Raising the stress level slightly can spur you into action. In that way, the issue of motivation seems beside the point, and meeting the due date moves to the forefront.
Turn down the pressure. The mere thought of starting a huge task can induce anxiety. To get past this feeling, turn down the pressure by taking baby steps. Divide a large project into small tasks. In 30 minutes or less, you could preview a book, create a rough outline for a paper, or solve two or three math problems. Careful planning can help you discover many such steps to make a big job doable.
Ask for support. Other people can become your allies in overcoming procrastination. For example, form a support group and declare what you intend to accomplish before each meeting. Then, ask members to hold you accountable. If you want to begin exercising regularly, ask another person to walk with you three times per week. People in support groups, ranging from Alcoholics Anonymous to Weight Watchers, know the power of this strategy.
Compare the payoffs with the costs. Skipping a reading assignment can give you time to go to the movies. However, you might be unprepared for class and have twice as much to read the following week. Maybe there is another way to get the payoff (going to the movies) without paying the cost (skipping the reading assignment). With some thoughtful weekly planning, you might choose to give up a few hours of television and end up with enough time to read the assignment and go to the movies.
Heed the message. Sometimes lack of motivation carries a message that’s worth heeding. An example is the student who majors in accounting but seizes every chance to be with children. His chronic reluctance to read accounting textbooks might not be a problem. Instead, it might reveal his desire to major in elementary education. His original career choice might have come from the belief that “real men don’t teach kindergarten.” In such cases, an apparent lack of motivation signals a deeper wisdom trying to get through.
Planning for Success: Maintaining a Positive Attitude
Visible measures of success—such as top grades and résumés filled with accomplishments— start with invisible assets called attitudes. Some attitudes will help you benefit from all the money and time you invest in higher education. Consider these examples: “Every course is worthwhile.” “I learn something from any instructor.” “The most important factors in the quality of my education are my own choices.”
Other attitudes will render your investment worthless: “This required class is a total waste of time.” “You can’t learn anything from some instructors.” “Success depends on luck more than anything else.” “I’ve never been good at school.”
You can change your attitudes through regular practice with affirmations and visualizations.
Affirm It
An affirmation is a statement describing what you want. The most effective affirmations are personal, positive, and written in the present tense.
To use affirmations, first determine what you want, and then describe yourself as if you already have it. To get what you want from your education, you could write, “I, Malika Jones, am a master student. I take full responsibility for my education. I learn with joy, and I use my experiences in each course to create the life that I want.”
If you decide that you want a wonderful job, you might write, “I, Peter Webster, have a wonderful job. I respect and love my colleagues, and they feel the same way about me. I look forward to going to work each day.”
Effective affirmations include detail. Use brand names, people’s names, and your own name. Involve all of your senses—sight, sound, smell, taste, and touch. Take a positive approach. Instead of saying, “I am not fat,” say, “I am slender.”
Once you have written an affirmation, repeat it. Practice saying it out loud several times a day.
Visualize It
Here’s one way to begin. Choose what you want to improve. Then, describe in writing what it would look like, sound like, and feel like to have that improvement in your life. If you are learning to play the piano, write down briefly what you would see, hear, and feel if you were playing skillfully. If you want to improve your relationships with your children, write down what you would see, hear, and feel if you were communicating with them successfully.
Once you have a sketch of what it would be like to be successful, practice seeing it in your mind’s eye. Whenever you toss the basketball, it swishes through the net. Every time you invite someone out on a date, the person says “yes.” Each test the teacher hands back to you is graded an A. Practice at least once a day. Then, wait for the results to unfold in your life.
Be clear about what you want, and then practice it.
Developing the Modes of Learning
As you have learned, one of the ways to think about your own learning process is to examine how you perceive and process information—your preferred learning mode. Each mode of learning represents a unique way of perceiving and processing:
• Concrete experience (feeling)
• Reflective observation (watching)
• Abstract conceptualization (thinking)
• Active experimentation (doing)
Although you may tend to favor one of the modes, developing all four modes offers many potential benefits. For example, you can excel in many types of courses and find more opportunities to learn outside the classroom. You can expand your options for declaring a major and choosing a career. You can also work more effectively with people who learn differently from you.
In addition, you’ll be able to learn from instructors no matter how they teach. Let go of statements such as “My teachers don’t get me” and “The instructor doesn’t teach to my learning style.” Replace those negative statements with more positive attitudes: “I am responsible for what I learn” and “I will master this subject by using several modes of learning.”
No matter which of these you’ve tended to prefer, you can develop the ability to use all four modes. You can explore new learning styles simply by adopting new habits related to each of these activities. Consider the following suggestions as places to start.
To Gain Concrete Experience (Feeling)
• See a live demonstration or performance related to your course content.
• Engage your emotions by reading a novel or seeing a video related to your course.
• Interview an expert in the subject you’re learning or a master practitioner of a skill you want to gain.
• Conduct role-plays, exercises, or games based on your courses.
• Conduct an informational interview with someone in your chosen career or “shadow” that person for a day on the job.
• Look for a part-time job, internship, or volunteer experience that complements what you do in class.
• Deepen your understanding of another culture and extend your foreign language skills by studying abroad.
To Gain More Reflective Observation (Watching)
• Keep a personal journal, and write about connections among your courses.
• Form a study group to discuss and debate topics related to your courses.
• Set up a website, blog, email listserv, or online chat room related to your major.
• Create analogies to make sense of concepts; for instance, see if you can find similarities between career planning and putting together a puzzle.
• Visit your course instructor during office hours to ask questions.
• During social gatherings with friends and relatives, briefly explain to them what your courses are about.
To Develop Abstract Conceptualization (Thinking)
• Take notes on your reading in outline form; consider using word-processing software with an outlining feature.
• Supplement assigned texts with other books, magazine and newspaper articles, and related websites.
• Attend lectures given by your current instructors and others who teach the same subjects.
• Take the ideas presented in text or lectures and translate them into visual form—tables, charts, diagrams, and maps.
• Create visuals and use computer software to recreate them with more complex graphics and animation.
To Gain More Active Experimentation (Doing)
• Conduct laboratory experiments or field observations.
• Go to settings where theories are being applied or tested.
• Make predictions based on theories you learn, and then see if events in your daily life confirm your predictions.
• Try out a new behavior described in a lecture or reading, and observe its consequences in your life.
The following chart identifies some of the natural talents people have, as well as challenges for people who have a strong preference for any one mode of learning. For example, if Mode 2 (Reflective Observation) is most like you, then look at the lower right-hand corner of the following chart to see whether it gives an accurate description of you.
Employing your Multiple Intelligences, Part 1
Gardner’s (1993) theory of multiple intelligences complements the discussion of different learning styles. The main point is that there are many ways to gain knowledge and acquire new behaviors. You can use Gardner’s concepts to explore a range of options for achieving success in school, work, and relationships.
The following list identifies each of the intelligences and describes the strategies you can use to develop more effective learning strategies. As you review each of the first three intelligences below, write down any of the characteristics that describe you. Also, identify learning strategies that you intend to use. Finally, note any of the possible careers that spark your interest.
Verbal/Linguistic
• Characteristics
• You enjoy writing letters, stories, and papers.
• You prefer to write directions rather than draw maps.
• You take excellent notes from textbooks and lectures.
• You enjoy reading, telling stories, and listening to them.
• Learning Strategies
• Highlight, underline, and write notes in your textbooks.
• Recite new ideas in your own words.
• Rewrite and edit your class notes.
• Talk to other people often about what you’re studying.
• Careers
• Librarian, lawyer, editor, journalist, English teacher, radio or television announcer
Mathematical/Logical
• Characteristics
• You enjoy solving puzzles.
• You prefer math or science class to English class.
• You want to know how and why things work.
• You make careful, step-by-step plans.
• Learning Strategies
• Analyze tasks so that you can order them in a sequence of steps.
• Group concepts into categories, and look for underlying patterns.
• Convert text into tables, charts, and graphs.
• Look for ways to quantify ideas—express them in numerical terms.
• Careers
• Accountant, auditor, tax preparer, mathematician, computer programmer, actuary, economist, math or science teacher
Visual/Spatial
• Characteristics
• You draw pictures to give an example or clarify an explanation.
• You understand maps and illustrations more readily than text.
• You assemble things from illustrated instructions.
• You especially enjoy books that have a lot of illustrations.
• Learning Strategies
• When taking notes, create concept maps, mind maps, and other visuals.
• Code your notes by using different colors to highlight main topics, major points, and key details.
• When your attention wanders, focus it by sketching or drawing.
• Before you try a new task, visualize yourself doing it well.
• Careers
• Architect, commercial artist, fine artist, graphic designer, photographer, interior decorator, engineer, cartographer
Reference
Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, 1993.
Employing your Multiple Intelligences, Part 2
Continue to review the next five multiple intelligences. Which intelligences seem to fit your learning preferences?
Bodily/Kinesthetic
• Characteristics
• You use a lot of gestures when talking.
• Learning Strategies
• Be active in ways that support concentration; for example, pace as you recite, read while standing up, and create flash cards.
• Carry materials with you, and practice studying in several different locations.
• Create hands-on activities related to key concepts; for example, create a game based on course content.
• Notice the sensations involved with learning something well.
• Careers
• Physical education teacher, athlete, athletic coach, physical therapist, chiropractor, massage therapist, yoga teacher, dancer, choreographer, actor
Musical/Rhythmic
• Characteristics
• You often sing in the car or shower.
• You easily tap your foot to the beat of a song.
• You play a musical instrument.
• You feel most engaged and productive when music is playing.
• Learning Strategies
• During a study break, play music or dance to restore energy.
• Put on background music that enhances your concentration while studying.
• Relate key concepts to songs you know.
• Write your own songs based on course content.
• Careers
• Professional musician, music teacher, music therapist, choral director, musical instrument sales representative, musical instrument maker, piano tuner
Intrapersonal
• Characteristics
• You enjoy writing in a journal and being alone with your thoughts.
• You think a lot about what you want in the future.
• You prefer to work on individual projects over group projects.
• You take time to think things through before talking or taking action.
• Learning Strategies
• Connect course content to your personal values and goals.
• Study a topic alone before attending a study group.
• Connect readings and lectures to a strong feeling or significant past experience.
• Keep a journal that relates your course work to events in your daily life.
• Careers
• Minister, priest, rabbi, professor of philosophy or religion, counseling psychologist, creator of a home-based or small business
Interpersonal
• Characteristics
• You enjoy group work over working alone.
• You have plenty of friends and regularly spend time with them.
• You prefer talking and listening over reading or writing.
• You thrive in positions of leadership.
• Learning Strategies
• Form and conduct study groups early in the term.
• Create flash cards, and use them to quiz study partners.
• Volunteer to give a speech or lead group presentations on course topics.
• Teach the topic you’re studying to someone else.
• Careers
• Manager, school administrator, salesperson, teacher, counseling psychologist, arbitrator, police officer, nurse, travel agent, public relations specialist, creator of a midsize to large business
Naturalistic
• Characteristics
• As a child, you enjoyed collecting insects, leaves, or other natural objects.
• You enjoy being outdoors.
• You find that important insights occur during times you spend in nature.
• You read books and magazines on nature-related topics.
• Learning Strategies
• During study breaks, take walks outside.
• Post pictures of outdoor scenes where you study, and play recordings of outdoor sounds while you read.
• Invite classmates to discuss course work while taking a hike or going on a camping trip.
• Focus on careers that hold the potential for working outdoors.
• Careers
• Environmental activist, park ranger, recreation supervisor, historian, museum curator, biologist, criminologist, mechanic, woodworker, construction worker, construction contractor or estimator
Remember this is not an exhaustive list or a formal inventory. Take what you find merely as a starting point to developing your learning strategies. You can invent strategies of your own to cultivate different intelligences.
Developing Your Learning Through Your Senses
Whether you are a visual, auditory, or kinesthetic learner, you can adjust your study methods to fit your individual learning preference. As you review the following suggestions, think about which study methods you already use. You might consider trying one of these suggestions to support your individual learning preference or try a new method to enhance another learning style.
Enhancing Visual Learning
• Preview reading assignments by looking for elements that are highlighted visually—bold headlines, charts, graphs, illustrations, and photographs.
• When taking notes in class, leave plenty of room to later add your own charts, diagrams, tables, and other visuals.
• Whenever an instructor writes information on a blackboard or overhead display, copy it exactly in your notes.
• Transfer your handwritten notes to your computer. Use word-processing software that allows you to format your notes in lists, add headings in different fonts, and create visuals in color.
• Before you begin an exam, quickly sketch a diagram on scratch paper. Use this diagram to summarize the key formulas or facts you want to remember.
• During tests, see whether you can visualize pages from your handwritten notes or images from your computer-based notes.
Enhancing Auditory Learning
• Reinforce memory of your notes and readings by talking about them. When studying, stop often to recite key points and examples in your own words.
• After reciting several summaries of key points and examples, record your favorite version or write it out.
• Read difficult passages in your textbooks slowly and out loud.
• Join study groups, and create short presentations about course topics.
• Visit your instructors during office hours to ask questions.
Enhancing Kinesthetic Learning
• Look for ways to translate course content into 3D models that you can build. While studying biology, for example, create a model of a human cell using different colors of clay.
• Supplement lectures with trips to museums, field observations, lab sessions, tutorials, and other hands-on activities.
• Recite key concepts from your courses while you walk or exercise.
• Intentionally set up situations in which you can learn by trial and error.
• Create a practice test, and write out the answers in the room where you will actually take the exam.
One variation of the VAK system has been called VARK (Fleming 2012). The R describes a preference for learning by reading and writing. People with this preference might benefit from translating charts and diagrams into statements, taking notes in lists, and converting those lists into possible items on a multiple-choice test.
Reference
Fleming, Neil. 2012. “VARK: A Guide to Learning Styles.” Accessed November 8, 2012. www.vark-learn.com/. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/01%3A_Planning_for_Sucess/1.03%3A_Planning_for_Success.txt |
Introduction
There’s an old saying, “If you enjoy what you do, you’ll never work another day in your life.”
If you clearly define your career goals and your strategy for reaching them, you can plan your education effectively and create a seamless transition from school to the workplace.
When people learn study skills and life skills, they usually start with finding out things they don’t know. That means discovering new strategies for taking notes, reading, writing, managing time, and the other subjects covered in the textbook.
Career planning is different. You can begin your career planning education by realizing how much you know right now. You’ve already made many decisions about your career. This is true for young people who say, “I don’t have any idea what I want to be when I grow up.” It’s also true for midlife career changers.
Consider the student who can’t decide whether she wants to be a cost accountant or a tax accountant and then jumps to the conclusion that she is totally lost when it comes to career planning. It’s the same with the student who doesn’t know whether he wants to be a veterinary assistant or a nurse.
These people forget that they already know a lot about their career choices. The person who couldn’t decide between veterinary assistance and nursing had already ruled out becoming a lawyer, computer programmer, or teacher. He just didn’t know yet whether he had the right bedside manner for horses or for people. The person who was debating tax accounting versus cost accounting already knew she didn’t want to be a doctor, playwright, or taxicab driver. She did know she liked working with numbers and balancing books.
In each case, these people have already narrowed their list of career choices to a number of jobs in the same field—jobs that draw on the same core skills. In general, they already know what they want to be when they grow up.
Many people approach career planning as if they were panning for gold. They keep sifting through the dirt, clearing the dust, and throwing out the rocks. They are hoping to strike it rich and discover the perfect career.
Other people believe that they’ll wake up one morning, see the heavens part, and suddenly know what they’re supposed to do. Many of them are still waiting for that magical day to dawn.
You can approach career planning in a different way. Instead of seeing a career as something you discover, you can see it as something you choose. You don’t find the right career. You create it.
There’s a big difference between these two approaches. Thinking that there’s only one “correct” choice for your career can lead to a lot of anxiety: “Did I choose the right one?” “What if I made a mistake?”
Viewing your career as your creation helps you relax. Instead of anguishing over finding the right career, you can stay open to possibilities. You can choose one career today, knowing that you can choose again later.
Thumbnail: pixabay.com/photos/doors-choices-choose-decision-1690423/
02: Choosing a Career Path
Introduction
Start the process of career planning, even if you’re not sure where to begin. The final format of your plan is up to you. You might include many details, such as the next job title you’d like to have, the courses required for your major, and other training that you want to complete. You might list companies to research and people that could hire you. You might also include target dates to complete each of these tasks.
One option is to represent your plan visually through flowcharts, time lines, mind maps, or drawings. You can generate these by hand or using computer software.
The goal is to begin the process of discovery. You can always change direction after some investigation.
• The career I choose for now is ...
• The major steps that will guide me to this career are ...
• The immediate steps I will take to pursue this career are ...
This lesson will guide you through ways to explore your career options, including choosing a career path, building a career network, and identifying your transferrable skills.
Exploring a Career Choice
You have many options for integrating work into the context of your life. You can work full-time. You can work part-time. You can commute to a cubicle in a major corporation. Or you can work at home and take the 30-second commute from your bedroom to your desk. Close your eyes. Visualize an ideal day in your life after graduation. Vividly imagine the following:
• Your work setting
• Your coworkers
• Your calendar and to-do list for that day
• Other sights and sounds in your work environment
This visualization emphasizes the importance of finding a match between your career and your lifestyle preferences—the amount of flexibility in your schedule, the number of people you see each day, the variety in your tasks, and the ways that you balance work with other activities.
Career-planning materials and counselors can help you test your choice and change it if you decide to do so. Read books about careers. Search for career-planning websites. Ask career counselors about skills assessments that can help you discover more about your skills and identify jobs that call for those skills. Take career planning courses and workshops sponsored by your school. Visit the career-planning and job placement offices on campus.
Once you have a career choice, translate it into workplace experience. Here are some examples:
• Contact people who are actually doing the job you’re researching, and ask them a lot of questions about what it’s like (an information interview).
• Choose an internship or volunteer position in a field that interests you.
• Get a part-time or summer job in your career field.
If you find that you enjoy such experiences, you’ve probably made a wise career choice. And the people you meet are possible sources of recommendations, referrals, and employment in the future. If you did not enjoy your experiences, celebrate what you learned about yourself. Now, you’re free to refine your initial career choice or go in a new direction.
Career planning is not a once-and-for-all proposition. Rather, career plans are made to be changed and refined as you gain new information about yourself and the world. You might not walk straight into your dream job right after graduation. And you can approach any position in a way that takes you one step closer to your career goal. Do your best at every job, and stay flexible. Career planning never ends, and the process is the same whether you’re choosing your first career or your fifth.
Supporting Your Career Plan
Now that you’ve thought more about your career plan, you can make choices such as choosing a major and creating an academic plan.
Choosing a Major
One of the ways to help you choose a major is by completing the following steps:
Step 1: Discover options. Look at your school’s catalog or website for a list of majors. Make a photocopy of that list or print it out. Spend at least 5 minutes reading through all the majors that your school offers.
Step 2: Make a trial choice. Cross out all of the majors that you already know are not right for you. You will probably eliminate well over half the list. Scan the remaining majors. Next to the ones that definitely interest you, write “yes.” Next to majors that you’re willing to consider and are still unsure about, write “maybe.”
Now, focus on your “yes” choices. See whether you can narrow them down to three majors.
Finally, write an asterisk next to the major that interests you most right now. This is your trial choice of major.
Step 3: Evaluate your trial choice. Congratulations on making your choice! Now, take a few minutes to reflect on it. Does it align with your interests, skills, and career plans? Set a goal to test your choice of major with an out-of-classroom experience. Examples are internships, field experiences, study abroad programs, and work-study assignments. Note that these experiences might confirm your trial choice—or lead to a new choice of major.
Creating Your Academic Plan
An academic plan is a road map for getting the most out of your education. It is a document listing all of the courses you plan to take and when you plan to take each one. (At some schools, it is called a degree plan.)
Step 1: You probably started an academic plan when you registered for school. If you have any notes or materials from that experience, then review them. Also review your school’s course catalog and website.
Step 2: Using all of the information you’ve gathered so far, create your list of planned courses on a separate sheet of paper. Another option is to use your computer and create your list with word- processing, outlining, or spreadsheet software.
• Consider formatting your plan as a chart:
• In the first column, list the name of each course.
• In the second column, write the number of credits for each course.
• In the third column, note the term you plan to take each course (for example, Spring 2018). Be sure to check your college catalog for course prerequisites or corequisites.
Step 3: Now, evaluate your academic plan. Make sure that it
• gives you the total number of credits you need to graduate.
• meets your school’s requirements for general education.
• meets the requirements for your major, your minor, or both.
Reach out to instructors and advisors for help. Use available resources to create an academic plan that fuels your success.
Building a Career Network
One key to making your career plan real and ensuring that you can act on it is naming. Include specific names whenever they’re called for. Here are some examples:
• Name your job. List the skills you enjoy using, and find out which jobs use them (you can begin by going to the O*NET OnLine website). What are those jobs’ titles? List them. Note that the same job might have different names.
• Name your company—the agency or organization you want to work for. If you want to be self-employed or start your own business, name the product or service you’d sell. Also, list some possible names for your business. If you plan to work for others, name the organizations or agencies that are high on your list.
• Name your contacts. Take the list of organizations you just compiled. Find out which people in these organizations are responsible for hiring. List those people, and contact them directly. If you choose self-employment, list the names of possible customers or clients. All of these people are job contacts.
• Name your location. Ask whether your career choices are consistent with your preferences about where to live and work. For example, someone who wants to make a living as a studio musician might consider living in a large city such as New York or Toronto. This contrasts with the freelance graphic artist who conducts his business mainly by phone, fax, and email. He might be able to live anywhere and still pursue his career.
Now, expand your list of contacts by brainstorming with your family and friends. Come up with a list of names-anyone who can help you with career planning and job hunting. write each of these names on a 3 x 5 card; you can also use a spiral-bound notebook computer, or smartphone.
Next, contact the people on your list to conduct an information interview to get to know people in your career field.
• Call the key people on your list. Ask them about their career experiences, tell them about the career path you’re considering, and probe their knowledge of the industry you’re interested in. After you speak with them, make brief notes about what you discussed. Also jot down any actions you agreed to take, such as a follow-up call.
• Send a short email to a person on your list. This is someone who’s doing the kind of work that you’d love to do. Invite that person to coffee or lunch. If that’s not feasible, then ask for a time to talk on the phone or to videoconference. Explain that you’d like to have a 20-minute conversation to learn more about what people in your career field do and about how they get hired. Again, you’re asking for an information interview rather than a job interview. Whenever possible, make this contact after getting an introduction from someone that both of you know.
Consider everyone you meet as a potential member of your job network. Be prepared to talk about what you do. Develop a pitch—a short statement of your career goal that you can easily share with your contacts. For example: “After I graduate, I plan to work in the travel business. I’m looking for an internship in a travel agency for next summer. Do you know of any agencies that take interns?”
Everyone has a network. The key is to discover it and develop it.
Reference
O*NET OnLine. https://www.onetonline.org (accessed November 20, 2017).
Defining Transferrable Skills
Few words are as widely misunderstood as skill. Defining this word carefully can have an immediate and positive impact on your career planning.
One dictionary defines skill as “the ability to do something well, usually gained by training or experience.” Some skills—such as the ability to repair fiber-optic cables or do brain surgery—are acquired through formal schooling, on-the-job training, or both. These abilities are called work- content skills. People with such skills have mastered a specialized body of knowledge needed to do a specific kind of work.
However, there is another category of skills that we develop through experiences both inside and outside the classroom. These are transferable skills. Transferable skills are abilities that help people thrive in any job—no matter what work-content skills they have. You start developing these skills even before you take your first job.
Perhaps you’ve heard someone described this way: “She’s really smart and knows what she’s doing, but she’s got lousy people skills.” People skills—such as listening and negotiating—are prime examples of transferable skills.
Transferable skills are often invisible to us. The problem begins when we assume that a given skill can be used in only one context, such as being in school or working at a particular job. Thinking in this way places an artificial limit on our possibilities.
Exploring Transferrable Skills
As an alternative, think about the things you routinely do to succeed in school. Analyze your activities to isolate specific skills. Then, brainstorm a list of jobs where you could use the same skills.
Consider the task of writing a research paper. This calls for the following skills:
• Planning, including setting goals for completing your outline, first draft, second draft, and final draft
• Managing time to meet your writing goals
• Interviewing people who know a lot about the topic of your paper
• Researching using the Internet and campus library to discover key facts and ideas to include in your paper
• Writing to present those facts and ideas in an original way
• Editing your drafts for clarity and correctness
Now, consider the kinds of jobs that draw on these skills.
For example, you could transfer your skill at writing papers to a possible career in journalism, technical writing, or advertising copywriting. You could use your editing skills to work in the field of publishing as a magazine or book editor.
When meeting with an academic advisor, you may be tempted to say, “I’ve just been taking general education and liberal arts courses. I don’t have any marketable skills.” Think again. Interviewing and researching skills could help you enter the field of market research. The abilities to plan, manage time, and meet deadlines will help you succeed in all of the jobs mentioned so far.
Use the same kind of analysis to think about transferring skills from one job to another. Say that you work part-time as an administrative assistant at a computer dealer that sells a variety of hardware and software. You take phone calls from potential customers, help current customers solve problems using their computers, and attend meetings where your coworkers plan ways to market new products. You are developing skills at selling, serving customers, and working on teams. These skills could help you land a job as a sales representative for a computer manufacturer or software developer.
The basic idea is to take a cue from the word transferable. Almost any skill you use to succeed in one situation can transfer to success in another situation.
The concept of transferable skills creates a powerful link between higher education and the work world. Skills are the core elements of any job. While taking any course, list the specific skills you are developing and how you can transfer them to the work world. Almost everything you do in school can be applied to your career—if you consistently pursue this line of thought.
You might want to do some additional research on the types of skills important as you develop your career path, and ask yourself:
• What skills are important in my specific career path?
• Which skills do I already possess?
• Which skills do I need to continue to develop?
Asking the Right Questions
To experiment further with this concept of transferable skills, ask and answer four questions.
Why identify my transferable skills? Getting past the “I-don’t-have-any-skills” syndrome means that you can approach job hunting with more confidence. As you uncover these hidden assets, your list of qualifications will grow as if by magic. You won’t be padding your résumé. You’ll simply be using action words to tell the full truth about what you can do.
Identifying your transferable skills takes a little time. But the payoffs are numerous. A complete and accurate list of transferable skills can help you land jobs that involve more responsibility, more variety, more freedom to structure your time, and more money. Careers can be made—or broken—by the skills that allow you to define your job, manage your workload, and get along with people.
Transferable skills help you thrive in the midst of constant change. Technology will continue to develop. Ongoing discoveries in many fields could render current knowledge obsolete. Jobs that exist today may disappear in a few years, only to be replaced by entirely new ones.
In the economy of the twenty-first century, you might not be able to count on job security. What you can count on is skills security—abilities that you can carry from one career to another or acquire as needed.
What are my transferable skills? Discover your transferable skills by reflecting on key experiences. Recall a time when you performed at the peak of your ability, overcame obstacles, won an award, gained a high grade, or met a significant goal. List the skills you used to create those successes.
For a more complete picture of your transferable skills, describe the object of your action. Say that one of the skills on your list is organizing. This could refer to organizing ideas, organizing people, or organizing objects in a room. Specify the kind of organizing that you like to do.
How do I perform these skills? You can bring your transferable skills into even sharper focus by adding adverbs—words that describe how you take action. You might say that you
edit accurately or learn quickly.
You can use a three-column chart to summarize your transferable skills; see the following for an example. Create a three-column chart. Label the first column Verb. Label the second column Object. Label the third column Adverb.
VERB
OBJECT
ADVERB
Organizing
Records
Effectively
Serving
Customers
Courteously
Coordinating
Special events
Efficiently
Add a specific example of each transferable skill to your skills list, and you’re well on the way to an engaging résumé and a winning job interview.
What if I could expand my transferable skills? In addition to thinking about the skills you already have, consider the skills you’d like to acquire. Describe them in detail. List experiences that can help you develop them. Let your list of transferable skills grow and develop as you do.
Identifying Your Transferrable Skills
Discovering your skills includes three steps. Before you begin, gather at least a hundred 3 × 5 cards and a pen or pencil. Or open up a computer file and use any software that allows you to create lists. Allow about 1 hour to complete the exercise.
These areas of knowledge indicate your work-content skills. For example, tutoring a French class requires a working knowledge of that language.
List all of your skills that fall into this category, labeling each one as work content.
Step 1: List recent activities. Recall your activities during the past week or month. Jot down as many of these activities as you can. (If you’re using 3 × 5 cards, list each item on a separate card.) Include work-related activities, school activities, and hobbies. Spend 10 minutes on this step.
Step 2: List rewards and recognitions. Next, list any rewards you’ve received, or other recognition of your achievements, during the past year. Examples include scholarship awards, athletic awards, or recognitions for volunteer work. Allow 10 minutes for this step as well.
Step 3: List work-content skills. Now, review the two lists you just created. Take another 10 minutes to list any specialized areas of knowledge needed to do those activities, win those awards, and receive those recognitions.
Step 4: List transferable skills. Go over your list of activities one more time. Spend 10 minutes looking for examples of transferable skills—those that can be applied to a variety of situations. For instance, giving a speech or working as a salesperson in a computer store requires the ability to persuade people. Tuning a car means that you can attend to details and troubleshoot. List all of your skills that fall into this category, labeling each one as transferable.
Step 5: Review and plan. You now have a detailed picture of your skills. Review all the lists you’ve created in the previous steps. See whether you can add any items that occur to you. Save your lists in a place where you can easily find them again. Plan to update all of them at least once each year. Your lists will come in handy for writing your résumé, preparing for job interviews, and doing other career-planning tasks. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/02%3A_Choosing_a_Career_Path/2.01%3A_Exploring_Career_Options.txt |
Introduction
Part of an effective career plan is knowing how to prepare an effective cover letter and résumé.
The purpose of a cover letter is two-fold: it announces specifically what job you are applying for, and it provides you the opportunity to make a good first impression. In fact, your cover letter may quite possibly determine whether your résumé is considered or not. Therefore, it is clearly in your best interest to spend time composing and polishing a good cover letter to accompany your résumé.
Once you have hooked a prospective employer with an effective cover letter, you want your résumé to make such a strong positive impression that it cinches an interview. A résumé is much more than a list of your qualifications. This document says a lot about who you are, what you love to do, and how you contribute to the world by using your skills. You can gain a lot from thinking about those things now, even if you don’t plan to apply for a job in the near future.
Start building your résumé now, even if you don’t plan to use one for a while.
You should always have a good electronic version of your cover letter and résumé handy because many companies prefer to receive all materials electronically. Also, many companies are now conducting webcam and video interviews, so it is a good idea to be familiar with that technology as well.
Guidelines for Effective Cover Letters
Use the following guidelines in composing your cover letter:
• Include both a return address (your address) and an inside address (the address of the company to which you are applying) in your document. These should come before your greeting.
• State specifically the position you are applying for and how you learned about that position. For example, was it advertised on the company’s website or in a professional journal?
• In your first sentence, address the person who can hire you and grab that person’s attention. Make a statement that appeals directly to her self-interest. Write something that moves a potential employer to say, “We can’t afford to pass this person up. Call him right away to set up an appointment.”
• To come up with ideas for your opening, complete the following sentence: “The main benefits that I can bring to your organization are ...” Another option: “My work experience ties directly to several points mentioned in your job description. First, ...”
• If someone whom the employer knows told you about this job opening, mention this person in your opening paragraph, especially if he has a positive reputation in the organization.
• Explain briefly why you are an ideal candidate for the job. A good rule of thumb is to hit the highlights of your résumé without going into too much detail.
• Indicate how you can be reached and what your availability is for an interview.
• End on a positive note. Include your handwritten signature above your typed name.
Guidelines for Creating a Résumé
The purpose of a résumé is to educate potential employers about your background, education, and professional experiences.
There is no one right way to write a résumé. When you go to your school’s career planning office, ask to see sample résumés, especially from alumni who got hired. Go online to find even more. You’ll notice many differences in style and format.
The main purpose of a résumé is to get you to the next step in the hiring process. This is usually a job interview. See your résumé as a piece of persuasive writing, not a dry recitation of facts or a laundry list of previous jobs. Neatness, organization, and correct grammar and punctuation are essential. And, they are paths to meeting a larger goal—making a strong impression on someone who has the power to hire you. If your résumé does that, then it works.
People who read your résumé are pressed for time. Assume that they’re reviewing hundreds of them and that they only have 10 seconds to scan yours. With this in mind, make your résumé easy to read. Keep it short—one page. Use every line to document a specific accomplishment. Avoid paragraphs, and go for lists instead.
A résumé should be grammatically correct and well organized; it should include headings so that a potential employer can see at a glance if you are a suitable candidate for the job.
As a general rule, your résumé should contain all or most of the following:
• Your contact information, including your name, home address, telephone number, and email address
• An employment objective stating your career objective
• Your work experience, starting with the most current and working backward
• Your education, including areas of study as well as degrees and certificates
• Examples of your service to your community, including volunteer work and service on governing boards
• Examples of awards and honors you have earned, such as memberships in college honor societies and placement at state and national conferences
• Professional and personal references, including contact information (names, phone numbers, and email addresses)
• If you are in college, getting ready to graduate, or right out of college, consider asking two or three professors if you can list them as references.
• Always ask permission before listing anyone as a reference.
• If you have had a negative experience with a professor or a previous employer, do not ask them to serve as a reference.
During a Job Interview
Plan to arrive early for your interview. While you’re waiting, observe the workplace. Notice what people are saying and doing. See whether you can “read” the company culture by making informal observations.
When you meet the interviewer, do three things right away: smile, make eye contact, and give a firm handshake. Nonverbal communication creates a lasting impression.
After making small talk, the interviewer will start asking questions. Draw on the answers you’ve prepared. At the same time, respond to the exact questions that you’re asked. Speak naturally and avoid the impression that you’re making a speech or avoiding a question.
Stay aware of how much you talk. Avoid answers that are too brief or too long. Respond to each question for a minute or two. If you have more to say, end your answer by saying, “Those are the basics. I can add more if you want.”
A skilled interviewer will allow time for you to ask questions about the company. Use this time to your full advantage.
Some good questions to ask are as follows:
• When does the job begin?
• What is a typical day like?
• What would I work on if I were to get the job?
• What training is offered for this job?
• Are there opportunities to advance?
• Who will supervise me in this job?
• Could I take a tour of the workplace?
Save questions about benefits, salary, and vacation days for the second interview. When you get to that point, you know that the employer is interested in you. You might have leverage to negotiate.
Be sure to find out the next step in the hiring process and when it will take place. Also, ask interviewers for their business cards and how they want you to follow up. Some people are fine with a phone call, , email, or other form of online communication. Others prefer a good, old- fashioned letter.
If you’re truly interested in the job and feel comfortable with the interviewer, ask one more question: “Do you have any concerns about hiring me?” Listen carefully to the reply, and then respond to each concern in a polite way.
After a Job Interview
Congratulate yourself for getting as far in the hiring process as an interview. Write a discovery statement that describes your strengths, along with what you learned about your potential employer. Write an intention statement also about ways to be more effective during your next interview.
Now comes the follow-up. This step can give you the edge that leads to a job offer.
Pull out the business cards from the people who interviewed you. Write them thank-you notes, following each person’s preference for paper-based or online contact. Do this within 2 business days after the interview. If you talked to several people at the same company, then write a different note to each one.
If you get turned down for the job after your interview, don’t take it personally. Every interview is a source of feedback about what works—and what doesn’t work—in contacting employers. Use that feedback to interview more effectively next time.
Also, remember that each person you talked to is now a member of your network. This is true even if you do not get a job offer. Follow up by asking interviewers to keep you in mind for future job openings. Using this approach, you gain from every interview, no matter what the outcome. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/02%3A_Choosing_a_Career_Path/2.02%3A_Creating_a_Cover_Letter_and_Resume.txt |
Many people have no goals or have only vague, idealized notions of what they want. These notions float among the clouds in their heads. They are wonderful, fuzzy, safe thoughts such as “I want to be a good person,” “I want to be financially secure,” or “I want to be happy.”
Generalized outcomes have great potential as achievable goals. When we keep these goals in a nonspecific form, however, we may become confused about ways to actually achieve them.
Make your goal as real as a finely tuned engine. There is nothing vague or fuzzy about engines. You can see them, feel them, and hear them. You can take them apart and inspect the moving parts.
Goals can be every bit as real and useful. If you really want to meet a goal, then take it apart. Inspect the moving parts—the physical actions that you will take to make the goal happen and fine-tune your life.
There are many useful methods for setting goals. Experiment and modify as you see fit.
Thumbnail: pixabay.com/photos/startup-meeting-brainstorming-594090/
03: Setting and Attaining Goals
Introduction
An important part of being a successful student is defining your goals and developing a plan to meet those goals. Your goals are the overarching principles that help guide your decisions and help you make your plan for success. Goals are broad, general ideas about what you want to accomplish.
Objectives then, are the smaller, more defined steps you take to meet your goals. Objectives are more specific than goals. They must be measurable. For example, the objective “to learn more about project management” is not measurable. How would you determine if you met that objective?
Objectives should be realistic as well. For example, let’s say you set the objective of taking five classes per term for the next two years to meet your goal of graduating with a bachelor’s degree in project management. However, you also have a full-time job, which requires you to travel, and three children under the age of five to care for. Would this be a realistic objective? Likely not.
The first step of setting and attaining appropriate goals is to define the areas in which you want to create goals.
Identifying Goals
An important part of setting goals is to figure out the areas of your life where you can set goals. You should write goals in several areas of life. People who set goals in only one area of life— such as their career—may find that their personal growth becomes one-sided. They might experience success at work while neglecting their health or relationships with family members and friends.
To avoid this outcome, set goals in a variety of categories. Consider what you want to experience in these areas:
• Education
• Career
• Finances
• Family life or relationships
• Social life
• Spirituality
• Health
Add goals in other areas as they occur to you.
3.02: Setting a Time Frame for Your Goals
Introduction
Once you have defined the areas in your life for which you want to set goals, then you want to think about the time frame in which you want to accomplish those goals.
Let’s say your goal is to complete your degree in project management in four years. That is a measurable goal and certainly attainable. However, the end time is four years away. What happens during those four years? How do you know if you are meeting the necessary smaller steps along the way? Should all goals have the same timeline?
It is important to feel a sense of accomplishment when you set and attain goals. Part of a comprehensive plan is to set goals that have different time frames: long-term, mid-term, and short-term goals.
Setting a Time Frame for Your Goals
Not all goals can or should be accomplished in the same time frame. As you create your plan of setting and attaining goals and to get a comprehensive vision of your future, include the following time frames:
• Long-term goals. Long-term goals represent major targets in your life. These goals can take 5 to 20 years to achieve. In some cases, they will take a lifetime. They can include goals in education, careers, personal relationships, travel, or financial security—whatever is most important to you.
• Mid-term goals. Mid-term goals are objectives you can accomplish in 1 to 5 years. They include goals such as completing a course of education, paying off a car loan, or achieving a specific career level. These goals usually support your long-term goals.
• Short-term goals. Short-term goals are the ones you can accomplish in a year or less. These goals are specific achievements, such as completing a particular course or group of courses, hiking down the Appalachian Trail, or organizing a family reunion.
Setting your goals to include long-term, mid-term, and short-term time frames will not only help you create a more comprehensive plan but also allow you to more easily identify your accomplishments along the way.
3.03: Writing Specific Goals
Introduction
Once you have defined your goals and set the time frame for each of your goals, you are ready to create your plan. Your plan should have goals in several areas of your life and include short-term, mid-term, and long-term goals. To create a plan that is achievable, make sure you write it down.
Having goals you talk about or that only exist in your mind may not give you the motivation you need to attain them.
In addition, once you create your plan, you want to take immediate action to increase your odds of success. Decrease the gap between stating a goal and starting to achieve it. If you slip and forget about the goal, you can get back on track at any time by doing something about it.
Writing Specific Goals
One of the most important things to do when creating your goals is to write down your goals. Writing down your goals greatly increases your chances of meeting them. Writing exposes undefined terms, unrealistic time frames, and other symptoms of fuzzy thinking.
One idea to keep track of your goals is to write each one on a separate 3 × 5 card or type them all into a file on your computer. Update this file as your goals change.
In addition to writing down your goals, make sure your goals are specific. Make clear what actions are needed or what results are expected. Consider these examples of vague goals and specific goals. Which goals are written in a way that is measurable and realistic?
Vague Goal
Specific Goal
Get a good education.
Graduate with a B.S. in engineering, with honors, by 2012.
Get good grades.
Earn a 3.5 GPA next semester.
Enhance my spiritual life.
Meditate for 15 minutes daily.
Improve my appearance.
Lose 6 pounds during the next 6 months.
Get control of my money.
Transfer \$100 to my savings account each month.
When stated specifically, a goal might look different to you. If you examine it closely, a goal you once thought you wanted might not be something you want after all. Or you might discover that you want to choose a new path to achieve a goal that you are sure you want. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/03%3A_Setting_and_Attaining_Goals/3.01%3A_Defining_Goals.txt |
Introduction
Education is one of the few things you can buy that will last a lifetime. It can’t rust, corrode, break down, or wear out. It can’t be stolen, repossessed, or destroyed. Once you have a degree, no one can take it away. That makes your education a safer investment than real estate, gold, oil, diamonds, or stocks.
Higher levels of education are associated with the following (Alzheimer’s Association 2012):
• Greater likelihood of being employed
• Greater likelihood of having health insurance
• Higher income
• Greater job satisfaction
• Higher tax revenues for governments, which fund libraries, schools, parks, and other public goods
• Less dependence on income support services, such as food stamps
• Greater involvement in volunteer activities
In short, education is a good deal for you and for society. It’s worth investing in it periodically to update your skills, reach your goals, and get more of what you want in life. In this module, you will learn about the guidelines important to creating your own financial plan so that you are able to confidently invest in your future.
Thumbnail: www.pexels.com/photo/silver-...-coins-128867/ (CC0 1.0; Pixabay).
04: Understanding Financial Management
Introduction
Most money problems result from spending more than is available. It’s that simple, even though we often do everything we can to make the problem much more complicated. The solution also is simple: Don’t spend more than you have. If you are spending more than you have, then increase your income, decrease your spending, or do both. This idea has never won a Nobel Prize in Economics, but you won’t go broke applying it.
If the economy tanks, we can benefit by telling the truth about it. We can also tell the truth about ourselves. It’s one thing to condemn the dishonesty of mortgage bankers and hedge-fund managers. It’s another thing to have an unpaid balance on a credit card or wipe out a savings account and still believe that we are in charge of our money.
The first step to changing such behaviors is simply to admit that they don’t work. Then, make a plan and stick to it.
Identifying Income and Expenses
Keep financial news in perspective. Yes, times aren’t always good, and recessions are hard on people. At the same time, reporters tend to center the conversation on gloom and doom. Turn it around. If the official unemployment rate is 8 percent, for example, this means that 92 percent of people in the work force are employed. Our economy will continue to reward people who apply their skills to create valuable new products and services.
When times get tough, some people are tempted to reduce stress with unhealthy behaviors like smoking, drinking, and overeating. Find better ways to cope. Exercise, meditation, sound sleep, and social support can do wonders.
Another way to manage stress is to limit how much attention you pay to fear-based articles and programs. Avoid conversations that focus on problems. Instead, talk about solutions. Focus on what you can control, and forget about the rest. Even if the economy takes a nosedive, there is always at least one more thing you can do to manage stress and get on a firmer financial footing.
The first step is to determine exactly what it costs you to go to school.
Fill in the blanks in the following chart, using totals for a semester, quarter, or whatever term system your school uses.
Note: Include only the costs directly related to going to school. For example, under “Transportation,” list only the amount that you pay for gas to drive back and forth to school—not the total amount you spend on gas for a semester.
Identifying the Costs of Taking One Class
Category
Cost
Tuition
\$________
Books
\$________
Fees
\$________
Transportation
\$________
Clothing
\$________
Food
\$________
Housing
\$________
Entertainment
\$________
Other expenses
(such as insurance, medical, and child care costs)
\$________
Subtotal
\$________
Salary you could earn per term if you weren’t in school
\$________
Total (A)
\$________
Now figure out how many classes you attend in one term. This is the number of your scheduled class periods per week multiplied by the number of weeks in your school term. Put that figure below:
Total (B)
\$________
Divide the Total (B) into the Total (A), and put that
amount here:
\$________
This amount is what it costs you to go to one class at one time.
What is your response to discovering this figure? What might you do differently as a result of knowing the hourly cost of your education?
Tracking Income and Expenses
Many of us find it easy to lose track of money. It likes to escape when no one is looking. And usually, no one is looking. That’s why the simple act of noticing the details about money can be so useful.
One goal you should have when you are creating a financial plan is to discover how money flows into and out of your life. You record all the money you receive and spend over the course of one month. This sounds like a big task, but it’s simpler than you might think. Besides, there’s a big payoff for this action. With increased awareness of income and expenses, you can make choices about money that will change your life. Here’s how to begin.
Track your income and expenses. Use your creativity to figure out how you want to carry out this step. The goal is to create a record of exactly how much you earn and spend each month.
Use any method that works for you. And keep it simple. Following are some options:
• Carry 3 × 5 cards in your pocket, purse, backpack, or briefcase. Every time you buy something or get paid, record a few details on a card. List the date. Add a description of what you bought or what you got paid. Note whether the item is a source of income (money coming in) or an expense (money going out). Be sure to use a separate card for each item. This makes it easier to sort your cards into categories at the end of the month and fill out your Money Monitor or Money Plan.
• Save all receipts and file them. This method does not require you to carry any 3 × 5 cards, but it does require that you faithfully hang on to every receipt and record of payment. Every time you buy something, ask for a receipt and then stick it in your wallet, purse, or pocket. When you get home, make notes about the purchase on the receipt. File the receipts in a folder labeled with the current month and year (for example, January 2018). Every time you get a paycheck during that month, save the stub and add it to the folder. If you do not get a receipt or record of payment, whip out a 3 × 5 card and create one of your own. Detailed receipts will help you later on when you file taxes, categorize expenses (such as food and entertainment), and check your purchases against credit card statements.
• Use personal finance software. Learn to use personal finance software (Quicken, for example) that allows you to record income and expenses on your computer and to sort them into categories. Also check out money management apps for your smart phone.
• Use online banking services. If you have a checking account that offers online services, take advantage of the records that the bank is already keeping for you. Every time you write a check, use a debit card, or make a deposit, the transaction will show up online. You can use a computer to log in to your account and view these transactions at any time. If you’re unclear about how to use online banking, go in to your bank and ask for help.
Experiment with several of the options mentioned. Settle into one method that feels most comfortable to you, or create a method of your own. Anything will work, as long as you end each month with an exact and accurate record of your income and expenses.
Increasing Income
Increasing your income is definitely a way to build wealth and improve your financial situation. The following are some suggestions for increasing your income:
• Focus on your education. Your most important assets are not your bank accounts, your car, or your house but your skills. Once you graduate and land a job in your chosen field, continue your education. Look for ways to gain additional skills or certifications that lead to higher earnings and more fulfilling work assignments.
• Consider financial aid. Student grants and loans can play a major role in your college success by freeing you up from having to work full-time or even part-time. Visit the financial aid office at your school to discover your options.
• Work while you’re in school. You can use any job to gain experience, establish references, interact with a variety of people, and make contact with people who might hire you in the future.
• Do your best at every job. Excel as an employee. Suggest and implement ways to help your employer increase its income and decrease its expenses. A positive work experience can pay off for years by leading to other jobs, recommendations, and contacts.
For many people, finding a way to increase income is the most appealing way to fix a money problem. This approach has a potential problem: When their income increases, many people continue to spend more than they make. This means that money problems persist even at higher incomes. To avoid this problem, manage your expenses—no matter how much money you make.
Keep monitoring your income and expenses to discover the main drains on your finances. Then focus on one or two areas where you can reduce spending, increase income, or both. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/04%3A_Understanding_Financial_Management/4.01%3A_Income_and_Expenses.txt |
Introduction
The cost of college is something you definitely have to plan for. You might already have a good understanding of your individual income and expenses, and that is a great first step. Your individual income and expenses are things that are, for the most part, in your control. You know exactly how much income is coming in, and you know exactly how much you spend. Given this information, you can make adjustments accordingly.
During this lesson, you will learn more about the resources available to help you create your own financial plan. Good financial planning means understanding how to find information to protect your income, manage your expenses, and know the available resources to deal with unexpected challenges.
Financial Planning Resources
As you are identifying your financial goals and priorities, it is important to consider the resources available to you to help you come up with a realistic financial plan. You might consider the following resources as you are planning:
Savings. The Federal Deposit Insurance Corporation (FDIC) backs individual saving accounts. The National Credit Union Administration (NCUA) offers similar protection for credit union members. If these programs protect your savings, then every penny you deposit is safe. Check your statements or ask your bank or credit union to find out if your savings is protected by the FDIC or NCUA.
Current job. The threat of layoffs increases during a recession. However, companies hesitate to shed their star employees—those who do stellar work. If you’re working right now, then think about ways to become indispensable. Gain skills and experience that will make you more valuable to your employer.
Next job. Create a career plan that describes the next job you want, the skills that you’ll develop to get it, and the next steps you’ll take to gain those skills. Stay informed about the latest developments in your field. Find people who are already working in this area, and contact them for information interviews.
Unemployment benefits. Unemployment benefits have limits and may not replace your lost wages. However, they can cushion the blow of losing a job while you put other strategies in place. You may want to research more about the benefits offered in your state.
Health insurance. A sudden illness or lengthy hospital stay can drain your savings. Health insurance can pick up all or most of the costs instead. If possible, get health insurance through your school or employer. Another option is private health insurance. This can be cheaper than extending an employer’s policy if you lose your job.
Financial advice. Avoid debt consolidators that offer schemes to wipe out your debt. What they don’t tell you is that their fees are high and that using them can lower your credit rating. Turn instead to organizations such as the National Foundation for Credit Counseling to find an accredited credit counselor. Work with someone who is open about fees and willing to work with all your creditors. Don’t pay any fees up front, before you actually get help.
Credit report. A credit report is a record of your payment history and other credit-related items. You are entitled to get a free copy each year. You can request a copy of your credit report online.
Student Loans
It is also important to understand the various options you have regarding student loans. Determining how you will pay for school is an important part of financial planning.
Find financial aid. Millions of dollars are waiting for people who take part in higher education. The funds flow to students who know how to find them. There are many ways to pay for school. The kind of help you get depends on your financial need. In general, financial need equals how much your schooling costs minus what you can reasonably be expected to pay. A financial aid package includes three major types of assistance:
1. Money you do not pay back (grants and scholarships)
2. Money you do pay back (loans)
3. Work-study programs
Go to your school’s financial aid office and ask whether you can get a Stafford loan. These are fixed-rate, low-interest loans from the federal government. If you qualify for a subsidized Stafford loan, the government pays the interest due while you’re in school. Unsubsidized Stafford loan does not offer this benefit, but it is still one of the cheapest student loans you can get. Remember that anyone can apply for a Stafford loan. Take full advantage of this program before you look into other loans.
Many students who get financial aid receive a package that includes all of the three types of assistance.
To find out more, visit your school’s financial aid office or research student financial aid online.
Choose schools with costs in mind. If you decide to transfer to another school, you can save thousands of dollars the moment you sign your application for admission. In addition to choosing schools on the basis of reputation, consider how much they cost and the financial aid packages they offer.
Repay your loans. If you take out student loans, find out exactly when the first payment is due on each of them. Don’t assume that you can wait to start repayment until you find a job.
Consolidate your loans. Ask your financial aid office whether you can consolidate your loans— lump them all together and make just one payment every month. This can make it easier to stay on top of your payments and protect your credit score. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/04%3A_Understanding_Financial_Management/4.02%3A_Financial_Planning_Resources.txt |
Introduction
Everything written about time and money management can be reduced to three main ideas:
1. Know exactly what you want. State your wants as clear, specific goals. Put them in writing.
2. Know how to get what you want. Take action to meet your goals, including financial goals. Determine what you’ll do today to get what you want in the future. Put those actions in writing as well.
3. Take action to get what you want. When our lives lack this quality, we spend most of our time responding to interruptions, last-minute projects, and emergencies. Life feels like a scramble to just survive. We’re so busy achieving someone else’s goals that we forget about getting what we want.
Whether it is balancing your income and expenses, taking charge of your credit, or managing student loans, identifying your financial goals and priorities will help you create a financial plan with confidence.
Guidelines for Financial Planning
As you identify your financial goals and priorities, you might consider the following guidelines:
Balance your income and expenses. List specific ways that you will reduce spending and increase income. If you have a family, consider posting this list for everyone to see.
Take charge of your credit. A good credit rating will serve you for a lifetime. With this asset, you’ll be able to borrow money any time you need it. A poor credit rating, however, can keep you from getting a car or a house in the future. You might also have to pay higher insurance rates, and you could even be turned down for a job.
To take charge of your credit, borrow money only when truly necessary. If you do borrow, make all of your payments, and make them on time. This is especially important for managing credit cards and student loans.
Use credit cards with caution.
• Pay off the balance each month. An unpaid credit card balance is a sure sign that you are spending more money than you have. To avoid this outcome, keep track of how much you spend with credit cards each month. Pay off the card balance each month and on time, and avoid finance or late charges.
• Scrutinize credit card offers. Look carefully at credit card offers. Low rates might be temporary. After a few months, they could double or even triple. Also look for annual fees, late fees, and other charges buried in the fine print.
• Be especially wary of credit card offers made to students. Remember that the companies who willingly dispense cards on campus are not there to offer an educational service. They are in business to make money by charging you interest.
• Avoid cash advances. Due to their high interest rates and fees, credit cards are not a great source of spare cash. Even when you get cash advances on these cards from an ATM, it’s still borrowed money. As an alternative, get a debit card tied to a checking account, and use that card when you need cash on the go.
• Use just one credit card. To simplify your financial life and take charge of your credit, consider using only one card. Choose one with no annual fee and the lowest interest rate. Consider the bottom line, and be selective. If you do have more than one credit card, pay off the one with the highest interest rate first. Then consider cancelling that card.
Avoid debt when possible. The surest way to manage debt is to avoid it altogether. If you do take out loans, borrow only the amount that you cannot get from other sources—scholarships, grants, employment, gifts from relatives, and personal savings. Predict what your income will be when the first loan payments are due and whether you’ll make enough money to manage continuing payments.
Set a target date for graduation, and stick to it. The fewer years you go to school, the lower your debt. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/04%3A_Understanding_Financial_Management/4.03%3A_Creating_a_Financial_Management_Plan.txt |
Introduction
It is impossible to live a life that’s free of problems. Besides, problems serve a purpose. They provide opportunities to participate in life. Problems stimulate us and pull us forward.
Seen from this perspective, our goal becomes not to eliminate problems but to find problems that are worthy of us. Worthy problems are those that challenge us to think, consider our values, and define our goals. Solving the biggest problems offers the greatest potential benefits for others and ourselves. Engaging with big problems changes us for the better. Bigger problems give more meaning to our lives.
Problems expand to fill whatever space is available. Suppose that your only problem for today is to write a thank-you letter to a job interviewer. You could spend the entire day thinking about what you’re going to say, writing the letter, finding a stamp, going to the post office—and then thinking about all of the things you forgot to say.
Now suppose that you get a phone call with an urgent message: A close friend has been admitted to the hospital and wants you to come right away. It’s amazing how quickly and easily that letter can get finished when there’s a bigger problem on your plate.
True, the smaller problems that enter our lives still need to be solved. The goal is simply to solve them in less time and with less energy.
Bigger problems are easy to find—world hunger, child abuse, environmental pollution, terrorism, human rights violations, drug abuse, street crime, energy shortages, poverty, and wars. These problems await your attention and involvement.
Tackling a bigger problem does not have to be depressing. In fact, it can be energizing—a reason for getting up in the morning. A huge project can channel your passion and purpose.
When we take on a bigger problem, we play full out. We do justice to our potentials. We start to love what we do and do what we love. We’re awake, alert, and engaged. Playing full out means living our lives as if our lives depended on it.
Perhaps a little voice in your mind is saying, “That’s crazy. I can’t do anything about global problems.” In the spirit of critical thinking, put that idea to the test. Get involved in solving a bigger problem. Then notice the difference that you can make. And just as important, notice how your other problems dwindle—or even vanish.
In this module, you will learn about ways to develop your critical and creative thinking skills, which will help you take on life’s problems with confidence.
05: Developing Critical Thinking Skills
Introduction
Society depends on persuasion. We are flooded with content from TV, radio, magazines, books, billboards, and the Internet. This leaves us with hundreds of choices about what to buy, where to go, and who to be. It’s easy to lose our heads in the cross-current of competing ideas—unless we develop skills in critical thinking. When we think critically, we can make choices with open eyes.
It has been said that human beings are rational creatures.
Yet no one is born as an effective thinker. Critical thinking is a learned skill. This is one reason that you study so many subjects in higher education—math, science, history, psychology, literature, and more. A broad base of courses helps you develop as a thinker. You see how people with different viewpoints arrive at conclusions, make decisions, and solve problems. This gives you a foundation for dealing with complex challenges in your career, your relationships, and your community.
Creative thinking often involves analyzing an idea into parts and then combining those parts in a new way. Another source of creativity is taking several ideas and finding an unexpected connection among them. In either case, you are thinking at a very high level. You are going beyond agreement and disagreement to offer something unique—an original contribution of your own.
Critical and creative thinking are exciting. The potential rewards are many, and the stakes are high. Your major decisions in life—from choosing a major to choosing a career—depend on your skills at critical and creative thinking.
Use the suggestions in this module to claim the thinking powers that are your birthright. The critical thinker is one aspect of the successful student who lives inside you.
The Benefits of Critical Thinking
Successful students are critical thinkers. But why does that matter? Seeing yourself as a critical thinker offers many benefits.
Critical thinking frees us from nonsense. Novelist Ernest Hemingway once said that anyone who wants to be a great writer must have a built-in, shockproof “crap” detector (Rees Cheney 1990). That inelegant comment points to a basic truth: As critical thinkers, we are constantly on the lookout for thinking that’s inaccurate, sloppy, or misleading.
Critical thinking is a skill that will never go out of style. At various times in human history, nonsense has been taken for the truth. For example, people have believed the following:
• Illness results from an imbalance in the four vital fluids: blood, phlegm, water, and bile.
• Racial integration of the armed forces will lead to the destruction of soldiers’ morale.
• Women are incapable of voting intelligently.
• People will never invent anything smaller than a transistor. (This was before the computer chip.)
Critical thinkers in history arose to challenge short-sighted ideas such as these listed. These courageous men and women held their peers to higher standards of critical thinking.
Critical thinking frees us from self-deception. Critical thinking is a path to freedom from half- truths and deception. You have the right to question everything that you see, hear, and read. Acquiring this ability is a major goal of a college education.
One of the reasons that critical thinking is so challenging—and so rewarding—is that we have a remarkable capacity to fool ourselves. Some of our ill-formed thoughts and half-truths have a source that hits a little close to home. That source is ourselves.
Successful students are willing to admit the truth when they discover that their thinking is fuzzy, lazy, based on a false assumption, or dishonest. These students value facts. When a solid fact contradicts a cherished belief, they are willing to change the belief.
Critical thinking is thorough thinking. For some people, the term critical thinking has negative connotations. If you prefer, use thorough thinking instead. Both terms point to the same activities: sorting out conflicting claims, weighing the evidence, letting go of personal biases, and arriving at reasonable conclusions. These activities add up to an ongoing conversation—a constant process, not a final product.
We live in a culture that values quick answers and certainty. These concepts are often at odds with effective thinking. Thorough thinking is the ability to examine and reexamine ideas that might seem obvious. This kind of thinking takes time and the willingness to say three subversive
words: I don’t know.
Thorough thinking is the basis for much of what you do in school—reading, writing, speaking, listening, note taking, test taking, problem solving, and other forms of decision making. Skilled students have strategies for accomplishing all these tasks. They distinguish between opinion and fact. They ask probing questions and make detailed observations. They uncover assumptions and define their terms. They make assertions carefully, basing them on sound logic and solid evidence. Almost everything that we call knowledge is a result of these activities. This means that critical thinking and learning are intimately linked.
Characteristics and Behaviors of Critical Thinkers, Part 1
The highest levels of critical thinking call for the highest investments of time and energy. Also, moving from a lower level of thinking to a higher level often requires courage and an ability to tolerate discomfort. Give yourself permission to experiment, practice, and learn from mistakes.
The following suggestions identify things to look for to deepen your critical thinking skills:
Look for different perspectives. Imagine Donald Trump, Cesar Chavez, and Barack Obama assembled in one room to debate the most desirable way to reshape our government. Picture Beyoncé, Oprah Winfrey, and Mark Zuckerberg leading a workshop on how to plan your career.
When seeking out alternative points of view, let scenes like these unfold in your mind.
Dozens of viewpoints exist on every important issue—reducing crime, ending world hunger, preventing war, and educating children, to name a few. But few problems have any single, permanent solution. Each generation produces its own answers to critical questions on the basis of current conditions. Our search for answers is a conversation that spans centuries. On each question, many voices are waiting to be heard.
You can take advantage of this diversity by seeking out alternative views with an open mind. When talking to another person, be willing to walk away with a new point of view—even if it’s the one you brought to the table—when faced or presented with new evidence.
Look for assertions. Speakers and writers present their key terms in a larger context called
an assertion. An assertion is a complete sentence that directly answers a key question. For example, consider this sentence from an earlier lesson: “Mastery means attaining a level of skill that goes beyond technique.” This sentence is an assertion that answers an important question, How do we recognize mastery?
Look for multiple solutions. When asking questions, let go of the temptation to settle for just a single answer. Once you have come up with an answer, say to yourself, “Yes, that is one answer. Now what’s another?” Using this approach can sustain honest inquiry, fuel creativity, and lead to conceptual breakthroughs. Be prepared. The world is complicated, and critical thinking is a complex business. Some of your answers might contradict others. Resist the temptation to have all of your ideas in a neat, orderly bundle.
Look for logic and evidence. Uncritical thinkers shield themselves from new information and ideas. As an alternative, you can follow the example of scientists, who constantly search for evidence that contradicts their theories. The following suggestions can help you do so.
The aim of using logic is to make statements that are clear, consistent, and coherent. As you examine a speaker’s or writer’s assertions, you might find errors in logic—assertions that contradict each other or assumptions that are unfounded.
Also assess the evidence used to support points of view. Evidence comes in several forms, including facts, expert testimony, and examples. To think critically about evidence, ask questions such as the following:
• Are all or most of the relevant facts presented?
• Are the facts consistent with one another?
• Are facts presented accurately or in a misleading way?
• Are opinions mistakenly being presented as facts?
• Are enough examples included to make a solid case for the viewpoint?
• Do the examples truly support the viewpoint?
• Are the examples typical? Could the author or speaker support the assertion with other similar examples?
• Is the expert credible—truly knowledgeable about the topic?
• Does this evidence affirm or contradict something that I already know?
Characteristics and Behaviors of Critical Thinkers, Part 2
In addition to knowing what to look for, critical thinkers understand that there are many different perspectives and they have to consider all points of view.
Consider controversial topics. Many people have mental hot spots—topics that provoke strong opinions and feelings. Examples are abortion, homosexuality, gun control, and the death penalty. To become more skilled at examining various points of view, notice your own particular hot spots. Make a clear intention to accept your feelings about these topics and to continue using critical thinking techniques in relation to them.
One way to cool down our hot spots is to remember that we can change or even give up our current opinions without giving up ourselves. That’s a key message behind the power processes: “Ideas are tools” and “Detach.” These articles remind us that human beings are much more than the sum of their current opinions.
Consider alternatives. One path to critical thinking is tolerance for a wide range of opinions. Taking a position on important issues is natural. When we stop having an opinion on things, we’ve probably stopped breathing.
Problems occur when we become so attached to our current viewpoints that we refuse to consider alternatives. Likewise, it can be disastrous when we blindly follow everything any person or group believes without questioning its validity. Many ideas that are widely accepted in Western cultures—for example, civil liberties for people of color and the right of women to vote—were once considered dangerous. Viewpoints that seem outlandish today might become widely accepted a century, a decade, or even a year from now. Remembering this idea can help us practice tolerance for differing beliefs and, in doing so, make room for new ideas that might alter our lives.
Consider the source. A critical thinker takes into consideration the source of the information being reviewed. For example, you may have an article on the problems of manufacturing cars powered by natural gas. It might have been written by an executive from an oil company. Check out the expert who disputes the connection between smoking and lung cancer. That “expert” might be the president of a tobacco company.
This is not to say that we should dismiss the ideas of people who have a vested interest in stating their opinions. Rather, we should take their self-interest into account as we consider their ideas.
Characteristics and Behaviors of Critical Thinkers, Part 3
Critical thinkers take specific actions to continue to build their critical thinking skills, as described in the following suggestions:
Define terms. Imagine two people arguing about whether an employer should limit health care benefits to members of a family. To one person, the word family means a mother, father, and children; to the other person, the word family applies to any individuals who live together in a long-term, supportive relationship. Chances are the debate will go nowhere until these two people realize that they’re defining the same word in different ways.
Conflicts of opinion can often be resolved—or at least clarified—when we define our key terms up front. This is especially true with abstract, emotion-laden terms such as freedom, peace, progress, or justice. Blood has been shed over the meaning of those words. Define terms with care.
Understand before criticizing. Polished debaters are good at summing up their opponents’ viewpoints—often better than the people who support those viewpoints themselves. Likewise, critical thinkers take the time to understand a statement of opinion before agreeing or disagreeing with it.
Effective understanding calls for listening without judgment. Enter another person’s world by expressing her viewpoint in your own words. If you’re conversing with that person, keep revising your summary until she agrees that you’ve stated her position accurately. If you’re reading an article, write a short summary of it. Then scan the article again, checking to see whether your synopsis is on target.
Be willing to be uncertain. Some of the most profound thinkers have practiced the art of thinking by using a magic sentence: “I’m not sure yet.”
Those are words that many people do not like to hear. Our society rewards quick answers and quotable sound bites. We’re under considerable pressure to utter the truth in 10 seconds or less.
In such a society, it is courageous and unusual to take the time to pause, look, examine, be thoughtful, consider many points of view, and be unsure. When a society adopts half-truths in a blind rush for certainty, a willingness to embrace uncertainty can move us forward.
Write about it. Thoughts can move at blinding speed. Writing slows down that process. Gaps in logic that slip by us in thought or speech are often exposed when we commit the same ideas to paper. Writing down our thoughts allows us to compare, contrast, and combine points of view more clearly—and therefore to think more thoroughly.
Notice your changing perspectives. Researcher William Perry found that students in higher education move through stages of intellectual development (Rees Cheney 1990). In earlier stages, students tend to think there is only one correct viewpoint on each issue, and they look to their instructors to reveal that truth. Later, students acknowledge a variety of opinions on issues and construct their own viewpoints.
Remember that the process of becoming a critical thinker will take you through a variety of stages. Give yourself time, and celebrate your growing mastery of critical thinking. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/05%3A_Developing_Critical_Thinking_Skills/5.01%3A_Understanding_Critical_Thinking.txt |
Introduction
Now that you have learned the characteristics and behaviors of critical thinkers, you can think about how you might start developing your critical thinking skills.
Successful students have the ability to ask questions that lead to deeper learning. Your mind is an obedient servant. It will deliver answers at the same level as your questions. Becoming a critical thinker means being flexible and asking a wide range of questions.
In addition, successful students can think logically. Whether presenting or hearing arguments, successful students are able to examine the arguments and determine if they are based on sound logic or flawed logic.
Finally, successful students know how to find, evaluate, and use the information they find. An important part of critical thinking is examining information and determining when it is appropriate or not appropriate to use.
In this module, you will learn about asking the right questions, thinking logically, and practicing information literacy. These skills will not only help you develop your critical thinking skills but also lead you on the path to becoming a more successful student.
Asking Lower-Level Critical Thinking Question
Thinking is a path to intellectual adventure. Although there are dozens of possible approaches to thinking well, the process boils down to asking and answering questions.
A psychologist named Benjamin Bloom named six levels of thinking. (He called them educational objectives, or goals for learning). Each level of thinking calls for asking and answering different kinds of questions.
Level 1: Remembering—recalling an idea. At this level of thinking, the key question is, Can I recall the key terms, facts, or events? To prompt level 1 thinking, an instructor might ask you to do the following:
• List the ways to become a more critical thinker.
• State the primary features of a mind map.
• Name Bloom’s six levels of thinking.
To study for a test with level 1 questions, you could create flash cards to review ideas from your readings and class notes. You could also read a book with a set of questions in mind and underline the answers to those questions in the text. Or, you could memorize a list of definitions so that you can recite them exactly. These are just a few examples.
Although remembering is important, it is a relatively low level kind of learning. No critical or creative thinking is involved. You simply recognize or recall something that you’ve observed in the past.
Level 2: Understanding—explaining an idea in your own words and giving examples from your own experience. At this level, the main question is, Can I explain this idea in my own words? Often, this means giving examples of an idea on the basis of your own experience.
Suppose that your instructor asks you to do the following:
• Explain the main point of Lesson 1.
• Summarize the steps involved in creating a concept map.
• Compare mind mapping with concept mapping, stating how they’re alike and how they’re different.
Other key words in level 2 questions are discuss, estimate, and restate. All of these are cues to
go one step beyond remembering and to show that you truly comprehend an idea.
Level 3: Applying—using an idea to produce a desired result. Learning at level 3 means asking, Can I use this idea to produce a desired result? That result might include completing a task, meeting a goal, making a decision, or solving a problem.
Some examples of level 3 thinking are as follows:
• Write an affirmation about succeeding in school on the basis of the guidelines in this course.
• Write an effective goal statement.
• Choose a mnemonic to remember the names of the Great Lakes.
Some key words in level 3 questions include apply, solve, construct, plan, predict, and produce.
Asking Higher-Level Critical Thinking Questions
Lower levels of thinking are sometimes about finding the “right” answer to a question. At levels 4, 5, and 6, you might discover several valid answers or create several workable solutions. As you review the following higher-level thinking questions, notice that the lower levels of thinking (1 to 3) give you fewer options than the higher levels (4 to 6) do.
Level 4: Analyzing—dividing an idea into parts or steps. Questions at this level boil down to this, Can I divide this idea into parts or steps?
For example, you could do the following:
• Divide the levels of thinking into two major levels.
• Take a list of key events in the Vietnam War, for example, and arrange them in chronological order.
• Organize the memory techniques from this course into different categories.
Other key words in level 4 questions are classify, separate, distinguish, and outline.
Level 5: Evaluating—rating the truth, usefulness, or quality of an idea—and giving reasons for your rating. Learning at level 5 means asking, Can I rate the truth, usefulness, or quality of this idea—and give reasons for my rating?
This is the level of thinking you would use to do the following:
• Judge the effectiveness of an intention statement.
• Recommend a method for taking lecture notes when an instructor talks fast.
• Rank your financial priorities from most important to least important to you.
Level 5 involves genuine critical thinking. At this level, you agree with an idea, disagree with it, or suspend judgment about it until you get more information. In addition, you give reasons for your opinion and offer supporting evidence.
Some key words in level 5 questions are critique, defend, and comment.
Level 6: Creating—inventing something new on the basis of an idea. To think at this level,
ask, Can I invent something new based on this idea? For instance, you might do the following:
• Invent your own format for taking lecture notes.
• Prepare a list of topics that you would cover if you were teaching a student success course.
• Imagine that you now have enough money to retire and then write goals you would like to accomplish with your extra time.
• Create a PowerPoint presentation on the basis of ideas found in this lesson. Put the material in your own words, and use visual elements to enhance your points.
Questions for creative thinking often start with words such as adapt, change, collaborate, compose, construct, create, design, and develop. You might also notice phrases such as the following:
• What changes would you make...?
• How could you improve...?
• Can you think of another way to...?
• What would happen if...?
Notice that the six levels in Bloom’s taxonomy build on each other. Before you agree or disagree with an idea, make sure that you remember it accurately and truly understand it. Your understanding will go deeper if you can apply and analyze the idea as well. Successful students stay aware of their current level of thinking. They can also move to other levels with a clear intention.
Thinking Logically, Part 1
In addition to asking the right questions, to become a more successful student, you want to develop your logical thinking skills. Logic is a branch of philosophy that seeks to distinguish between effective and ineffective reasoning. This is not just an idle pastime for unemployed philosophers. Learning to think logically offers many benefits (Seligman 2002):
• You take your reading, writing, speaking, and listening skills to a higher level.
• You avoid costly mistakes in decision making.
• You can join discussions and debates with more confidence, cast your election votes with a clear head, and become a better-informed citizen.
• You can improve your mental health by learning to dispute illogical beliefs.
Over the last 2,500 years, specialists have listed some classic land mines in the field of logic— common mistakes in thinking that are called fallacies. The study of fallacies could fill a yearlong course.
Following are some examples to get you started. Knowing about them before you string together a bunch of assertions can help you avoid getting fooled.
Jumping to conclusions. Jumping to conclusions is the only exercise that some lazy thinkers get. This fallacy involves drawing conclusions without sufficient evidence. Take the bank officer who hears about one student failing to pay back a student loan. After that, the officer turns down all loan applications from all students. This person has formed a rigid opinion on the basis of hearsay. Jumping to conclusions—also called hasty generalization—is at work here.
Attacking the person. The mistake of attacking the person is common at election time. An example is the candidate who claims that her opponent has failed to attend church regularly during the campaign. People who indulge in personal attacks are attempting an intellectual sleight of hand to divert attention away from the truly relevant issues.
Pointing to a false cause. The fact that one event follows another does not necessarily mean that the two events have a cause-and-effect relationship. All we can actually say is that the events might be correlated. For example, as children’s vocabularies improve, they can get more cavities. This does not mean that cavities are the result of an improved vocabulary. Instead, the increase in cavities is due to other factors, such as physical maturation and changes in diet or personal care.
Thinking Logically, Part 2
The following are additional fallacies to avoid as you are working to improve your logical thinking skills.
Thinking in all-or-nothing terms. Consider these statements: Doctors are greedy. You can’t trust politicians. Students these days are in school just to get high-paying jobs; they lack idealism. Homeless people don’t want to work.
These opinions imply the word all. They gloss over individual differences, claiming that all members of a group are exactly alike. They also ignore key facts—for instance, that some doctors volunteer their time at free medical clinics and that many homeless people are children who are too young to work.
All-or-nothing thinking is one of the most common errors in logic. To avoid this fallacy, watch out for words such as all, everyone, no one, none, always, and never. Statements that include these words often make sweeping claims that require a lot of evidence. See whether words such
as usually, some, many, few, and sometimes lead to more accurate statements. Sometimes, the words are implied. For example, the implication in the claim “Doctors are greedy” is
that all doctors are greedy.
Basing arguments on emotion. The politician who ends every campaign speech with flag waving and slides of his mother eating apple pie is staking his future on appeals to emotion. So is the candidate who paints a grim scenario of the disaster and ruination that will transpire unless she is elected. Get past the fluff to see whether you can uncover any worthwhile ideas.
The bottom line—finding fallacies before they bite you. Consider this statement: “My mother and father have a happy marriage. After all, they’re still together after 35 years.” Behind this statement is this big assumption: Happy marriages are those that last a long time. And there’s a possible fallacy here: You might know of married couples who’ve stayed together for decades even though they confess to be unhappy in the relationship.
Uncovering assumptions and looking for exceptions can help you detect many errors in logic. This is a tool you can pull out any time you want to experience the benefits of critical thinking.
Thinking Critically About Information on the Internet, Part 1
Sources of information on the Internet range from the reputable (such as the Library of Congress) to the flamboyant (such as the National Enquirer). People are free to post anything on the Internet, including outdated facts as well as intentional misinformation.
Newspaper, magazine, and book publishers often employ fact-checkers, editors, and lawyers to screen out errors and scrutinize questionable material before publication. Creators of independent, user-generated, or low-traffic websites might not have these resources or choose to use them.
Taking a few simple precautions when you surf the Internet can keep you from crashing onto the rocky shore of misinformation.
Distinguish between ideas and information. To think more powerfully about what you find on the Internet, remember the difference between information and ideas.
For example, consider the following sentence: Nelson Mandela became president of South Africa in 1994. That statement provides information about South Africa. In contrast, the following sentence states an idea: Nelson Mandela’s presidency means that Apartheid has no future in South Africa.
Information refers to facts that can be verified by independent observers. Ideas are interpretations or opinions based on facts. These include statements of opinion and value judgments. Several people with the same information might adopt different ideas on the basis of that information.
Don’t assume that an idea is more current, reasonable, or accurate just because you find it on the Internet. Apply your critical thinking skills to all published material—print and online.
Look for overall quality. Examine the features of a website in general. Notice the effectiveness of the text, layout, and visuals as a whole. Also note how well the site is organized and whether you can navigate its features with ease. Look for the date that crucial information was posted, and determine how often the site is updated.
Next, get an overview of the site’s content. Examine several of its webpages for consistency of facts, quality of information, and grammar and spelling errors.
Are the links easy to find? Do they take you to the intended pages or sites? Click on a few links to the sites of reputable organizations. If the links lead you to dead-ends, it might indicate that the site is not updated often—a clue that it’s not a reliable source for late-breaking information.
Thinking Critically About Information on the Internet, Part 2
In addition to distinguishing between ideas and information and looking for overall quality, to think more critically about information on the Internet, you should also consider the following:
Look at the source. Find a clear description of the person or organization responsible for the website. Many sites include this information in the About webpage.
The domain in the uniform resource locator (URL or the web address) for a site gives you clues about sources of information and possible bias. For example, distinguish among information from a for-profit commercial enterprise (URL ending in .com); a nonprofit organization (.org); a government agency (.gov); and a school, college, or university (.edu).
If the site asks you to subscribe or become a member, then find out what it does with the personal information that you provide. Look for a way to contact the site’s publisher with questions and comments.
Look for documentation. When you encounter an assertion on a website, note the types and quality of the evidence offered. Look for credible examples, quotations from authorities in the field, documented statistics, or summaries of scientific studies.
Remember that wikis (peer-edited or user-generated sites) such as Wikipedia do not employ editors to screen out errors or scrutinize questionable material before publication. Do not rely on these sites when researching a paper or presentation. Also, be cautious about citing blogs, which often are not reviewed for accuracy. Such sources may, however, provide you with key words and concepts that help lead you to scholarly research on your topic.
Set an example. In the midst of the Internet’s chaotic growth, you can light a path of rationality. Whether you’re sending a short e-mail message or building a massive website, bring your own critical thinking skills into play. Every word and image that you send down the wires and on to the Internet can display the hallmarks of critical thinking—sound logic, credible evidence, and respect for your audience.
Developing Information Literacy: Gathering Your Thoughts
An important quality of successful students is curiosity. And to satisfy their curiosity, successful students ask questions. To answer questions, these students find information from appropriate sources, evaluate the information, organize it, and use it to achieve a purpose.
The ability to do this in a world where data are literally at your fingertips is called information literacy.
You should begin by discovering the questions you want to answer. Start with a main question. This is the thing that sparked your curiosity in the first place. Answering it is your purpose for doing research.
Your main question will raise a number of smaller, related questions. These are supporting questions. They also call for answers.
Suppose that your main question is this: “During the mortgage credit crisis of 2007 to 2010, what led banks to lend money to people with poor credit history?” Your list of supporting questions might include the following:
• What banks were involved in the mortgage credit crisis?
• How do banks discover a person’s credit history?
• What are the signs of a poor credit history?
Once you have a solid set of main questions and supporting questions, you can now think about gathering your information.
Developing Information Literacy: Gathering Information—Primary and Secondary Sources
Consider the variety of information sources available to you: billions of websites, books, magazines, newspapers, and audio and video recordings. You can reduce this vast range of materials to a few manageable categories. Start with the distinction between primary and secondary sources.
Primary sources. These can lead to information treasures. Primary sources are firsthand materials—personal journals, letters, speeches, government documents, scientific experiments, field observations, interviews with recognized experts, archeological digs, artifacts, and original works of art.
Making direct contact with people can offer a welcome relief from hours of solitary research time and give you valuable hands-on involvement. Your initial research will uncover the names of experts on your chosen topic. Consider doing an interview with one of these people—in person, over the phone, or via e-mail.
Primary sources can also include scholarly publications such as the New England Journal of Medicine, Contemporary Literary Criticism, and similar publications. One clue that you’re dealing with a primary source is the title. If it includes the word journal, then you’re probably reading a primary source.
Following are some signs of scholarly articles:
• Names of authors with their credentials and academic affiliations
• A brief abstract (summary) of the article, along with a section on research methods (how the authors tested their ideas and reached their conclusions)
• Lengthy articles with detailed treatment of the main topic and definitions of key terms
• Conclusions based on an extensive review of relevant publications, survey research, data collected in a laboratory experiment, or a combination of these
• Extensive bibliographies and references to the work of other scholars in the form of footnotes (at the bottom of each page) or endnotes (at the end of the article)
If you pick up a magazine with pages of full-color advertisements and photos of celebrities, you’re not reading a scholarly journal. Some scholarly articles run just a few pages, but many run to 10, 20, or even more pages. Although that’s a lot to read, you get more information to use for your assignment or to answer your questions.
Secondary sources. These sources summarize, explain, and comment on primary sources:
• Popular magazines such as Time and Newsweek
• Magazines—such as The Atlantic and Scientific American—with wide circulation and long articles
• Nationally circulated newspapers such as the Washington Post, New York Times, and Los Angeles Times
• General reference works such as the Encyclopaedia Britannica and the Oxford Companion to English Literature
Secondary sources are useful places to start your research. Use them to get an overview of your topic. Depending on the assignment, these may be all you need for informal research.
Developing Information Literacy: Gathering Information—The Library and Search Engines
Remember that many published materials are available in print as well as online. For a full range of sources, head to your campus or local community library.
One reason for a trip to the library is to find a reference librarian. Tell this person about the questions you want answered, and ask for good sources of information. Remember that a librarian can help you apply the suggestions in this lesson, including those that relate to using technology.
One crucial skill for information literacy is using key words. Key words are the main terms in your main and supporting questions. These are the words that you enter into a search box. Your choice of key words determines the quality of results that you get from Internet search engines, such as Google or Bing, and from library catalogs. For better search results, you may do the following:
• Use specific key words. Entering Firefox or Safari will give you more focused results than entering web browser. Reading strategies or note-taking strategies will get more specific results than just study strategies. Do not type in your whole research question as a sentence. The search engine will look for each word and give you a lot of useless results.
• Use unique key words. Whenever possible, use proper names. Enter Beatles or Radiohead rather than British rock bands. If you’re looking for nearby restaurants, enter restaurant and your zip code rather than the name of your city.
• Use quotation marks if you’re looking for specific words in a certain order. “Audacity of hope” will return a list of pages with that exact phrase.
• Search within a site. If you’re looking only for articles about college tuition from the New York Times, then add New York Times to the search box.
• Think of synonyms. For example, hypertension is often called high blood pressure.
• Add a wild card character when you’re not sure of a key word. In most search engines, that character is the asterisk (*). If you’re looking for the title of a film directed by Clint Eastwood and just can’t remember the name, enter Clint Eastwood directed*.
• Look for more search options. Many search engines also offer advanced search features and explain how to use them. Click on the word advanced or more on the site’s home page.
Developing Information Literacy: Evaluating Information
Once you have finished gathering your information, you want to evaluate it. Some students assume that anything that’s published in print or online is true.
Unfortunately, that’s not the case. Some sources of information are more reliable than others, and some published information is misleading or mistaken.
Before evaluating any source of information, make sure that you understand what it says. Think critically about the information. Here are some essential things to look for:
• Currency. Notice the published date of your source material. If your topic is time sensitive, then set some guidelines about how current you want your sources to be—for example, published during the past five years.
• Credibility. Scan the source for biographical information about the author. Look for educational degrees, training, and work experience that qualify this person to publish on the topic of your research.
• Bias. Determine what the website or other source is “selling”—the product, service, or point of view it promotes. Political affiliations or funding sources might color the author’s point of view. For instance, you can predict that a pamphlet on gun-control policies that’s printed through funding from the National Rifle Association will promote certain points of view. Round out your research with other sources on the topic.
Developing Information Literacy: Using Information
Once you have gathered and evaluated your information, you are ready to figure out how to use it. Many students use information to write a paper or create a presentation. Remember to keep a list of all your sources of information, and avoid plagiarism. Be prepared to cite your sources in footnotes or endnotes and include a bibliography.
Make time to digest all of the information you gather. Return to the important step of asking questions:
• Do I have answers to my main question?
• Do I have answers to my supporting questions?
• What are the main ideas from my sources?
• Do I have personal experiences that can help me answer these questions?
• If a TV talk show host asked me these questions, how would I answer?
• On what points do my sources agree?
• On what points do my sources disagree?
• Do I have statistics and other facts that I can use to support my ideas?
• What new questions do I have?
The beauty of these questions is that they stimulate your thinking. Discover the pleasures of emerging insights and sudden inspiration. You just might get hooked on the adventure of information literacy. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/05%3A_Developing_Critical_Thinking_Skills/5.02%3A_Becoming_a_Critical_Thinker.txt |
Introduction
In previous lessons, you learned about characteristics of critical thinkers and information literacy. In this module, you will learn how to put those skills into action through the important processes of decision making and problem solving.
As with the process of developing information literacy, asking questions is an important part of decision making and problem solving. Thinking is born of questions. Questions wake us up. Questions alert us to hidden assumptions. Questions promote curiosity and create new distinctions. Questions open up options that otherwise go unexplored. Besides, teachers love questions.
We make decisions all the time, whether we realize it or not. Even avoiding decisions is a form of decision making. The student who puts off studying for a test until the last minute, for example, might really be saying, “I’ve decided this course is not important” or “I’ve decided not to give this course much time.”
Decisions are specific and lead to focused action. When we decide, we narrow down. We give up actions that are inconsistent with our decision.
In addition to decision making, critical thinking skills are important to solving problems. We encounter problems every single day, and having a solid process in place is important to solving them.
At the end of the lesson, you will learn how to put your critical thinking skills to use by reviewing an example of how critical thinking skills can help with making those everyday decisions.
Using Critical Thinking Skills: Asking Questions
Questions have practical power. Asking for directions can shave hours off a trip. Asking a librarian for help can save hours of research time. Asking how to address an instructor—by first name or formal title—can change your relationship with that person. Asking your academic advisor a question can alter your entire education. Asking people about their career plans can alter your career plans.
You can use the following strategies to develop questions for problem solving and decision making:
Ask questions that create possibilities. At any moment, you can ask a question that opens up a new possibility for someone.
• Suppose a friend walks up to you and says, “People just never listen to me.” You listen carefully. Then you say, “Let me make sure I understand. Who, specifically, doesn’t listen to you? And how do you know they’re not listening?”
• Another friend tells you, “I just lost my job to someone who has less experience. That should never happen.” You respond, “Wow, that’s hard. I’m sorry you lost your job. Who can help you find another job?”
• A relative seeks your advice. “My mother-in-law makes me mad,” she says. “You’re having a hard time with this person,” you say. “What does she say and do when you feel mad at her? And are there times when you don’t get mad at her?”
These kinds of questions—asked with compassion and a sense of timing—can help people move from complaining about problems to solving them.
Discover new questions. Students sometimes say, “I don’t know what questions to ask.” Consider the following ways to create questions about any subject you want to study or about any
area of your life that you want to change:
• Let your pen start moving. Sometimes you can access a deeper level of knowledge by taking out your pen, putting it on a piece of paper, and writing down questions—even before you know what to write. Don’t think. Just watch the pen move across the paper. Notice what appears. The results might be surprising.
• Ask about what’s missing. Another way to invent useful questions is to notice what’s missing from your life and then ask how to supply it. For example, if you want to take better notes, you can write, “What’s missing is skill in note taking. How can I gain more skill in taking notes?” If you always feel rushed, you can write, “What’s missing is time. How do I create enough time in my day to actually do the things that I say I want to do?”
• Pretend to be someone else. Another way to invent questions is first to think of someone you greatly respect. Then pretend you’re that person. Ask the questions you think she would ask.
• Begin with a general question, and then brainstorm the endings. By starting with a general question and then brainstorming a long list of endings, you can invent a question that you’ve never asked before. For example:
• What can I do when ... an instructor calls on me in class and I have no idea what to say? When a teacher doesn’t show up for class on time? When I feel overwhelmed with assignments?
• How can I ... take the kind of courses that I want? Expand my career options? Become much more effective as a student, starting today?
• When do I ... decide on a major? Transfer to another school? Meet with an instructor to discuss an upcoming term paper?
• What else do I want to know about ... my academic plan? My career plan? My options for job hunting? My friends? My relatives? My spouse?
• Who can I ask about ... my career options? My major? My love life? My values and purpose in life?
Many times you can quickly generate questions by simply asking yourself, “What else do I want to know?” Ask this question immediately after you read a paragraph in a book or listen to someone speak.
Start from the assumption that you are brilliant. Then ask questions to unlock your brilliance.
Using Critical Thinking Skills in Decision Making
As you develop your critical thinking skills, you can apply them as you make decisions. The following suggestions can help in your decision-making process:
Recognize decisions. Decisions are more than wishes or desires. There’s a world of difference between “I wish I could be a better student” and “I will take more powerful notes, read with greater retention, and review my class notes daily.” Deciding to eat fruit for dessert instead of ice cream rules out the next trip to the ice cream store.
Establish priorities. Some decisions are trivial. No matter what the outcome, your life is not affected much. Other decisions can shape your circumstances for years. Devote more time and energy to the decisions with big outcomes.
Base decisions on a life plan. The benefit of having long-term goals for our lives is that they provide a basis for many of our daily decisions. Being certain about what we want to accomplish this year and this month makes today’s choices more clear.
Balance learning styles in decision making. To make decisions more effectively, use all four modes of learning explained in a previous lesson. The key is to balance reflection with action, and thinking with experience. First, take the time to think creatively, and generate many options. Then think critically about the possible consequences of each option before choosing one. Remember, however, that thinking is no substitute for experience. Act on your chosen option, and notice what happens. If you’re not getting the results you want, then quickly return to creative thinking to invent new options.
Choose an overall strategy. Every time you make a decision, you choose a strategy—even when you’re not aware of it. Effective decision makers can articulate and choose from among several strategies. For example:
• Find all of the available options, and choose one deliberately. Save this strategy for times when you have a relatively small number of options, each of which leads to noticeably different results.
• Find all of the available options, and choose one randomly. This strategy can be risky. Save it for times when your options are basically similar and fairness is the main issue.
• Limit the options, and then choose. When deciding which search engine to use, visit many search sites and then narrow the list down to two or three from which to choose.
Use time as an ally. Sometimes we face dilemmas—situations in which any course of action leads to undesirable consequences. In such cases, consider putting a decision on hold. Wait it out. Do nothing until the circumstances change, making one alternative clearly preferable to another.
Use intuition. Some decisions seem to make themselves. A solution pops into your mind, and you gain newfound clarity. Using intuition is not the same as forgetting about the decision or refusing to make it. Intuitive decisions usually arrive after we’ve gathered the relevant facts and faced a problem for some time.
Evaluate your decision. Hindsight is a source of insight. After you act on a decision, observe the consequences over time. Reflect on how well your decision worked and what you might have done differently.
Think of choices. This final suggestion involves some creative thinking. Consider that the
word decide derives from the same roots as suicide and homicide. In the spirit of those words, a decision forever “kills” all other options. That’s kind of heavy. Instead, use the word choice, and see whether it frees up your thinking. When you choose, you express a preference for one option over others. However, those options remain live possibilities for the future. Choose for today, knowing that as you gain more wisdom and experience, you can choose again.
Using Critical Thinking Skills in Problem Solving
Think of problem solving as a process with four Ps: Define the problem, generate possibilities,
create a plan, and perform your plan.
Step 1: Define the problem. To define a problem effectively, understand what a problem is—a mismatch between what you want and what you have. Problem solving is all about reducing the gap between these two factors.
Tell the truth about what’s present in your life right now, without shame or blame. For example: “I often get sleepy while reading my physics assignments, and after closing the book I cannot remember what I just read.”
Next, describe in detail what you want. Go for specifics: “I want to remain alert as I read about physics. I also want to accurately summarize each chapter I read.”
Remember that when we define a problem in limiting ways, our solutions merely generate new problems. As Albert Einstein said, “The world we have made is a result of the level of thinking we have done thus far. We cannot solve problems at the same level at which we created them” (Calaprice 2000).
This idea has many applications for success in school. An example is the student who struggles with note taking. The problem, she thinks, is that her notes are too sketchy. The logical solution, she decides, is to take more notes; her new goal is to write down almost everything her instructors say. No matter how fast and furiously she writes, she cannot capture all of the instructors’ comments.
Consider what happens when this student defines the problem in a new way. After more thought, she decides that her dilemma is not the quantity of her notes but their quality. She adopts a new format for taking notes, dividing her notepaper into two columns. In the right-hand column, she writes down only the main points of each lecture. In the left-hand column, she notes two or three supporting details for each point.
Over time, this student makes the joyous discovery that there are usually just three or four core ideas to remember from each lecture. She originally thought the solution was to take more notes. What really worked was taking notes in a new way.
Step 2: Generate possibilities. Now put on your creative thinking hat. Open up. Brainstorm as many possible solutions to the problem as you can. At this stage, quantity counts. As you generate possibilities, gather relevant facts. For example, when you’re faced with a dilemma about what courses to take next semester, get information on class times, locations, and instructors. If you haven’t decided which summer job offer to accept, gather information on salary, benefits, and working conditions.
Step 3: Create a plan. After rereading your problem definition and list of possible solutions, choose the solution that seems most workable. Think about specific actions that will reduce the gap between what you have and what you want. Visualize the steps you will take to make this solution a reality, and arrange them in chronological order. To make your plan even more powerful, put it in writing.
Step 4: Perform your plan. This step gets you off your chair and out into the world. Now you actually do what you have planned.
Ultimately, your skill in solving problems lies in how well you perform your plan. Through the quality of your actions, you become the architect of your own success.
When facing problems, experiment with these four Ps, and remember that the order of steps is not absolute. Also remember that any solution has the potential to create new problems. If that happens, cycle through the four Ps of problem solving again.
Critical Thinking Skills in Action: Thinking About Your Major, Part 1
One decision that troubles many students in higher education is the choice of a major. Weighing the benefits, costs, and outcomes of a possible major is an intellectual challenge. This choice is an opportunity to apply your critical thinking, decision-making, and problem-solving skills. The following suggestions will guide you through this seemingly overwhelming process.
The first step is to discover options. You can use the following suggestions to discover options for choosing your major:
Follow the fun. Perhaps you look forward to attending one of your classes and even like completing the assignments. This is a clue to your choice of major.
See whether you can find lasting patterns in the subjects and extracurricular activities that you’ve enjoyed over the years. Look for a major that allows you to continue and expand on these experiences.
Also, sit down with a stack of 3 × 5 cards and brainstorm answers to the following questions:
• What do you enjoy doing most with your unscheduled time?
• Imagine that you’re at a party and having a fascinating conversation. What is this conversation about?
• What kind of problems do you enjoy solving—those that involve people? Products? Ideas?
• What interests are revealed by your choices of reading material, television shows, and other entertainment?
• What would an ideal day look like for you? Describe where you would live, who would be with you, and what you would do throughout the day. Do any of these visions suggest a possible major?
Questions like these can uncover a “fun factor” that energizes you to finish the work of completing a major.
Consider your abilities. In choosing a major, ability counts as much as interest. In addition to considering what you enjoy, think about times and places when you excelled. List the courses that you aced, the work assignments that you mastered, and the hobbies that led to rewards or recognition. Let your choice of a major reflect a discovery of your passions and potentials.
Use formal techniques for self-discovery. Explore questionnaires and inventories that are designed to correlate your interests with specific majors. Examples include the Strong Interest Inventory and the Self-Directed Search. Your academic advisor or someone in your school’s career planning office can give you more details about these and related assessments. For some fun, take several of them and meet with an advisor to interpret the results. Remember inventories can help you gain self-knowledge, and other people can offer valuable perspectives. However, what you do with all this input is entirely up to you.
Critical Thinking Skills in Action: Thinking About Your Major, Part 2
As you review the following additional suggestions of discovering options, think about what strategies you already use in your own decision-making process. Also think about what new strategies you might try in the future.
Link to long-term goals. Your choice of a major can fall into place once you determine what you want in life. Before you choose a major, back up to a bigger picture. List your core values, such as contributing to society, achieving financial security and professional recognition, enjoying good health, or making time for fun. Also write down specific goals that you want to accomplish 5 years, 10 years, or even 50 years from today.
Many students find that the prospect of getting what they want in life justifies all of the time, money, and day-to-day effort invested in going to school. Having a major gives you a powerful incentive for attending classes, taking part in discussions, reading textbooks, writing papers, and completing other assignments. When you see a clear connection between finishing school and creating the life of your dreams, the daily tasks of higher education become charged with meaning.
Ask other people. Key people in your life might have valuable suggestions about your choice of major. Ask for their ideas, and listen with an open mind. At the same time, distance yourself from any pressure to choose a major or career that fails to interest you. If you make a choice solely on the basis of the expectations of other people, you could end up with a major or even a career you don’t enjoy.
Gather information. Check your school’s catalog or website for a list of available majors. Here is a gold mine of information. Take a quick glance, and highlight all the majors that interest you. Then talk to students who have declared these majors. Also read the descriptions of courses required for these majors. Do you get excited about the chance to enroll in them? Pay attention to your gut feelings.
Also chat with instructors who teach courses in a specific major. Ask for copies of their class syllabi. Go to the bookstore and browse the required texts. Based on all of this information, write a list of prospective majors. Discuss them with an academic advisor and someone at your school’s career-planning center.
Invent a major. When choosing a major, you might not need to limit yourself to those listed in your school catalog. Many schools now have flexible programs that allow for independent study. Through such programs, you might be able to combine two existing majors or invent an entirely new one of your own.
Consider a complementary minor. You can add flexibility to your academic program by choosing a minor to complement or contrast with your major. The student who wants to be a minister could opt for a minor in English; all of those courses in composition can help in writing sermons. Or the student with a major in psychology might choose a minor in business administration, with the idea of managing a counseling service some day. An effective choice of a minor can expand your skills and career options.
Think critically about the link between your major and your career. Your career goals might have a significant impact on your choice of major.
You could pursue a rewarding career by choosing among several different majors. Even students planning to apply for law school or medical school have flexibility in their choice of majors. In addition, after graduation, many people tend to be employed in jobs that have little relationship to their major. And you might choose a career in the future that is unrelated to any currently available major.
Critical Thinking Skills in Action: Thinking About Your Major, Part 3
Once you have discovered all of your options, you can move on to the next step in the process— making a trial choice.
Make a Trial Choice
Pretend that you have to choose a major today. Based on the options for a major that you’ve already discovered, write down the first three ideas that come to mind. Review the list for a few minutes, and then choose one.
Evaluate Your Trial Choice
When you’ve made a trial choice of major, take on the role of a scientist. Treat your choice as a hypothesis, and then design a series of experiments to evaluate and test it. For example:
• Schedule office meetings with instructors who teach courses in the major. Ask about required course work and career options in the field.
• Discuss your trial choice with an academic advisor or career counselor.
• Enroll in a course related to your possible major. Remember that introductory courses might not give you a realistic picture of the workload involved in advanced courses. Also, you might not be able to register for certain courses until you’ve actually declared a related major.
• Find a volunteer experience, internship, part-time job, or service-learning experience related to the major.
• Interview students who have declared the same major. Ask them in detail about their experiences and suggestions for success.
• Interview people who work in a field related to the major and “shadow” them—that is, spend time with those people during their workday.
• Think about whether you can complete your major given the amount of time and money that you plan to invest in higher education.
• Consider whether declaring this major would require a transfer to another program or even another school.
If your “experiments” confirm your choice of major, celebrate that fact. If they result in choosing a new major, celebrate that outcome as well.
Also remember that higher education represents a safe place to test your choice of major—and to change your mind. As you sort through your options, help is always available from administrators, instructors, advisors, and peers.
Choose Again
Keep your choice of a major in perspective. There is probably no single “correct” choice. Your unique collection of skills is likely to provide the basis for majoring in several fields.
Odds are that you’ll change your major at least once—and that you’ll change careers several times during your life. One benefit of higher education is mobility. You gain the general skills and knowledge that can help you move into a new major or career field at any time.
Viewing a major as a one-time choice that determines your entire future can raise your stress levels. Instead, look at choosing a major as the start of a continuing path that involves discovery, choice, and passionate action.
As you review this example of how you can use critical thinking to make a decision about choosing your major, think about how you will use your critical thinking to make decisions and solve problems in the future. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/05%3A_Developing_Critical_Thinking_Skills/5.03%3A_Using_Critical_Thinking_Skills-_Decision_Making_and_Problem_Solving.txt |
Succeeding in the college environment involves more than just one singular trait or skill set. Preparing for academic success is about more than attending class or writing papers. How we care for our bodies and minds can also influence achievement, or lack thereof, in school and work pursuits.
In this module, we explore a variety of factors every individual should consider pertaining to personal health and well-being. We begin by taking a look at ways to promote physical health and well-being, including how to make positive choices regarding food and substances. Next, we present a variety of tools and strategies to protect yourself while on campus or while you’re out and about, through methods of maintaining personal safety. Your learning investigation also includes taking a look at ways to ask for help—something many people struggle with in today’s society.
Through exploring perspectives and skills related to health, safety, and overall well-being, you will gain valuable insight as you prepare for success in your academic path.
Thumbnail: www.pexels.com/photo/woman-sleeping-on-a-wooden-table-3767371/
06: Making Healthy Choices
Introduction
Before we explore ways to keep your body healthy, let’s do a little bit of investigation. Ask yourself the following questions, answering as honestly as you can:
• Do you sometimes find yourself feeling sluggish during the day, unable to finish writing that essay or start studying?
• Do you wish you had more energy to keep up with school, work, and family commitments?
• Does drug or alcohol use interfere with your ability to balance daily responsibilities?
Just like proper maintenance and quality fuel keeps your car running smoothly along the highway, our bodies also require care and effort to support all of the demands of today’s fast-paced lifestyle. Scientific data tell us that good nutrition and hydration improve cognitive health, including memory. Fueling our bodies is more than simply eating when hungry; proper nutrients—or lack thereof—affect how our brains function.
Whether you dream of running a marathon or would rather watch a movie marathon on the couch, you should know that exercise is a vital part of keeping both your body and mind vibrant. Regular physical activity boasts a variety of benefits, from disease prevention to improved mental focus.
Drug and alcohol consumption also affects both our physical and mental state of wellness. While occasional imbibing may reduce stress, prolonged overindulgence in any substance creates negative patterns and often leads to unhealthy consequences.
How do we find the balance between recreation and getting wrecked? What tools can we use to create positive physical behaviors for a healthy body? In this module, we explore ways to make good decisions about health choices that can positively affect your academic journey.
What is Good Health?
Some people see health as just a matter of common sense. These people might see little value in reading a health chapter. After all, they already know how to take care of themselves. Yet knowing and doing are two different things. Health information does not always translate into healthy habits.
We expect to experience health challenges as we age, although even youth is no guarantee of good health. Over the past three decades, obesity among young adults has tripled. Twenty-nine percent of young men smoke, and 70 percent of deaths among adults aged 18 to 29 years result from unintentional injuries, accidents, homicide, and suicide (Centers for Disease Control and Prevention 2009).
As a student, your success in school is directly tied to your health. Lack of sleep and exercise have been associated with lower GPAs among undergraduate students. So have alcohol use, tobacco use, gambling, and chronic health conditions (University of Minnesota 2007).
Any health habit that undermines your success in school can also undermine your success in later life. On the other hand, you can adopt habits that sustain your well-being. One study found that people lengthened their lives an average of 14 years by adopting just four habits (Khaw and colleagues 2008):
1. staying tobacco-free;
2. eating more fruits and vegetables;
3. exercising regularly; and
4. drinking alcohol in moderation, if at all.
Health also hinges on a habit of exercising some tissue that lies between your ears—the organ called your brain. One path to greater health starts not with new food or a new form of exercise but with new ideas.
Consider the power of beliefs, some of which create barriers to higher levels of health: “Your health is programmed by your heredity,” “Some people are just low on energy,” “Healthy food doesn’t taste very good,” and “Over the long run, people just don’t change their habits.” Be willing to test these ideas and change them when it serves you.
People often misunderstand what the word health means. Remember that this word is similar in origin to whole, hale, hardy, and even holy. Implied in these words are qualities that most of us associate with healthy people: alertness, vitality, and vigor. Healthy people meet the demands of daily life with energy to spare. Illness or stress might slow them down for a while, but they bounce back. They know how to relax, create loving relationships, and find satisfaction in their work.
Opening Your Mind to Good Health
When you think about health, what ideas come to mind? Perhaps you think about a loved one who has faced an illness, or a friend who is into fitness. Health involves many different things and can be looked at in a variety of ways. To open up your inquiry into health—and to open up new possibilities for your life—consider these three ideas:
1. Health is a continuum. On one end of that continuum is a death that comes too early. On the other end is a long life filled with satisfying work and fulfilling relationships. Many of us exist between those extremes at a point we might call average. Most of the time we’re not sick. And most of the time we’re not truly thriving, either.
2. Health changes. Health is not a fixed state. In fact, health fluctuates from year to year, day to day, and moment to moment. Those changes can occur largely by chance. Or they can occur more often by choice, as we take conscious control of our thinking and behavior.
3. Even when faced with health challenges, we have choices. We can choose attitudes and habits that promote a higher quality of life. For example, people with diabetes can often manage the disease by exercising more and changing their diet.
Health is one of those rich, multilayered concepts that we can never define completely. In the end, your definition of health comes from your own experience. The proof lies not on these pages but in your life—in the level of health that you create, starting now.
You have choices. You can remain unaware of habits that have major consequences for your health. Or you can become aware of current habits (discovery), choose new habits (intention), and take appropriate action.
Health is a choice you make every moment, with each thought and behavior. Wake up to this possibility by experimenting with the suggestions in this lesson.
Eating Disorders
Eating disorders affect many students. These disorders involve serious disturbances in eating behavior. Examples are overeating or extreme reduction of food intake as well as irrational concern about body shape or weight. Women are much more likely to develop these disorders than are men, although cases are on the rise among men.
Bulimia involves cycles of excessive eating and forced purges. A person with this disorder might gorge on a pizza, doughnuts, and ice cream and then force herself to vomit. Or she might compensate for overeating with excessive use of laxatives, enemas, or diuretics.
Anorexia nervosa is a potentially fatal illness marked by self-starvation. People with anorexia may practice extended fasting or eat only one kind of food for weeks at a time.
These disorders are not due to a failure of willpower. They are real illnesses in which harmful patterns of eating take on a life of their own.
Eating disorders can lead to many complications, including life-threatening heart conditions and kidney failure. Many people with eating disorders also struggle with depression, substance abuse, and anxiety. They need immediate treatment to stabilize their health. This is usually followed by continuing medical care, counseling, and medication to promote a full recovery.
If you’re worried you might have an eating disorder, visit a doctor, campus health service, or local public health clinic. For more information, contact the National Eating Disorders Association at 1- 800-931-2237 or online at www.nationaleatingdisorders.org.
Choose to Exercise
Our bodies need to be exercised. The world ran on muscle power back in the era when we had to hunt down a woolly mammoth every few weeks and drag it back to the cave. Today, we can grab a burger at a drive-up window, so we need to make a special effort to exercise.
Exercise promotes weight control and reduces the symptoms of depression. It also helps to prevent heart attack, diabetes, and several forms of cancer (Harvard Medical School 2008).
Exercise also refreshes your body and your mind. If you’re stuck on a math problem or blocked on writing a paper, take an exercise break. Chances are that you’ll come back with a fresh perspective and some new ideas.
If you get moving, you’ll create lean muscles, a strong heart, and an alert brain. If the word exercise turns you off, think physical activity instead. Here are some things you can do:
• Stay active throughout the day. Park a little farther from work or school. Do your heart a favor by walking some extra blocks. Take the stairs instead of riding elevators. For an extra workout, climb two stairs at a time. An hour of daily activity is ideal, but do whatever you can. Some activity is better than none.
• No matter what you do, ease into it. For example, start by walking briskly for at least 15 minutes every day. Increase that time gradually, and add a little jogging.
• Adapt to your campus environment. Look for exercise facilities on campus. Search for classes in aerobics, swimming, volleyball, basketball, golf, tennis, and other sports. Intramural sports are another option. School can be a great place to get in shape.
• Do what you enjoy. Stay active with aerobic activities that you enjoy. You might like martial arts, kickboxing, yoga, ballroom dancing, stage combat classes, or mountain climbing. Check your school catalog for such courses.
• Vary your routine. Find several activities that you like to do, and rotate them throughout the year. Your main form of activity during winter might be ballroom dancing, riding an exercise bike, or skiing. In summer, you could switch to outdoor sports. Whenever possible, choose weight-bearing activities such as walking, running, or stair climbing.
• Get active early. Work out first thing in the morning. Then it’s done for the day. Make it part of your daily routine, just like brushing your teeth.
• Exercise with other people. Making exercise a social affair can add a fun factor and raise your level of commitment.
• Join a gym without fear. Many health clubs welcome people who are just starting to get in shape.
Look for gradual results. If your goal is to lose weight, be patient. Because 1 pound equals 3,500 calories, you might feel tempted to reduce weight loss to a simple formula: Let’s see... if I burn away just 100 calories each day through exercise, I should lose 1 pound every 35 days.
Actually, the relationship between exercise and weight loss is complex. Many factors—including individual differences in metabolism and the type of exercise you do—affect the amount of weight you actually lose (Brody 2006). When you step on the bathroom scale, look for small changes over time rather than sudden, dramatic losses. Gradual weight loss is more healthy anyway—and easier to sustain over the long term.
Weight loss is just one potential benefit of exercise. Choosing to exercise can lift your mood, increase your stamina, strengthen your bones, stabilize your joints, and help prevent heart disease. It can also reduce your risk of high blood pressure, diabetes, and several forms of cancer. If you do resistance training—such as weight machines or elastic-band workouts—you’ll strengthen your muscles as well. For a complete fitness program, add stretching exercises to enjoy increased flexibility (Harvard Medical School 2009).
Before beginning any vigorous exercise program, consult a healthcare professional. This is critical if you are overweight, older than 60 years, in poor condition, or a heavy smoker, or if you have a history of health problems.
Alcohol, Tobacco, and Drugs: The Truth
The truth is that getting high can be fun. In our culture, and especially in our media, getting high has become synonymous with having a good time. Even if you don’t smoke, drink, or use other drugs, you are certain to come in contact with people who do.
For centuries, human beings have devised ways to change their feelings and thoughts by altering their body chemistry. The Chinese were using marijuana 5,000 years ago. Herodotus, the ancient Greek historian, wrote about a group of people in Eastern Europe who threw marijuana on hot stones and inhaled the vapors. More recently, during the American Civil War, customers could buy opium and morphine at neighborhood stores (Weil and Rosen 1993, 45).
Today, we are still a drug-using society. Of course, some of those uses are therapeutic and lawful, including taking drugs as prescribed by a doctor or psychiatrist. The problem comes when we turn to drugs as the solution to any problem. Often, the first response to the question, “Are you uncomfortable?” is, “Take something.”
We live in times when reaching for instant comfort via chemicals is not only condoned but encouraged. If you’re bored, tense, or anxious, you can drink a can of beer, down a glass of wine, or light up a cigarette. If you want to enhance your memory, take a smart drug, which includes prescription stimulants and caffeine. And these are only the legal options. If you’re willing to take risks, you can pick from a large selection of illegal drugs on the street. And if that seems too risky, you can abuse prescription drugs.
There is a big payoff in using alcohol, tobacco, caffeine, cocaine, heroin, or other drugs—or people wouldn’t do it. The payoff can be direct, such as relaxation, self-confidence, comfort, excitement, or the ability to pull an all-nighter. At times, the payoff is avoiding rejection or defying authority.
In addition to the payoffs, there are costs. For some people, the cost is much greater than the payoff. Even if drug use doesn’t make you broke, it can make you crazy. This is not necessarily the kind of crazy where you dress up like Napoleon. Rather, it is the kind where you care about little else except finding more drugs—friends, school, work, and family be damned.
Substance abuse is only part of the picture. People can also relate to food, gambling, money, sex, and even work in compulsive ways.
Some people will stop abusing a substance or activity when the consequences get serious enough. Other people don’t stop. They continue their self-defeating behaviors, no matter the consequences for themselves, their friends, or their families. At that point, the problem goes beyond abuse. It’s addiction.
With addiction, the costs can include overdose, infection, and lowered immunity to disease. These can be fatal. Long-term heavy drinking, for example, damages every organ system in the human body. And about 440,000 Americans die annually from the effects of cigarette smoking, including secondhand smoke (Centers for Disease Control and Prevention 2011).
Lectures about the reasons for avoiding alcohol as well as drug abuse and addiction can be pointless. We don’t take care of our bodies because someone says we should. We might take care of ourselves when we see that the costs of using a substance outweigh the benefits.
Acknowledging that alcohol, tobacco, and other drugs can be fun infuriates a lot of people. Remember that this acknowledgment is not the same as condoning drug use. The point is this: People are more likely to abstain when they’re convinced that using these substances leads to more pain than pleasure over the long run. You choose. It’s your body. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/06%3A_Making_Healthy_Choices/6.01%3A_Making_Healthy_Choices-_Eating%2C_Exercise%2C_and_Drug_Use.txt |
Introduction
In our previous lesson, we explored some of the reasons that taking a proactive approach to physical health is important. But what about our emotional health?
The mind–body connection must be acknowledged and valued if we want to truly lead a balanced lifestyle—one that sets up the conditions for fulfillment and happiness in an increasingly hectic world. Learning ways to quiet the mind and improve mental focus can promote a sense of health and well-being. In addition to our emotional health, physical safety should also be a concern in today’s world. Having fun and enjoying life’s experiences are important, but we must also be mindful of our safety while doing so. Being aware of our surroundings, making good decisions, and learning to trust our instincts in dangerous situations can help reduce our risk of harm.
In this lesson, we explore strategies you can use to promote health and relieve stress in positive, proactive ways. You will also encounter useful strategies for keeping yourself safe in a variety of real-world situations.
Promoting Emotional Health
The number of students in higher education who have emotional health problems is steadily increasing (Duenwald 2004). According to the American College Health Association (2008), 31 percent of college students report that they have felt so depressed that it was difficult to function. Almost half of students say that they’ve felt overwhelming anxiety, and 60 percent report that they’ve felt very lonely.
Emotional health includes many factors. Your skill at managing stress and ability to build loving relationships are key. And so are your capacity to meet the demands of school and work and your beliefs about your ability to succeed. People with mental illness have thoughts, emotions, or behaviors that consistently interfere with these skills.
You can take simple and immediate steps to prevent emotional health problems—and cope with them if they do occur. Here are some other suggestions to promote your emotional health:
• Take care of your body. Your thoughts and emotions can get scrambled if you go too long feeling hungry or tired. Follow the suggestions in this lesson for eating, exercise, and sleep.
• Solve problems. Although you can’t fix a bad feeling in the same way that you can fix a machine, you can choose to change a situation associated with that feeling. There might be a problem that needs a solution. You can use feelings as your motivation to solve that problem.
If you feel intense sadness, anger, or fear, think about whether it is related to a specific situation in your life. Describe the problem in a Discovery Statement. Then brainstorm solutions, choose one to implement, and write an Intention Statement to describe the next action you’ll take. Reducing your course load, cutting back on hours at work, getting more financial aid, delegating a task, or taking some other concrete action might solve the problem—and help you feel better.
• Stay active. A related strategy is to do something—anything that’s constructive, even if it’s not a solution to a specific problem. For example, mop the kitchen floor. Clean out your dresser drawers. Iron your shirts. This sounds silly, but it works.
The basic principle is that you can separate emotions from actions. It is appropriate to feel miserable when you do. It’s normal to cry and express your feelings. It is also possible to go to class, study, work, eat, and feel miserable at the same time. Unless you have a diagnosable problem with anxiety or depression, you can continue your normal activities until the misery passes.
Dealing with Stress
Japanese psychiatrist Morita Masatake, a contemporary of Sigmund Freud, based his whole approach to treatment on this insight: We can face our emotional pain directly and still take constructive action. One of Masatake’s favorite suggestions for people who felt depressed was that they tend a garden (Reynolds 1995, 98).
It’s easy to feel stressed if you dwell on how much you have to accomplish this year, this term, this month, or even this week. Focus on one task at a time.
Remember that an effective plan for the day does two things. First, it clarifies what you’re choosing not to do today. (Tasks that you plan to do in the future are listed on your calendar or to- do list.) Second, it reduces your day to a series of concrete tasks—such as making phone calls, going to classes, running errands, or reading chapters—that you can do one at a time.
If you feel overwhelmed, just find the highest-priority task on your to-do list. Do it with total attention until it’s done. Then go back to your list for the next high-priority task. Do it with total attention. Savor the feeling of mastery and control that comes with crossing each task off your list.
Don’t believe everything you think. According to Albert Ellis and other cognitive psychologists, stress results not from events in our lives but from the way we think about those events. If we believe that people should always behave in exactly the way we expect them to, for instance, we set ourselves up for misery. The same happens if we believe that events should always turn out exactly as we want. There are two main ways to deal with such thoughts:
1. Don’t believe them. Dispute such thoughts and replace them with more realistic ones: I can control my own behavior but not the behavior of others, and Some events are beyond my control. Changing our beliefs can reduce our stress significantly.
2. Release stress-producing thoughts without disputing them. Mindfulness meditation is a way to do this. While meditating, you simply notice your thoughts as they arise and pass. Instead of reacting to them, you observe them. Eventually, your stream of thinking slows down. You might enter a state of deep relaxation that also yields life-changing insights.
Many religious organizations offer meditation classes. You can also find meditation instruction through health maintenance organizations, YMCAs or YWCAs, and community education programs.
Reference
Reynolds, David. A Handbook for Constructive Living. New York: Morrow, 1995.
Dealing with Emotional Pain
Remember that emotional pain is not a sickness. Emotional pain has gotten a bad name. This reputation is undeserved. There is nothing wrong with feeling bad. It’s okay to feel miserable, depressed, sad, upset, angry, dejected, gloomy, or unhappy.
It might not be pleasant to feel bad, but it can be good for you. Often, bad is an appropriate way to feel. When you leave a place you love, sadness is natural. When you lose a friend or lover, misery might be in order. When someone treats you badly, it is probably appropriate to feel angry. When a loved one dies, it is necessary to grieve. The grief might appear in the form of depression, sadness, or anger.
There is nothing wrong with extreme emotional pain. If depression, sadness, or anger persists, then get help. Otherwise, allow yourself to experience these emotions. They’re often appropriate.
Sometimes, we allow ourselves to feel bad only if we have a good reason. For example: “Well, I feel very sad, but that is because I just found out my best friend is moving to Europe.” It’s all right to know the reason why you are sad. It’s also fine not to know. You can feel bad for no apparent reason. The reason doesn’t matter. Because you cannot directly control any feeling, simply accept it.
There’s no way to predict how long emotional pain will last. The main point is that it does not last forever. There’s no need to let a broken heart stop your life. Although you can find abundant advice on the subject, just remember a simple and powerful idea: This too shall pass.
Choosing to Rest
A lack of rest can decrease your immunity to illness and impair your performance in school. You still might be tempted to cut back drastically on your sleep once in awhile for an all-night study session, but depriving yourself of sleep is a choice you can avoid.
If you have trouble falling asleep, experiment with the following suggestions:
• Exercise daily. For many people, regular exercise promotes sounder sleep. However, finish exercising several hours before you want to go to sleep.
• Avoid naps during the daytime.
• Monitor your caffeine intake, especially in the afternoon and evening.
• Avoid using alcohol to feel sleepy. Drinking alcohol late in the evening can disrupt your sleep during the night.
• Develop a sleep ritual—a regular sequence of calming activities that end your day. You might take a warm bath and do some light reading. Turn off the TV and computer at least 1 hour before you go to bed.
• Keep your sleeping room cool.
• Keep a regular schedule for going to sleep and waking up.
• Sleep in the same place each night. When you’re there, your body gets the message that it’s time to go to sleep.
• Practice relaxation techniques while lying in bed. A simple one is to count your breaths and release distracting thoughts as they arise.
• Make tomorrow’s to-do list before you go to sleep so that you won’t lie there worrying that tomorrow you’ll forget about something you need to do.
• Get up and study or do something else until you’re tired.
• See a doctor if sleeplessness persists.
Share What You Are Feeling
Sometimes, other people—friends or family members, for example—have a hard time letting you feel bad. They might be worried that they did something wrong and want to make it better. They want you to quit feeling bad. Tell them you will—eventually. Assure them that you will feel good again, but that for right now you just want to feel bad.
Share what you’re thinking and feeling. Revealing your inner world with a family member or friend is a powerful way to gain perspective. The simple act of describing a problem can sometimes reveal a solution or give you a fresh perspective.
Get help. Remember a basic guideline about when to seek help: whenever problems with your thinking, moods, or behavior consistently interfere with your ability to sleep, eat, go to class, work, or create positive relationships.
You can get help at the student health center on campus. This is not just a service for treating colds, allergies, and flu symptoms. Counselors expect to help students deal with adjustment to campus, changes in mood, academic problems, and drug abuse and dependence.
Students with anxiety disorders, clinical depression, bipolar disorder, and other diagnoses might get referred to a professional outside the student health center. The referral process can take time, so seek help right away. Your tuition helps to pay for these services. It’s smart to use them now.
Finding Resources
You can find resources to promote emotional health even if your campus doesn’t offer counseling services. Start with a personal physician—one person who can coordinate all of your health care. (For suggestions, go to your school’s health center.) A personal physician can refer you to another health professional if it seems appropriate. These two suggestions can also work after you graduate. Promoting emotional health is a skill to use for the rest of your life.
Remember that suicide is no solution. While entering higher education, people typically go through major change. For some people, this involves depression and anxiety. Both are risk factors for suicide—the second leading cause of death on college campuses (Schaffer, Jeglic, and Stanley 2008).
Most often, suicide can be prevented. If you suspect that someone you know is considering suicide, do the following:
• Take it seriously. Taking suicidal comments seriously is especially important when you hear them from young adults.
• Listen fully. Encourage the person at risk to express thoughts and feelings appropriately. If he claims that he doesn’t want to talk, be inviting, be assertive, and be persistent. Be totally committed to listening.
• Speak powerfully. Let the person at risk know that you care. Trying to talk someone out of suicide or minimizing problems is generally useless. Acknowledge that problems are serious, but they can be solved. Point out that suicide is a permanent solution to a temporary problem.
• Get professional help. Suggest that the person see a mental health professional. If she resists help, offer to schedule the appointment for her and to take her to it.
• Remove access to firearms. Most suicides are attempted with guns. Get rid of any guns that might be around. Also remove all drugs and razors.
• Handle the event as an emergency. If a situation becomes a crisis, do not leave the person alone. Call a crisis hotline, 911, or a social service agency. If necessary, take the person to the nearest hospital emergency room, clinic, or police station.
If you ever begin to think about committing suicide, seek out someone you trust. Tell this person how you feel. If necessary, make an appointment to see a counselor, and ask someone to accompany you. When you’re at risk, you deserve the same compassion that you’d willingly extend to another person.
Find out more from the American Foundation for Suicide Prevention at 1-800-273-8255 or www.afsp.org. Another excellent resource is the It Gets Better Project at www.itgetsbetter.org.
Reference
Schaffer, M., E. L. Jeglic, and B. Stanley. “The relationship between suicidal behavior, ideation, and binge drinking among college students.” Archives of Suicide Research 12 (2008): 124–132.
Choose to Stay Safe
Staying safe in our everyday lives, whether on campus, at home, or around town, is not always within our control. However, there are many proactive steps you can take to protect yourself in a variety of situations. Remaining alert and being aware of your surroundings is important in any situation. In addition, following these simple actions can significantly increase your personal safety:
1. Always lock doors when you’re leaving home. If you live in a dorm, follow the policies for keeping the front doors secure. Don’t let an unauthorized person walk in behind you. If you commute to school or have a car on campus, keep your car doors locked.
2. Avoid walking alone, especially at night. Many schools offer shuttle buses to central campus locations. Use them. As a backup, carry enough spare cash for a taxi ride.
3. Be prepared for a crisis. Ask your instructors about what to do in classroom emergencies. Look for emergency phones along the campus routes that you normally walk. You can always use your cell phone to call 911 for help.
4. Be willing to make that call when you see other people in unsafe situations. For example, you might be at a party with a friend who drinks too much and collapses. In this situation, some underage students might hesitate to call for help. They fear getting charged with illegal alcohol possession. Don’t make this mistake. Every minute that you delay calling 911 puts your friend at further risk.
In addition to basic personal safety, you need to know how to prevent sexual assault while you’re on campus. This problem could be more common at your school than you think. People often hesitate to report rape for many reasons, such as fear, embarrassment, and concerns that others won’t believe them.
Both women and men can take steps to prevent rape from occurring in the first place:
• Get together with a group of people for a tour of the campus. Make a special note of danger spots, such as unlighted paths and unguarded buildings. Keep in mind that rape can occur during daylight and in well-lit places.
• Ask whether your school has escort services for people taking evening classes. These might include personal escorts, car escorts, or both. If you do take an evening class, ask whether there are security officers on duty before and after the class.
• Take a course or seminar on self-defense and rape prevention. To find these courses, check with your student counseling service, community education center, or local library.
If you are raped, get medical care right away. Go to the nearest rape crisis center, hospital, student health service, or police station. Also arrange for follow-up counseling. It’s your decision whether to report the crime. Filing a report does not mean that you have to press charges. And if you do choose to press charges later, having a report on file can help your case.
Sexually Transmitted Diseases (STDs)
Another important part of personal safety is protecting yourself from sexually transmitted diseases (STDs). People with an STD might feel no symptoms for years and not even discover that they are infected. Know how to protect yourself.
STDs can result from vaginal sex; oral sex; anal sex; or any other way that people contact semen, vaginal secretions, and blood. Without treatment, some of these diseases can lead to blindness, infertility, cancer, heart disease, or even death (Minnesota Department of Health 2010).
There are at least 25 kinds of STDs. Common examples are chlamydia, gonorrhea, and syphilis. Sexual contact can also spread the human papillomavirus or HPV, the most common cause of cervical cancer, and the human immunodeficiency virus or HIV, the virus that causes AIDS. Most STDs can be cured if treated early. (Herpes and AIDS are important exceptions, however.) Prevention is better. Some guidelines for prevention are as follows.
Abstain from sex. Abstain from sex or have sex exclusively with one person who is free of disease and has no other sex partners. These are the only ways to be absolutely safe from STDs.
Use condoms. Male condoms are thin membranes stretched over the penis prior to intercourse. Condoms prevent semen from entering the vagina. For the most protection, use latex condoms— not ones made of lambskin or polyurethane. Use a condom every time you have sex and for any type of sex.
Condoms are not guaranteed to work all of the time. They can break, leak, or slip off. In addition, condoms cannot protect you from STDs that are spread by contact with herpes sores or warts. Avoid condoms, lubricants, spermicides, and other products that contain nonoxynol-9, which can actually increase the risk of STDs.
Stay sober. People are more likely to have unsafe sex when drunk or high.
Do not share needles. Sharing needles or other paraphernalia with other drug users can spread
STDs.
Take action soon after you have sex. Urinate soon after you have sex. Wash your genitals with soap and water.
Get vaccinated. Vaccines are available to prevent hepatitis B and HPV infection. See your doctor.
Get screened for STDs. The only way to find out whether you’re infected is to be tested by a healthcare professional. If you have sex with more than one person, get screened for STDs at least once each year. Do this even if you have no symptoms. Remember that many schools offer free STD screening.
The more people you have sex with, the greater your risk of STDs. You are at risk even if you have sex only once with one person who is infected. The US Centers for Disease Control and Prevention recommends chlamydia screening for all sexually active women under age 26 years. Women aged 25 or older should be screened if they have a new sex partner or multiple sex partners (Centers for Disease Control and Prevention 2009).
Recognize the symptoms of STDs. Symptoms include swollen glands with fever and aching; itching around the vagina; vaginal discharge; pain during sex or when urinating; sore throat following oral sex; anal pain after anal sex; sores, blisters, scabs, or warts on the genitals, anus, tongue, or throat; rashes on the palms of your hands or soles of your feet; dark urine; loose and light-colored stools; and unexplained fatigue, weight loss, and night sweats.
Get treated right away. If you think you have an STD, go to your doctor, campus health service, or local public health clinic. Early treatment might prevent serious health problems.
Talk to your partner. Before you have sex with someone, talk about the risk of STDs. If you are infected, tell your partner. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/06%3A_Making_Healthy_Choices/6.02%3A_Emotional_Well-Being_and_Personal_Safety.txt |
Introduction
In today’s quickly changing world, it’s easy to lose ourselves. Trying to be the very best in our jobs, working to excel in school, and managing the needs of friends and family can all become difficult to balance. Each day it seems, we are inundated with crisis and worry in the news, and our increasingly connected technological world doesn’t seem to have a shut-off switch.
At a time when cell or smart phones, the Internet, and social media let people instantly connect, many of us are becoming more isolated than ever. Where can we turn when we are stressed, overwhelmed, and anxious?
The world responds to people who ask. If you’re not consistently getting what you want in life, then consider the power of asking for help. Ask and you shall receive is a gem of wisdom from many spiritual traditions. Yet acting on this simple idea can be challenging.
Some people see asking for help as a sign of weakness. Actually, it’s a sign of strength. Focus on the potential rewards. When you’re willing to receive and others are willing to give, resources become available. Circumstances fall into place. Dreams that once seemed too big become goals that you can actually achieve. You benefit, and so do other people.
Remember that asking for help pays someone a compliment. It means that you value what people have to offer. Many will be happy to respond. The key is asking with skill.
In this lesson, we explore some of the ways you can reach out when life becomes unmanageable. Taking care of your mind is just as important as caring for your physical needs, yet we often ignore mental health until a crisis emerges. Whether we find resources and support through technology, or a more old-school approach, we never truly need to feel alone.
How to Ask for Help
It may be difficult to ask for help. You us use the following guidelines to ask for help with skill:
Ask with clarity. Before asking for help, think about your request. Take time to prepare, and consider putting it in writing before you ask in person.
The way you ask has a great influence on the answers you get. For example, “I need help with money” is a big statement. People might not know how to respond. Be more specific: “Do you know any sources of financial aid that I might have missed?” or “My expenses exceed my income by \$200 each month. I don’t want to work more hours while I’m in school. How can I fill the gap?”
Ask with sincerity. People can tell when a request comes straight from your heart. Although clarity is important, remember that you’re asking for help—not making a speech. Keep it simple and direct. Just tell the truth about your current situation, what you want, and the gap between the two. It’s okay to be less than perfect.
Ask widely. Consider the variety of people who can offer help. They include parents, friends, classmates, coworkers, mentors, and sponsors. People such as counselors, advisors, and librarians are paid to help you.
Also, be willing to ask for help with tough issues in any area of life—sex, health, money, career decisions, and more. If you consistently ask for help only in one area, you limit your potential.
To get the most value from this suggestion, direct your request to an appropriate person. For example, you wouldn’t ask your instructors for advice about sex. However, you can share any concern with a professional counselor.
Ask with an open mind. When you ask for help, see whether you can truly open up. If an idea seems strange or unworkable, put your objections on hold for the moment. If you feel threatened or defensive, just notice the feeling. Then return to listening. Discomfort can be a sign that you’re about to make a valuable discovery. If people only confirm what you already think and feel, you miss the chance to learn.
Ask with responsibility. If you want people to offer help, then avoid statements such as, “You know that suggestion you gave me last time? Wow, that really bombed!”
When you act on an idea and it doesn’t work, the reason may have nothing to do with the other person. Perhaps you misunderstood or forgot a key point. Ask again—for clarity. In any case, the choice about what to do—and the responsibility for the consequences—is still yours.
Ask with an opening for more ideas. Approaching people with a specific, limited request can work wonders. So can asking in a way that takes the conversation to a new place. You can do this with creative questions: “Do you have any other ideas for me?” “Would it help if I approached this problem from a different angle?” “Could I be asking a better question?”
Ask again. People who make a living by selling things know the power of a repeated request. Some people habitually respond to a first request with “no.” They might not get to “yes” until the second or third request.
Some cultures place a value on competition, success, and “making it on your own.” In this environment, asking for help is not always valued. Sometimes, people say “no” because they’re surprised or not sure how to respond. Give them more time and another chance to come around. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/06%3A_Making_Healthy_Choices/6.03%3A_Asking_for_Help.txt |
In our daily contact with other people and the mass media, we are exposed to hundreds of messages. Yet there are numerous obstacles to receiving those messages accurately. For one thing, only a small percentage of communication is verbal. We also send messages with our bodies and with the tone of our voices. Throw in a few other factors, such as a hot room or background noise, and it’s a wonder we can communicate at all.
We often send and receive messages using emotions. Your emotional intelligence skills will serve you in school and in the workplace, especially when you collaborate on project teams. In his book Emotional Intelligence: Why It Can Matter More Than IQ, Daniel Goleman (1995) defines emotional intelligence as a cluster of traits: self-awareness, self-regulation, motivation, empathy, and skill in relationships.
Written communication adds a whole other set of variables. When you speak, you supplement the meaning of your words with the power of body language and voice inflection. When you write, those nonverbal elements are absent. Instead, you depend on your skills at word choice, sentence construction, and punctuation to get your message across.
When you are engaged in a conversation or delivering a presentation, how you listen and how you choose your words will make the difference in the effectiveness of that communication. The choices that you make in these areas can aid—or hinder—communication.
Reference
Goleman, Daniel. Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam, 1995.
Thumbnail: pixabay.com/photos/sculpture...ening-2209152/
07: Using Effective Communication Skills
Introduction
In communication theory, the term noise refers to any factor that distorts meaning. When noise is present, the channels of communication start to close. Noise can be external (a lawn mower outside a classroom) or internal (the emotions of the sender or receiver, such as speech anxiety). To a large extent, skillful communication means reducing noise and keeping channels open.
Communication works best when each of us has plenty of time to receive what others
send and the opportunity to send a complete message when it’s our turn. Communication is a two-way street. When someone else talks, just listen. Then, switch roles so that you can be the sender for a while. Keep this up until you do a reasonably complete job of creating shared meaning.
In this lesson, you will learn strategies important to listening and speaking. Think about how you might find opportunities to practice these strategies.
Nonverbal Listening Skills
Effective listening calls for concentration and energy, but it’s worth the trouble. People love a good listener. The best salespeople, managers, coworkers, teachers, parents, and friends are the best listeners.
To listen well, begin from a clear intention. Choose to listen well. Once you’ve made this choice, practice your nonverbal listening skills to be even more effective.
Nonverbal Listening Skills
Be quiet. Allowing several seconds to pass before you begin to respond gives the speaker time to catch her breath and gather her thoughts. Someone who talks nonstop might fear she will lose the floor if she pauses.
If the message being sent is complete, this short break gives you time to form your response. If you make up a response before the speaker is finished, you might miss the end of her message, which is often the main point.
In some circumstances, pausing for several seconds might be inappropriate. Ignore this suggestion completely in situations where immediate action is usually necessary.
Maintain eye contact. Maintaining eye contact demonstrates your attentiveness and keeps your mind from wandering. However, this idea is not an absolute. Maintaining eye contact is valued more in some cultures than in others.
Display openness. You can display openness through your facial expression and body position. Uncross your arms and legs. Sit up straight. Face the other person, and remove any physical barriers between you.
Send acknowledgments. Words and nonverbal gestures of acknowledgment convey to the speaker that you are receiving his message. These words and gestures include “okay,” “yes,” and head nods.
Release distractions. Even when your intention is to listen, you might find your mind wandering. There’s a simple solution: Notice your wandering mind without judgment. Then, bring your attention back to the act of listening. Set up your immediate environment to release distractions. Turn off or silence your cell phone and other digital devices. Send the message that your intention is to listen.
Suspend judgments. As listeners, our goal is to fully receive another person’s message. This does not mean that we must agree with the message. Once you’re confident that you accurately understand a speaker’s point of view, you are free to agree or disagree with it. The key to effective listening is understanding before evaluating.
Verbal Listening Skills
In addition to your nonverbal listening skills, your verbal listening skills are important to consider as well. Imagine telling someone about a problem you are having and, in the middle of telling your story, he interrupts you and tells you his story or gives you advice. That is not what you needed from him at that moment. Part of effective communication is being an effective listener and knowing how to respond when someone else is speaking.
The following suggestions will help you improve your verbal listening skills:
Choose when to speak. When we listen to another person, we often interrupt with our own stories, opinions, suggestions, and comments. To avoid this kind of one-sided conversation, delay your verbal responses and wait for an appropriate moment to respond.
Feed back meaning. Sometimes, you can help a speaker clarify her message by paraphrasing it. This does not mean parroting what she says. Instead, briefly summarize. There will be no doubt when you get it right. The sender will say, “Yeah, that’s it.”
Notice verbal and nonverbal messages. Sometimes, a speaker’s body language seems to convey the opposite of his words. Keep in mind that the same nonverbal behavior can have various meanings across cultures. Someone who looks bored might simply be listening in a different way.
Listen for requests and intentions. An effective way to listen to complaints is to pay attention to the request hidden in them. The instructor talks too fast might be asking, What strategies can I use to take notes when the instructor covers material rapidly?
Viewing complaints as requests gives us more choices. We can decide whether to grant the request or help the person translate her own complaint into an action plan.
Allow emotion. In the presence of full listening, some people will share things that they feel deeply about. If you feel uncomfortable when this happens, try to accept the discomfort for a little while longer. Emotional release can bring relief and trigger unexpected insights.
Be careful with questions and advice. Questions can take conversations in a new direction, which may not be where the speaker wants to go. Ask questions only to clarify the speaker’s message. When it’s your turn to speak, you can introduce any topic that you want.
Also be cautious about giving advice. Unsolicited advice can be taken as condescending or even insulting. Skilled listeners do not assume that they know what’s best for someone else.
Take care of yourself. Be honest. Don’t pretend to listen. You can say, “What you’re telling me is important, but I’m pressed for time right now. Can we set aside another time to talk about this?”
Stay open to the adventure of listening. Listening fully, and opening yourself to how others see the world, means taking risks and challenging your own opinions.
Listening in an unguarded way can take your relationships to a new depth and level of honesty. This kind of listening can open up new possibilities for thinking, feeling, and behaving.
Choosing to Speak
Another important element to effective communication is using the right words when we choose to speak. We want to be clear in the message we are sending. Emotions, though, can get in the way of the message. Sometimes, we feel wonderful or rotten or sad or scared, and we want to express it. You can send almost any message through tears, laughter, fist pounding, or hugging, but sometimes words are better. Begin with a sincere intention to reach common ground with your listener and practice effective speaking skills.
Replace you messages with I messages. It can be difficult to disagree without the persons involved becoming angry or upset. When conflict occurs, we often make statements about the other person with you messages:
• You are rude.”
• You make me mad.”
• You must be crazy.”
• You don’t love me anymore.”
This kind of communication results in defensiveness. The responses to you messages might be similar to these:
• “I am not rude.”
• “I don’t care.”
• “No, you are crazy.”
• “No, you don’t love me!”
You messages are hard to listen to. They label, judge, blame, and assume things that may or may not be true. They demand rebuttal. Even praises can sometimes be considered ineffective you messages. They don’t work.
Psychologist Thomas Gordon (1975) suggests that, when communication is emotionally charged, you should limit your statements to descriptions about yourself. Replace you messages with I messages:
• “You are rude” might become “I feel upset.”
• “You make me mad” could be “I feel angry.”
• “You must be crazy” might be “I don’t understand.”
• “You don’t love me anymore” could become “I’m afraid we’re drifting apart.”
Suppose a friend asks you to pick him up at the airport. You drive 20 miles to the airport and wait for his plane to land. No friend. You guess he missed his flight, so you decide to wait 3 more hours for the next flight to arrive. Still no friend. Perplexed and worried, you drive home. The next day, you see your friend downtown.
• “What happened?” you ask.
• “Oh, I caught an earlier flight,” he says.
• You are a rude person,” you reply.
Look for and talk about the facts—the observable behavior. Everyone will agree to the facts: your friend asked you to pick him up at the airport, he took an earlier flight, and you did not receive a call from him while you waited. But his being rude is not a fact—it’s your judgment.
He might explain, “I called your home, but no one answered. My mom had a stroke and was rushed to the hospital, so I caught the earliest flight I could get.” Your judgment no longer fits then.
When you saw your friend, you might have said, “I waited and waited at the airport. I was worried about you. I didn’t get a call. I feel angry and hurt. I don’t want to waste my time. Next time, I’ll be happy to pick you up, but call me on my cell phone when your flight arrives.”
I messages don’t judge, blame, criticize, or insult. They don’t invite the other person to counterattack with more of the same. They are more accurate. They report our own thoughts and feelings.
Remember that questions are not always questions. You’ve heard these “questions” before. A parent asks, “Don’t you want to look nice?” Translation: I wish you’d cut your hair, lose the blue jeans, and put on a tie. Or how about this question from a spouse: “Honey, wouldn’t you love to go to an exciting hockey game tonight?” Translation: I’ve already bought tickets.
We use questions that aren’t questions to sneak our opinions and requests into conversations.
For example,
• “Doesn’t it upset you?” means It upsets me.
• “Shouldn’t we hang the picture on this wall?” means I want to hang the picture on this wall.
Communication improves when we say directly, “I’m upset” or “Let’s hang the picture on this wall.”
Reference
Gordon, Thomas. Parent Effectiveness Training: The Tested New Way to Raise Responsible Children. New York: New American Library, 1975. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/07%3A_Using_Effective_Communication_Skills/7.01%3A_Communication_Skills.txt |
Introduction
Imagine that you suddenly perceive a threat—from a supervisor who’s screaming at you, for example. Physical sensations begin immediately, such as your heart beating in double-time or your stomach muscles clenching. Next, thoughts race through your head: This is a disaster. She hates me. And everyone’s watching. Then, you think about what action you should take. You may feel like doing something, such as yelling back at her, running away from her, or quitting your job. Or you may do nothing, such as staring at her or crying.
What would you do?
Everyone has encountered these types of tense situations, and we all react differently. Recognizing these emotions is the first step in deciding how you will consciously act rather than allowing your emotions to react for you.
Part of effective communication is understanding how to use your emotional intelligence to make those communication decisions.
Using Emotional Intelligence
One concept important to communication is emotional intelligence, which is “the capacity to reason about emotions and emotional information, and of emotions to enhance thought” (Mayer 2009). In other words, it is the ability to recognize the emotional aspect of communication and the know-how to handle that aspect.
Following are some actions you can take to develop your emotional intelligence:
Recognize three elements of emotion. Even the strongest emotion consists of just three elements: physical sensations, thoughts, and urges to take action. Usually, these elements happen so fast that you can barely distinguish them. Separating them out is a first step toward emotional intelligence.
Name your emotions. Naming your emotions is a first step to going beyond the fight-or-flight reaction to any emotion. Naming gives you power. The second you attach a word to an emotion, you start to gain perspective. People with emotional intelligence have a rich vocabulary to describe a wide range of emotions. For example, do an Internet search with the key
words feelings list. Read through the lists you find for examples of how to name your feelings in the future.
Accept your emotions. Another step toward emotional intelligence is accepting your emotions— all of them. This can be challenging if you’ve been taught that some emotions are “good” and some are “bad.” Experiment with another viewpoint: You do not choose your emotional reactions; however, you can choose what you do in response to any emotion.
Express your emotions. One possible response to an emotion is expressing it. The key is to speak without blaming others for the way you feel. The basic tool for doing so is I messages, as described in the previous lesson.
Respond rather than react. The heart of emotional intelligence is moving from mindless reaction to mindful action. See whether you can introduce an intentional gap between sensations and thoughts on the one hand and your next action on the other hand.
To do this more often, use Discovery Statements. In your journal, write about situations in daily life that trigger strong emotions. Describe these events—and your usual responses to them—in detail. Follow up with Intention Statements. After seeing patterns in your emotions, you can consciously choose to behave in new ways. Instead of yelling back at the angry supervisor, for example, make it your intention to simply remain silent and breathe deeply until she finishes. Then say, “I’ll wait to respond until we’ve both had a chance to cool down.”
Make decisions with emotional intelligence. When considering a possible choice, ask yourself, How am I likely to feel if I do this? And how will other people feel? You can use your gut feeling to tell when an action might violate your values or hurt someone.
Translate decisions into effective action. Emotional intelligence will help you succeed on project teams in the workplace. Two questions recommended by consultant David Allen (2011) can lead to team meetings that actually produce results:
1. What’s the successful outcome? If no one on your team can visualize a successful outcome for a meeting, then save everybody some frustration. Ask that the meeting be postponed until your team can create a clear agenda.
2. What’s the next action to make it happen? Too many meetings end with no clear agreement about what action will be taken, who will take action, and by what date. To get clarity and accountability, ask each team member to state what he or she will do before the next meeting.
Think of emotions as energy. Anger, sadness, and fear send currents of sensation through your whole body. Ask yourself how you can channel that energy into constructive action. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/07%3A_Using_Effective_Communication_Skills/7.02%3A_Emotional_Intelligence.txt |
Introduction
We may encounter conflict in many areas of our lives: personal, professional, and academic. Imagine one of the following scenarios:
• Stephanie is an employee at a retail clothing shop and has recently been promoted. She has been with the company for five years, and many of her friends are now reporting to her. Since her promotion, she has noticed that several of her friends show up late to work and are not doing as much as they used to. She is worried that they are taking advantage of their friendship and not taking her seriously as a manager.
• Steve has been working on a group project for his history class. Another student, Jeff, told Steve that he used his brother’s old history paper for his part of the project.
What would you do in each of these situations?
Managing conflict is an important part of communication. The key to managing conflict is not to avoid it.
Conflict Management Strategies, Part 1
Conflict management is one of the most practical skills you’ll ever learn. Here are strategies that can help:
Start with common ground. As a first step in managing conflict, start with common ground. List all of the points on which you are not in conflict: I know that we disagree about how much to spend on a new car, but we do agree that the old one needs to be replaced. Often, such comments put the problem in perspective and pave the way for a solution.
State the problem. Using I messages, state the problem. Tell people what you observe, feel, think, want, and intend to do. Allow the other people involved in a particular conflict to do the same. Each person might have a different perception of the problem. That’s fine. Let the conflict come into clear focus. It’s hard to fix something unless people agree on what’s broken.
Remember that the way you state the problem largely determines the solution. Defining the problem in a new way can open up a world of possibilities. For example, I need a new roommate is a problem statement that dictates only one solution. But the statement, We could come to an agreement about who cleans the apartment opens up more options, such as resolving a problem about who will wash the dishes tonight.
State all points of view. If you want to defuse tension or defensiveness, set aside your opinions for a moment. Take the time to understand the other points of view. Sum up those view points in words that the other parties can accept. When people feel that they’ve been heard, they’re often more willing to listen.
Ask for complete communication. In times of conflict, we often say one thing and mean another. Before responding to what the other person says, use active listening. Check whether you have correctly received that person’s message by saying, What I’m hearing you say is ... Did I get it correctly?
Focus on solutions. After stating the problem, dream up as many solutions as you can. Be outrageous. Don’t hold back. Quantity—not quality—is the key. If you get stuck, restate the problem and continue brainstorming.
Next, evaluate the solutions you brainstormed. Discard the unacceptable ones. Talk about which solutions will work and how difficult they will be to implement. You might hit on a totally new solution.
Focus on the future. Instead of rehashing the past, talk about new possibilities. Think about what you can do to prevent problems in the future. State how you intend to change, and ask others for their contributions to the solution.
Commit to the relationship. The thorniest conflicts usually arise between people who genuinely care for each other. Begin by affirming your commitment to the other person: I care about you, and I want this relationship to last. So I’m willing to do whatever it takes to resolve this problem. Also ask the other person for a similar commitment.
Allow strong feelings. Permitting conflict can also mean permitting emotions. Being upset is all right. Feeling angry is often appropriate. Crying is okay.
Allowing other people to see the strength of our feelings can help resolve the conflict. This suggestion can be especially useful when differences are so extreme that reaching common ground seems impossible.
Expressing the full range of your feelings can transform the conflict. Often, love is what’s on the far side of anger. When we express and release resentment, we might discover genuine compassion in its place.
Conflict Management Strategies, Part 2
Dealing with conflict can sometimes be difficult. Once you recognize the problem, you can take specific actions to help manage the situation. Following are some additional strategies to help you manage conflict.
Notice your need to be “right.” Some people approach conflict as a situation where only one person wins. That person has the “right” point of view. Everyone else loses. When this happens, step back. See whether you can approach the situation in a neutral way.
Define the conflict as a problem to be solved, not as a contest to be won. Explore the possibility that you might be mistaken. There might be more than one acceptable solution. The other person might simply have a different learning style than yours. Let go of being “right,” and instead aim for being effective at resolving conflict.
Sometimes, this strategy means apologizing. Conflict sometimes arises from our own errors. Others might move quickly to end the conflict when we acknowledge our mistake and ask for forgiveness.
Slow down the communication. In times of great conflict, people often talk all at once. Words fly like speeding bullets, and no one listens. Chances for resolving the conflict take a nosedive.
When everyone is talking at once, choose either to listen or to talk—not both at the same time. Just send your message. Or just receive the other person’s message. Usually, this technique slows down the pace and allows everyone to become more levelheaded.
To slow down the communication even more, take a break. Depending on the level of conflict, this might mean anything from a few minutes to a few days.
A related suggestion is to do something nonthreatening together. Share an activity with the others involved that’s not a source of conflict.
Allow for cultural differences. People respond to conflict in different ways, depending on their cultural background. Some stand close, speak loudly, and make direct eye contact. Other people avert their eyes, mute their voices, and increase their physical distance.
When it seems to you that other people are sidestepping or escalating a conflict, consider whether your reaction is based on cultural bias.
Agree to disagree. Sometimes, we say all we have to say on an issue. We do all of the problem solving we can do. We get all points of view across. But the conflict remains, staring us right in the face.
What’s left is to recognize that honest disagreement is a fact of life. We can peacefully coexist with other people—and respect them—even though we don’t agree on fundamental issues. Conflict can be accepted even when it is not resolved.
Take on leadership roles. A useful motto for leaders is this: “Be the change you want to see.” If you want the people around you to demonstrate their skills in speaking, listening, and resolving conflict, then begin by modeling these qualities yourself.
No one is born knowing how to lead. We acquire the skills over time. Begin now, while you are in higher education. Campuses offer continual opportunities to gain leadership skills. Volunteer for clubs, organizations, and/or student government. Look for opportunities to tutor or to become a peer advisor or mentor. No matter what you do, take on big projects—those that are worthy of your time and talents. These projects will put you in direct contact with human diversity.
Your next boss or coworker could be a person whose life experiences and views of the world differ radically from yours. Use this fact as an opportunity to take the ideas in this lesson and put them into practice. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/07%3A_Using_Effective_Communication_Skills/7.03%3A_Managing_Conflict.txt |
Introduction
In addition to interacting with others, writing and public speaking are two other forms of communication important in academic and professional contexts.
Effective writing is essential to your success. Papers, presentations, essay tests, e-mails, social networking, and even occasional text messages call for your ability to communicate ideas with force and clarity.
Knowing how to deliver a presentation is also a skill essential to your success. Some people tune out during a speech. Just think of all the times you have listened to instructors, lecturers, and politicians. Remember all of the wonderful daydreams you had during their speeches. The way you plan and present your speech can determine the number of audience members who will stay with you until the end.
In this lesson, you will learn some strategies for being a more effective writer and public speaker.
Getting Started with Writing
Sometimes, the most difficult part of writing is getting started. Following are some suggestions to help you get started with your writing:
Schedule and list writing tasks. You can divide the ultimate goal—a finished paper—into smaller steps that you can tackle right away. Estimate how long it will take to complete each step. Start with the date your paper is due and work backward to the present. Say that the due date is December 1, and you have about three months to write the paper. To give yourself a cushion, schedule November 20 as your targeted completion date. Plan what you want to get done by November 1, and then list what you want to get done by October 1.
Narrow your topic. The most common pitfall is selecting a topic that’s too broad. Harriet Tubman is not a useful topic for your American history paper because it’s too broad. Covering that topic would take hundreds of pages. Instead, be more specific: Harriet Tubman’s activities as a spy for the Union Army during the American Civil War. Your topic statement can function as a working title.
Write a thesis statement. Clarify what you want to say by summarizing it in one concise sentence. This sentence, called a thesis statement, refines your working title. It also helps in making a preliminary outline.
You might write a thesis statement, such as Harriet Tubman’s activities with the Underground Railroad led to a relationship with the Union Army during the American Civil War. A thesis statement that’s clear and to the point can make your paper easier to write. Remember, you can always rewrite your thesis statement as you learn more about your topic.
A thesis statement is different from a topic. Like a newspaper headline, a thesis statement makes an assertion or describes an action. It is expressed in a complete sentence, including a verb. Diversity is a topic. Cultural diversity is valuable is a thesis statement.
Consider your purpose. Effective writing flows from a purpose. Discuss the purpose of your assignment with your instructor. Also think about how you’d like your reader or listener to respond after considering your ideas. Do you want your audience to think differently, feel differently, or take a certain action?
How you answer these questions greatly affects your writing strategy. If you want someone to think differently, make your writing clear and logical. Support your assertions with evidence. If you want someone to feel differently, consider crafting a story. Write about a character your audience can empathize with, and tell how that character resolves a problem that the audience can relate to. If your purpose is to move the reader into action, explain exactly the steps to take and the benefits for doing so.
To clarify your purpose, state it in one sentence. For example, I will define the term success in such a clear and convincing way that I win a scholarship from the publisher of this textbook.
Strategies for Effective Writing
You have identified your topic and considered your purpose and audience. That is a huge accomplishment. Next, develop and follow a plan for writing the paper. Breaking it down into smaller steps will make the writing process that much easier.
Use the following strategies to help you be a more effective and confident writer:
Do research. Research happens in two phases. In the first phase, you gain an overview of the subject. Discover the structure of your topic—its major divisions and branches. Say that you want to persuade the reader to vote for a certain political candidate. You must first learn enough about this person to summarize his background and state his stance on key issues. During the second phase, you uncover specific facts about your topic and take detailed notes.
Create an outline. An outline is a kind of map. When you follow a map, you avoid getting lost. Likewise, an outline keeps you from wandering off your topic.
To start an outline, gather a stack of 3 × 5 cards. Brainstorm ideas you want to include in your paper. Write one phrase or sentence per card. Next, experiment with the cards. Group them into separate stacks, with each stack representing one major category. After that, arrange the stacks and the cards within each stack in a logical order. Rearrange them until you discover an organization that you like. If you write on a computer, use the outlining feature of your word- processing software.
Gather your notes and outline. If you’ve planned your writing project and completed your research, you’ve already done much of the hard work. Now you can begin writing your first draft. To create your draft, gather your notes and arrange them according to your outline. Write about the ideas in your notes. Write in paragraphs, discussing one idea per paragraph. If you’ve organized your notes logically, related facts and concepts will appear close to one another.
Plan to revise a paper two or three times. Make a clean copy of each revision, and then let the last revised draft sit for at least 3 or 4 days.
During each revision, look for the following:
• A clear thesis statement
• Helpful sentences that introduce your topic, guide the reader through the major sections of your paper, and summarize your conclusions
• Sufficient details—such as quotations, examples, and statistics—that support your conclusions
• Lean sentences that have been purged of needless words
• Plenty of action verbs and concrete, specific nouns
Finally, look over your paper with an eye for spelling and grammar mistakes. If you’re using a word-processing software, take advantage of the feature that checks for such errors. Also keep in mind that even the best software will miss some mistakes. Computers still cannot replace a skilled human proofreader.
When you’re finished proofreading, take a minute to savor the result. You’ve just witnessed something of a miracle—the mind attaining clarity and resolution. That’s the aha! in writing.
Avoiding Plagiarism
Using another person’s words, images, or other original creations without giving proper credit is called plagiarism. Plagiarism amounts to taking someone else’s work and presenting it as your own—the equivalent of cheating on a test.
To avoid plagiarism, ask an instructor where you can find your school’s written policy on plagiarism. Also review the following suggestions whenever you write:
Know the perils of “paper mills.” A quick Internet search will uncover hundreds of online business that sell term papers, essays, and book reports. Some of them offer to customize their products for an additional fee. These businesses are often called paper mills. Even so, these services are based on plagiarism.
Don’t recycle papers. Plagiarism includes turning in a paper—or portions of a paper—that you have already written for another class. If you want to draw on previous research you did, talk to your instructor first.
Identify direct quotes. If you use a direct quote from another writer or speaker, put that person’s words in quotation marks. If you do research online, you might find yourself copying words or images from a website and pasting them directly into your notes. This is the same as taking direct quotes from your source. To avoid plagiarism, identify such passages in an obvious way. Besides enclosing them in quotation marks, you could format them in a different font or color.
Paraphrase carefully. Instead of using a direct quote, you might choose to paraphrase an author’s words. Paraphrasing means restating the original passage in your own words, usually making it shorter and simpler. Students who copy a passage word for word and then just rearrange or delete a few phrases are running a serious risk of plagiarism.
Summarize carefully. For some of your notes, you may simply want to summarize your source in a few sentences or paragraphs. Be sure to write the summary in your own words.
List your sources. Remember to list a source for any material that you quote, paraphrase, or summarize. Your list of sources will appear as footnotes or endnotes in your paper. Ask your instructor about which format to use.
Identify distinctive terms and phrases. Some ideas are closely identified with their individual creators. Students who present such ideas without mentioning the individual are plagiarizing. This is true even if they do not copy words, sentence structure, or overall organization of ideas.
Submit only your own work. Turning in materials that have been written or revised by someone else puts your education at risk.
Creating a Presentation: Getting Started
In addition to writing, you may be asked at school or work to create and deliver a presentation. Many people are not comfortable with creating presentations or with public speaking.
The following strategies will help you get started with creating a presentation:
Start from your passions. If your instructor allows you to choose the topic of presentation, then choose one that you find interesting. Imagine that the first words in your presentation are, I’m here to talk to you because I feel passionately about .... How would you complete the sentence? Turn your answer into your main topic.
Analyze your audience. Remember that audience members want to know that your presentation relates to their needs and desires. To convince people that you have something worthwhile to say, think of your main topic or point. Then, see whether you can complete this sentence: I’m telling you this because ....
Organize your presentation. List three to five questions that your audience members are likely to ask about your topic. Put those questions in logical order. Organize your presentation so that it directly answers those questions.
Aim for a lean presentation—enough words to make your point but not so many as to make your audience restless. Leave your listeners wanting more. When you speak, be brief and then be seated.
Speeches are usually organized in three main parts: the introduction, the main body, and the conclusion.
Write the introduction. Rambling speeches with no clear point or organization put audiences to sleep. Solve this problem with your introduction. The following introduction, for example, reveals the thesis and exactly what’s coming. It reveals that the speech will have three distinct parts, each in logical order:
Dog fighting is a cruel sport. I intend to describe exactly what happens to the animals, tell you who is doing this, and show you how you can stop this inhumane practice.
Whenever possible, talk about things that hold your interest. Include your personal experiences and start with a bang. Consider this introduction to a speech on the subject of world hunger:
I’m very honored to be here with you today. I intend to talk about malnutrition and starvation. First, I want to outline the extent of these problems, then I will discuss some basic assumptions concerning world hunger, and finally I will propose some solutions.
You can almost hear the snores from the audience. Following is a rewrite:
More people have died from hunger in the past 5 years than have been killed in all of the wars, revolutions, and murders in the past 150 years. Yet there is enough food to go around. I’m honored to be here with you today to discuss solutions to this problem.
Creating a Presentation: Developing your Presentation
Once you have ideas for your presentation, you can start adding details that will enhance your presentation.
Write the main body. The main body of your speech is the content, which accounts for 70 to 90 percent of most speeches. In the main body, you develop your ideas in much the same way that you develop a written paper. If you raised questions in your introduction, be sure to directly answer them in the body.
Transitions are especially important. Give your audience a signal when you change points. Do so by using meaningful pauses and verbal emphasis as well as transitional phrases such as, On the other hand, until the public realizes what is happening to children in these countries ... or The second reason hunger persists is ....
In long speeches, recap from time to time. Also preview what’s to come. Hold your audience’s attention by using facts, descriptions, expert opinions, and statistics.
Write the conclusion. At the end of the speech, summarize your points and draw your conclusion. You started with a bang; now finish with drama. The first and last parts of a speech are the most important. Make it clear to your audience when you’ve reached the end. Avoid endings such as This is the end of my speech. A simple standby is, In conclusion, I want to reiterate three points: First, .... When you are finished, stop talking.
Create speaking notes. Some professional speakers recommend writing out your speech in full and then putting key words or main points on a few 3 × 5 cards. Number the cards so that if you drop them, you can quickly put them in order again. As you finish the information on each card, move it to the back of the pile. Write information clearly and in letters large enough to be seen from a distance.
The disadvantage of the 3 × 5 card system is that it involves card shuffling. Some speakers prefer to use standard outlined notes. Another option is mind mapping. Even an hour-long speech can be mapped on one sheet of paper. You can also use memory techniques to memorize the outline of your speech.
Create supporting visuals. Presentations often include visuals such as PowerPoint slides and posters. With PowerPoint, you can add video clips from your computer or cell phone. These visuals can reinforce your main points and help your audience understand how your presentation is organized.
Use visuals to complement rather than replace your speaking. If you use too many visuals—or visuals that are too complex—your audience might focus on them and forget about you.
Delivering Your Presentation
Once you have developed your presentation, you are ready to deliver it. Many people have a fear of speaking in public.
The following strategies can help you deliver the most effective presentation possible:
Overcome fear of public speaking. You may not be able to eliminate fear of public speaking entirely, but you can take steps to reduce and manage it.
First, prepare thoroughly. Research your topic thoroughly. Knowing your topic inside and out can create a baseline of confidence. To make a strong start, memorize the first four sentences that you plan to deliver, and practice them many times. Delivering them flawlessly when you’re in front of an audience can build your confidence for the rest of your speech.
Second, accept any physical sensations associated with stage fright: dry mouth, pounding heart, sweaty hands, muscle jitters, shortness of breath, and shaky voice. When you fully accept sensations, they start to lose power.
Practice your presentation. The key to successful public speaking is practice. Do this with your speaker’s voice. Your voice sounds different when you talk loudly, and this fact can be unnerving. Get used to it early on. If possible, practice in the room in which you will deliver your speech. Keep an eye on the time to make sure that you stay within the limit.
Keep practicing. Avoid speaking word for word, as if you were reading a script. When you know your material well, you can deliver it in a natural way. Practice your presentation until you could deliver it in your sleep. Then, run through it a few more times.
Deliver your presentation. Before you begin, get the audience’s attention. If people are still filing into the room or adjusting their seats, they’re not ready to listen. When all eyes are on you, then begin.
Project your voice. When you speak, talk loudly enough to be heard. Avoid leaning over your notes or the podium.
Maintain eye contact. When you look at people, they become less frightening. Also, remember that it is easier for the audience to listen to someone when that person is looking at them.
Notice your nonverbal communication. Be aware of what your body is telling your audience. Contrived or staged gestures will look dishonest. Be natural. If you don’t know what to do with your hands, notice that and then don’t do anything with them.
Pause when appropriate. Beginners sometimes feel that they have to fill every moment with the sound of their voice. Release that expectation. Give your listeners a chance to make notes and absorb what you say.
Have fun. Chances are that if you lighten up and enjoy your presentation, so will your listeners. Make the grade in group presentations. When preparing group presentations, you can use
three strategies for making a memorable impression:
1. Get organized. As soon as you get the assignment, select a group leader and exchange contact information. Find out how your presentation will be graded. Write a to-do list that includes all of the tasks involved in completing the assignment. Distribute tasks fairly, paying attention to the strengths of individuals in your group.
2. Practice your presentation before giving it in class. Develop smooth, short transitions between individual speakers. Keep track of the time so that you stay within the guidelines for the assignment.
3. Communicate with group members in an open and sensitive way. Contribute your ideas, and be responsive to the viewpoints of other members. When you cooperate, your group is on the way to an effective presentation. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/07%3A_Using_Effective_Communication_Skills/7.04%3A_Strategies_for_Effective_Writing_and_Public_Speaking.txt |
Introduction
Think of a situation where you felt you could have done better with your communication. Ask yourself what went well and what you could have done better.
Whether you are having a conversation, writing a paper, or delivering a presentation, effective communication is essential to your success. The key to developing and improving your communication skills is to find as many opportunities as possible to practice them.
In this lesson, you will learn different strategies for improving your communication skills. What you say and how you say it has an effect on you and everyone around you. Through an understanding of how to choose your words more effectively, you can build stronger relationships and be more successful in speaking and writing.
Employing Your Words
The person you are, for the most part, is a result of the agreements you make. Others know who you are by your words and your commitments. And you can learn who you are by observing which commitments you choose to keep and which ones you choose to avoid.
Relationships are built on agreements. When we break a promise to be faithful to a spouse, to help a friend move to a new apartment, or to pay a bill on time, relationships are strained.
The words we use to make agreements can be placed into six different levels. We can think of each level as one rung on a ladder—the ladder of powerful speaking. As we move up the ladder, our speaking becomes more effective.
The first and lowest rung is obligation. Words used at this level include I should, he ought to, someone had better, they need to, I must, and I had to. Speaking this way implies that something other than ourselves is in control of our lives. When we live at the level of obligation, we speak as if we are victims.
The second rung is possibility. At this level, we examine new options. We play with new ideas, possible solutions, and alternative courses of action. As we do, we learn that we can make choices that dramatically affect the quality of our lives. We are not the victims of circumstance. Words that signal this level include I might, I could, I’ll consider, I hope to, and maybe.
The third rung is preference. Here, we begin the process of choice. The phrase I prefer signals that we’re moving toward one set of possibilities over another, perhaps setting the stage for eventual action.
The fourth rung is passion. Certain words signal this level: I want to, I’m really excited to do that, and I can’t wait.
The fifth rung is plan. When people use phrases such as I intend to, my goal is to, I plan to, and I’ll try like mad to, they’re at the level of plan. The Intention Statements you write for this module are examples of plans.
The sixth and highest rung is promise. This is where the power of your word really comes into play. At this level, it’s common to use phrases such as I will, I promise to, I am committed,
and you can count on it. A promise is where we bridge possibility and plan to action. It brings with it all of the rewards of employing your word.
Using I Messages
In an earlier lesson, you learned the difference between I and You messages. At first, I messages might feel uncomfortable or seem forced. That’s okay. With practice, you will gain confidence in using them.
An I message can include any or all of the following five elements. Be careful when including the last two elements, though, because they can contain hidden judgments or threats.
Observations. Describe the facts—the indisputable, observable realities. Talk about what you— or anyone else—can see, hear, smell, taste, or touch. Avoid judgments, interpretations, or opinions. Instead of saying, You’re a slob, try, Last night’s lasagna pan was still on the stove this morning.
Feelings. Describe your own feelings. It is easier to listen to I feel frustrated than to You never help me. Stating how you feel about another’s actions can be valuable feedback for that person.
Wants. You are far more likely to get what you want if you say what you want. If someone doesn’t know what you want, she doesn’t have a chance to help you get it. Ask clearly. Avoid demanding or using the word need. Most people like to feel helpful, not obligated. Instead of saying, Do the dishes when it’s your turn, or else! state, I want to divide the housework fairly.
Thoughts. Communicate your thoughts, and use caution. Beginning your statement with the word “I” doesn’t automatically make it an I message. I think you’re a slob is a you message judgment in disguise. Instead, say, I’d have more time to study if I didn’t have to clean up so often.
Intentions. The last part of an I message is a statement about what you intend to do. Have a plan that doesn’t depend on the other person. For example, instead of From now on, we’re going to split the dishwashing evenly, you could say, I intend to do my share of the housework and leave the rest.
Practice Writing I Messages
The following is one way you can practice writing I messages:
• Pick something about school that irritates you. Then, pretend that you are talking to a person who is associated with this irritation. In the space below, write down what you would say to this person as a you message.
• Write the same complaint as an I message. Include at least the first three elements of I messages.
Think of other ways you can write I messages. They will help you be more confident in your communication.
Choosing Your Words Wisely
Three Ways to Say No—Respectfully
Students in higher education tend to have many commitments. Saying no helps you prevent an overloaded schedule that compromises your health and GPA. You can use three strategies to say no in a respectful, graceful way:
1. Think critically about your assumptions. The inability to say no can spring from the assumption that you’ll lose friends if you state what you really want. But consider this: If you cannot say no, then you are not in charge of your time. You’ve given that right to whoever wants to interrupt you. This is not a friendship based on equality. True friends will respect your wishes.
2. Plan your refusal. You might find it easier to say no when you don’t have to grasp for words. Choose some key words and phrases in advance—for example, Thanks for asking. I have a huge test tomorrow and want to study rather than party.
3. Avoid apologies or qualifiers. People give away their power when they couch their no in phrases such as I’m sorry, but I just don’t know whether I want to or Would you get upset if I said no? You don’t have to apologize for being in charge of your life. It’s okay to say no.
Strategies for Nonsexist Communication
Following are tools you can use to speak and write in ways that are gender-fair without twisting yourself into verbal knots:
• Use gender-neutral terms. Instead of writing policeman or chairman, for example, use police officer or chairperson. In many cases, there’s no need to identify the gender or marital status of a person. This allows us to dispose of expressions such as female driver and lady doctor.
• Use examples that include both women and men. Good writing thrives on examples and illustrations. As you search for details to support the main points in your paper, include the stories and accomplishments of both women and men.
• Alternate pronoun gender. In an attempt to be gender-fair, some writers make a point of mentioning both sexes whenever they refer to gender. Another method is to alternate the gender of pronouns throughout your writing. Still another option is to alternate male and female pronouns—the strategy used in this book. This allows you to avoid using awkward wording such as He/she should open his/her book.
• Switch to plural. Because plural pronouns in English are not gender specific, a sentence such as The writer has many tools at her disposal becomes Writers have many tools at their disposal.
Sending and Receiving Messages
One powerful technique for improving communication is to separate the roles of sending and receiving. Communication channels get blocked when we try to send and receive messages at the same time. Instead, be aware of when you are the receiver and when you are the sender.
If you are receiving (listening or reading), just receive; avoid switching to the sending (speaking or writing) mode. When you are sending, stick with it until you are finished.
Practice Sending or Receiving
The purpose of this sample exercise is to help you slow down the pace of communication and clearly separate the roles of sending and receiving. Begin by applying the following steps to conversations on neutral topics. With some practice, you’ll be ready to use this technique in situations that could escalate into an argument.
Find a partner, and then choose a topic for a conversation. Set a time limit for doing this exercise. Complete the following steps:
• Get two 3 × 5 cards. Label one of them sender. Label the other receiver. Choose one card, and give the other one to your partner.
• If you chose the sender card, then start speaking. If you chose the receiver card, then listen to your partner without saying a word.
• When the sender is done speaking, exchange cards and switch roles. The person who listened (receiver) in Step 2 now gets to speak. However, do not exchange cards until the speaker (sender) in Step 2 declares that she has expressed everything she wants to say.
• Keep switching cards and roles until your time is up.
After completing these steps, reflect on the experience.
• What can this type of exercise teach you about your current skills as a speaker and listener?
• In what ways do you feel you are effective as a sender or receiver of messages?
• In what ways do you feel you need to improve when sending or receiving messages?
Using Critical Thinking With Communication
As you may recall from Module 5, psychologist Benjamin Bloom described six levels of learning and thinking. Each level calls for asking and answering different types of questions as part of critical thinking:
• Level 1: Remembering
• Level 2: Understanding
• Level 3: Applying
• Level 4: Analyzing
• Level 5: Evaluating
• Level 6: Creating
These critical thinking levels are also important to effective communication. Understanding what a test question is asking or how an essay prompt is worded will help in how you respond. When you pay attention to these elements of critical thinking, you comprehend information and ideas well enough to explain them in your own words.
For example, test questions that call for understanding begin with terms such as the following:
• Compare
• Contrast
• Discuss
• Estimate
• Explain
• Give an example
• Illustrate
• Infer
• Interpret
• Paraphrase
• Predict
• Summarize
• Translate
In a science class, for example, an instructor might ask you to name the various types of clouds and then explain the factors that cause each kind of cloud to form. In a literature class, the instructor might ask you to summarize the plot of a short story. You can do this examination and thinking in any of your courses.
The six levels of thinking can also be useful when you want to clarify your intentions or ask questions. For example, think of one of your personal values or goals. Then, demonstrate how well you understand it. Give an example of how you put a value into action. Or explain how you will know when you’ve reached a goal. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/07%3A_Using_Effective_Communication_Skills/7.05%3A_Improving_Communication_Skills.txt |
The term time management may call forth images of restriction and control. You might visualize a prune-faced Scrooge hunched over your shoulder, stopwatch in hand, telling you what to do every minute. Bad news.
Good news: You do have enough time for the things you want to do. All it takes is thinking about the possibilities and making conscious choices.
Time is an unusual commodity. There are several reasons for this. For one, it cannot really be saved. You can’t stockpile time like wood for the fireplace or like canned food for a storm. Time also can’t be seen, heard, touched, tasted, or smelled. Even scientists and philosophers find it hard to describe. And because time is so elusive, it is easy to ignore. That doesn’t bother time at all. Time is perfectly content to remain hidden until you are nearly out of it. And when you are out of it, you are out of it.
In addition, time is a nonrenewable resource. If you’re out of wood, you can chop some more. If you’re out of money, you can earn a little extra. If you’re out of love, there is still hope. If you’re out of health, it can often be restored. But when you’re out of time, that’s it. When this minute is gone, it’s gone.
Another challenge is that time seems hard to control. Sometimes, it seems that your friends control your time; your boss controls your time; your teachers or your parents or your kids control your time.
This module invites you to test this idea: Approach time as if you are in control of it. When you say you don’t have enough time, you might really be saying that you are not spending the time you have in the way you want. In this module, we’ll explore strategies you can use in daily life to help improve your time management skills, maximizing each day’s potential for success and balance.
Thumbnail: pixabay.com/photos/diary-journal-pen-notebook-january-614149/
08: Managing Your Time
Introduction
Do you ever wonder where the hours in the day go? Do some days seem to just fly by—leaving you feeling like there just isn’t enough time to do everything you need to do?
People in modern society often struggle to balance the time-consuming needs of going to school, working, and taking care of families. Even doing the things we love can consume so much time that it becomes stressful or anxiety-producing.
Is there a way to accomplish the things we need to do, along with the things we want to do, each day?
There are many strategies out there for organizing our daily activities. Using skills to arrange our time can help relieve our stress and allow us to take care of a variety of things in our lives. There is nothing quite like sitting down after a long day and feeling like you were productive. Smiling with a sense of satisfaction and accomplishment, you can cross off the items on your to-do list, knowing that you made the most out of the day.
In this lesson, we’ll explore useful ways to organize your days—and even your weeks—to get the most mileage out of your time.
How to Make a Daily To-Do List
We often have many tasks and activities to take care of during the day or throughout the week. When keeping track of responsibilities for work, school, or home, you can make a to-do list to help you stay organized; it can also be an effective way of prioritizing what needs to be done first—or last.
Here are useful ways you can organize the day’s activities:
Step 1: Brainstorm tasks. List all of the tasks you want to get done tomorrow. Each task will become an item on a to-do list. Don’t worry about putting the entries in order or scheduling them yet. List everything you want to accomplish on a sheet of paper or in a notebook. You can also use 3 × 5 cards, writing one task on each card. Cards work well because you can slip them into your pocket or rearrange them, and you never have to copy to-do items from one list to another.
Step 2: Estimate time. For each task you wrote down in Step 1, estimate how long it will take you to complete it. This can be tricky. If you allow too little time, you end up feeling rushed. If you allow too much time, you become less productive. For now, give it your best guess. If you are unsure, overestimate rather than underestimate how long it will take for each task.
Now, pull out your calendar or Time Monitor/Time Plan. A Time Monitor or Time Plan is a structured document where you can plan your day, week, or month—but you can write your activities on your calendar as well. You’ve probably scheduled some hours for events such as classes or work. This leaves the unscheduled hours for tackling your to-do list.
Add up the time needed to complete all of your to-do items. Also add up the number of unscheduled hours in your day. Then compare the two totals. The power of this step is that you can spot time overload in advance. If you have eight hours’ worth of to-do items but only four unscheduled hours, that’s a potential problem. To solve it, proceed to Step 3.
Step 3: Rate each task by priority. To prevent overscheduling, decide which to-do items are the most important, given your available time. One suggestion for making this decision comes from the book How to Get Control of Your Time and Your Life, by Alan Lakein (1973): Simply label each item as A, B, or C.
The A items on your list are tasks that are the most critical. They include assignments that are coming due or jobs that need to be done immediately. Also included are activities that lead directly to your short-term goals.
The B items on your list are important, but less so than the A items. The B items can be postponed, if necessary, for another day.
The C items are often small, easy tasks with no set timeline. They, too, can be postponed.
Once you’ve labeled the items on your to-do list, schedule time for all of the A tasks. The B and C items can be done randomly during the day—when you are in between tasks and are not yet ready to start the next A task. Even if you get only one or two of your A items done, you’ll still be moving toward your goals.
Reference
Lakein, Alan. How to Get Control of Your Time and Your Life. New York: New American Library, 1973.
Make Choices About Focus
When we get busy, we get tempted to do several things at the same time. It seems like such a natural solution: Watch TV and read a textbook. Talk on the phone and outline a paper. Write an e-mail and listen to a lecture. These are examples of multitasking.
There’s a problem with this strategy: Multitasking is much harder than it looks.
Despite the awe-inspiring complexity of the human brain, research reveals that we are basically wired to do one thing at a time (Lien, Ruthruff, and Johnston 2005). One study found that people who interrupted work to check e-mail or surf the Internet took up to 25 minutes to get back to their original task (Thompson 2005). In addition, people who use their cell phones while driving get into more traffic accidents than other drivers do, except for drunk drivers (Medina 2009, 87).
The solution is an old-fashioned one: Whenever possible, take life one task at a time. Develop a key quality of master students—focused attention. Start by reviewing and using the Power Process: Be here now. Then, add the following strategies to your toolbox:
Unplug from technology. To reduce the temptation of multitasking, turn off distracting devices. Shut off your TV, cell phone, computer, and/or tablet. Disconnect from the Internet, unless it’s required for your task. Later, you can take a break to make calls, send texts, check e-mails, or browse the web or social media.
Capture fast-breaking ideas with minimal interruption. Your brain is an expert nagger. After you choose to focus on one task, it might issue urgent reminders about 10 more things you need to do. Keep 3 × 5 cards or paper and a pen handy to write down those reminders. You can take a break later and add them to your to-do list. Your mind can quiet down once it knows that a task has been captured in writing.
Monitor the moment-to-moment shifts in your attention. Whenever you’re studying and notice that you’re distracted by thoughts of doing something else, make a tally mark on a sheet of paper. Simply being aware of your tendency to multitask can help you reclaim your attention.
Make Choices About Multitasking
Learning how to improve your focus and overall attention can help you be more effective in your academic pursuits. Sometimes, though, we simply may not be able to devote our entire time to the same activity. In that case, it becomes necessary to multitask. Can multitasking be productive or even beneficial? It depends on the situation. Some activities require total focus, while others can be more easily juggled.
Here are some strategies for refining your ability to multitask:
Handle interruptions with care. Some breaking events are so urgent that they call for your immediate attention. When this happens, note what you were doing when you were interrupted. For example, write down the number of the page you were reading or the name of the computer file you were working on. When you return to the task, your notes can help you get up to speed again.
Multitask by conscious choice. If multitasking seems inevitable, then do it with skill. Pair one activity that requires concentration with another activity that you can do almost automatically. For example, studying for your psychology exam while downloading music is a way to reduce the disadvantages of multitasking. Pretending to listen to your children while watching TV is not.
Align your activities with your passions. Our attention naturally wanders when we find a task to be trivial, pointless, or irritating. At those times, switching attention to another activity becomes a way to reduce discomfort.
Handling routine tasks is a necessary part of daily life. But if you find that your attention frequently wanders throughout the day, ask yourself: Am I really doing what I want to do? Do my work and my classes connect to my interests?
If the answer is no, then the path beyond multitasking might call for a change in your academic and career plans. Determine what you want most in life. Then, use the techniques in this lesson to set goals that inspire you. Whenever an activity aligns with your passion, the temptation to multitask loses power.
Break It Down, Get It Done: Using a Long-Term Planner
With a long-term planner, you can eliminate a lot of unpleasant surprises. Long-term planning allows you to avoid scheduling conflicts—the kind that obligate you to be in two places at the same time three weeks from now. You can also anticipate busy periods, such as finals week, and start preparing for them now. Goodbye, all-night cram sessions. Hello, serenity.
Find a long-term planner, or make your own. Many office supply stores sell academic planners that cover an entire school year. You can also create your own planner. A big roll of newsprint pinned to a bulletin board or taped to a wall will do nicely. Also search online stores for free or cheap software or smartphone apps designed for long-term planning.
Enter scheduled dates that extend into the future. Use your long-term planner to list commitments that extend beyond the current month. Enter test dates, lab and study sessions, no- classes days or holidays, and planned and other events for the current and next terms.
Create a master assignment list. Find the syllabus for each course you’re currently taking. Then, in your long-term planner, enter the due dates for all of the assignments in all of your courses. This step can be a powerful reality check.
The purpose of using a planner is not to make you feel overwhelmed by all of the things you have to do. Rather, its aim is to help you take a first step toward recognizing the demands on your time. Armed with the truth about how you use your time, you can make more accurate plans.
Include nonacademic events. In addition to tracking academic commitments, you can use your long-term planner to mark significant events in your life outside of school. Include birthdays, doctors’ appointments, concert dates, credit card payment due dates, and car maintenance schedules.
Planning a day, a week, or a month ahead is a powerful practice. Using a long-term planner—one that displays an entire quarter, semester, or year at a glance—can yield even more benefits.
Use your long-term planner to divide and conquer. For some people, academic life is a series of last-minute crises punctuated by periods of exhaustion. You can avoid that fate. The key is to break down big assignments and projects into smaller assignments and subprojects, each with its own due date.
When planning to write a paper, for example, enter the final due date in your long-term planner. Then, set individual deadlines for each milestone in the writing process—creating an outline, completing the research, finishing the first draft, editing the draft, and preparing the final copy. By meeting these interim due dates, you make steady progress toward completing the assignment throughout the term. That sure beats trying to crank out all those pages at the last minute. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/08%3A_Managing_Your_Time/8.01%3A_Time_Management_Strategies.txt |
Introduction
Procrastination is a common problem that many of us struggle with. It can negatively affect work, school, and even relationships. Putting something off until later can often lead to never quite completing the task or activity, creating a variety of problems as a result.
“I’ll do it tomorrow.”
“I’ll take care of that later.”
“Oh, that can wait just a bit.”
Have you ever made excuses for why a task didn’t get completed? Do you ever find yourself putting something off until a later time, only to forget about it indefinitely?
In college, procrastination can have real negative effects on your academic success. Waiting to write that essay until the night before it’s due will likely mean you can’t put in your best effort— and it will show! Cramming the morning of the final exam can have disastrous results as well. But how do you avoid these behaviors when they are part of your daily life?
In this lesson, you’ll dive deeper into the common issue of procrastination and explore some ways you can break this destructive pattern.
Stop Procrastination Now
When it comes to putting things off, the remedy is to avoid delaying tasks and activities altogether. Consider that bold idea: The way to stop procrastinating is to stop procrastinating. Giving up procrastination is actually a simple choice. People just make it complicated.
Sound crazy? Well, test this idea for yourself.
Think of something that you’ve been putting off. Choose a small, specific task—one that you can complete in five minutes or less. Then do that task today.
Tomorrow, choose another task and do it. Repeat this strategy each day for one week. Notice what happens to your habit of procrastination after just one week.
If that suggestion just doesn’t work for you, then experiment with any of the strategies that follow.
Discover the costs. Think about whether procrastination keeps you from getting what you want. Clearly seeing the side effects of procrastination can help you kick the habit.
Trick yourself into getting started. If you have a 50-page chapter to read, then grab the book and say to yourself, “I’m not really going to read this chapter right now. I’m just going to flip through the pages and scan the headings for 10 minutes.” Tricks like these can get you started on a task you’ve been dreading.
Let feelings follow action. If you put off exercising until you feel energetic, you might wait for months. Instead, get moving now. Then, watch your feelings change. After five minutes of brisk walking, you might be in the mood for a 20-minute run. This principle—action generates motivation—can apply to any task that you’ve put on the back burner.
Choose to work under pressure. Sometimes, people thrive under pressure. As one writer puts it, “I don’t do my best work under deadline. I do my only work under deadline.” Used selectively, this strategy might also work for you.
Create goals that draw you forward. A goal that grabs you by the heartstrings is an inspiration to act now. If you’re procrastinating, then set some goals that excite you. You might wake up one day and discover that procrastination is part of your past.
The 7-Day Anti-Procrastination Plan
Listed here are seven strategies you can use to reduce or eliminate many sources of procrastination. The suggestions are tied to the days of the week to help you remember them. Use this list to remind yourself that each day of your life presents an opportunity to stop the cycle of procrastination.
Monday
Make it meaningful. What is important about the task you’ve been putting off? List all the benefits of completing that task. To remember this strategy, keep in mind that it starts with the letter M, as does Monday.
Tuesday
Take it apart. Break big jobs into a series of small ones you can do in 15 minutes or less. Even the biggest projects can be broken down into a series of small tasks. This strategy starts with the letter T, so mentally tie it to Tuesday.
Wednesday
Write an intention statement. If you can’t get started on a term paper, you might write, “I intend to write a list of at least 10 possible topics by 9 p.m. I will reward myself with an hour of guilt-free recreational reading.” File in your memory the first word of this strategy—write—under Wednesday.
Thursday
Tell everyone. Publicly announce your intention to get a task done. Make the world your support
group. Associate tell with Thursday. Friday
Find a reward. Construct rewards for yourself carefully. Be willing to withhold them if you do not complete the task. Remember that Friday is a fine day to find a reward.
Saturday
Settle it now. Do it now. The minute you notice yourself procrastinating, plunge into the task.
Link settle with Saturday. Sunday
Say no. When you keep pushing a task into a low-priority category, reexamine your purpose for doing that task at all. If you realize that you really don’t intend to do something, quit telling yourself that you will. Sunday—the last day of this seven-day anti-procrastination plan—is a great day to finally let go and say no. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/08%3A_Managing_Your_Time/8.02%3A_Avoiding_Procrastination.txt |
Introduction
All studying is not the same.
Sometimes, simply reading a chapter in a book may not be the most effective way to retain the information. Learning is not a one-size-fits-all endeavor, and it helps to have multiple tools in your bag so that you can find the learning methods that work best for you specifically.
Often, how we study is related to what we study. What works well for a math class might not be the best method for a literature class. Understanding life hacks to studying can help you be strategic, and intentional, in how you prepare for class.
Technology also affects how we study. In today’s ever-connected society, we can’t overlook how screen time influences our daily lives. Do you find yourself distracted by social media or streaming media? We’ll explore ways to determine when technology is becoming a hindrance and how to tune it out.
Through this lesson, you’ll become better equipped to study even when life distracts you. Whether those distractions come from your surroundings or your loved ones, you’ll learn tips on how to make the most out of study time to maximize your opportunities to succeed.
Getting the Most Out of Now
The following strategies are designed to help you get the most from study time. Don’t feel pressured to use all of these or to tackle them in order. As you read, note the suggestions you think will be helpful, but pick one to use now. When that strategy becomes a habit, select another one to practice. Repeat this cycle, and enjoy the results as they unfold in your life.
Study difficult (or boring) subjects first. If your chemistry problems put you to sleep, then get to them first—while you are fresh. We tend to give top priority to what we enjoy studying, yet the courses that we find most difficult often require the most creative energy. Save your favorite subjects for later. If you find yourself avoiding a particular subject, get up an hour earlier to study it before breakfast. With that chore out of the way, the rest of the day can be a breeze.
Be aware of your best time of day. Many people learn best in daylight hours. If this is true for you, then schedule study time for your most difficult subjects (or face time for the most difficult people) before nightfall.
Use waiting time. Five minutes waiting for a subway, 20 minutes waiting for the dentist, 10 minutes in between classes. Waiting times add up fast. Have short study tasks ready to do during these periods, and keep your study materials handy. For example, carry 3 × 5 cards with facts, formulas, or definitions and pull them out anywhere. A cell phone with an audiorecorder can help you use commuting time to your advantage. Make a recording of yourself reading your notes. Play it back during your drive or bus or subway ride.
Study two hours for every hour you’re in class. Students in higher education are regularly advised to allow two hours of study time for every hour spent in class. If you are taking 15 credit hours, then plan to spend 30 hours a week studying. That adds up to 45 hours each week for school—more than a full-time job. The benefits of thinking in these terms will be apparent at exam time.
Keep in mind that the 2-hours-for-1 rule doesn’t distinguish between focused time and unfocused time. In one 4-hour block of study time, it’s possible to use up two of those hours with texting, breaks, daydreaming, or doodling. With study time, quality counts as much as quantity.
Setting Limits on Screen Time
Discover how much time you spend online. To get an accurate picture of your involvement in social networking and other online activities, monitor the time you spend online for a short period (for example, a week or two). Then, make conscious choices about how much time you want to spend online and on your phone or tablet. Don’t let screen-time activities distract you from meeting personal and academic goals.
Go offline to send the message that other people matter. It’s hard to pay attention to the person in front of you when you’re hammering out text messages or updating your Twitter or Snapchat. You can also tell when someone else is doing these things and only half-listening to you. How engaged in your conversation do you think that person is?
An alternative is to ignore your devices and be here now. When you’re eating, ignore your phone. Notice how the food tastes. When you’re with a friend, close your laptop. Hear every word he says. Rediscover where life actually takes place—in the present moment.
When it counts, your presence is your greatest present.
Get off the phone. The cell phone is the ultimate interrupter. People who wouldn’t think of distracting you in person might call or text you at the worst times because they can’t see that you are studying. You don’t have to be a victim of your phone. If a simple I can’t talk; I’m studying doesn’t work, use dead silence. It’s a conversation killer. Or short-circuit the whole problem by turning off your phone.
Use a regular study area. Your body and your mind know where you are. Using the same place to study, day after day, helps train your responses. When you arrive at that particular place, you can focus your attention more quickly.
Easy chairs and sofas are dangerous places to study. Learning requires energy. Give your body a message that energy is needed. Put yourself in a posture that supports this message.
Reach an agreement with people around you about your study time. These people include roommates, spouses or partners, parents, siblings, or children. Make the rules about study time clear, and be sure to follow them yourself. Explicit agreements—even written contracts—work well. One student always wears a colorful hat when he wants to study. When his wife and children see the hat, they respect his wish to be left alone.
Learn to say no. Saying no is a time-saver and a valuable life skill for everyone. Some people feel it is rude to refuse a request. But you can say no effectively and courteously. Others want you to succeed as a student. When you tell them that you can’t do what they ask because you are busy educating yourself, most people will understand.
Get ready the night before. Completing a few simple tasks just before you go to bed can help you get in gear the next day. If you need to make some calls first thing in the morning, then look up those numbers and write them down or note them on your cell phone. If you need to drive to a new location, find the address, map it online, or enter the location into your GPS. If you plan to spend the next afternoon writing a paper, get your materials together: notes, outline, textbook, paper and pen, or laptop—whatever you need. Pack your lunch or put gas in the car. Organize the baby’s diaper bag and your briefcase or backpack.
Ask yourself, Could I find the time if I really wanted to? The next time you’re tempted to say, I just don’t have time, pause for a minute. Question the truth of this statement. Could you find four more hours this week for studying?
Suppose that someone offered to pay you \$10,000 to find those four hours. Suppose, too, that you will get paid only if you don’t lose sleep, call in sick for work, or sacrifice anything important to you. Could you find the time if vast sums of money were involved? When it comes to school, vast sums of money are indeed involved.
Ask yourself, Am I willing to promise it? This time-management idea might be the most powerful of all: If you want to find time for a task, promise yourself—and others—that you’ll get it done. Unleash one of the key qualities of master students and take responsibility for producing an outcome.
Finding Time for Reading
If you are feeling overwhelmed by your workload, making a plan for how (and when) to tackle the job can help to put your mind at ease. Planning dispels panic (I’ve got 300 pages to read before tomorrow morning!) and helps you finish off your entire reading load for a term.
Creating a reading plan is relatively simple if you use the following steps:
Step 1: Estimate the total number of pages you’ll read. To arrive at this figure, check the course syllabus for each class you’re taking. Look for lists of reading assignments. Based on what you find, estimate the total number of pages you’ll read for all your classes.
Step 2: Estimate how many pages you can read in one hour. Remember that your reading speed will be different for various materials. It depends on everything from the layout of the pages to the difficulty of the text. To give your estimate some credibility, base it on actual experience. During your first reading assignment in each course, keep track of how many pages you read per hour.
Step 3: Estimate your total number of reading hours. Divide the total number of pages from Step 1 by your pages-per-hour from Step 2. For example, look at this calculation:
600 (total number of pages for all courses this term) ÷ 10 (pages read per hour) = 60 (total reading hours needed for the term
The result is the total number of hours you’ll need to complete your reading assignments this term. Remember to give yourself some wiggle room. Allow extra hours for rereading and unplanned events. Consider taking your initial number of projected hours and doubling it. You can always back off from there to an estimate that seems more reasonable.
Step 4: Schedule reading time. Take the total number of hours from Step 3 and divide it by the number of weeks in your current term. That will give you the number of hours to schedule for reading each week.
60 (total reading hours needed for the term) ÷ 16 (weeks in the term) = 3.75 (hours per week to schedule for reading
Now, go to your calendar or long-term planner and reflect on it for a few minutes. Look for ways to block out those hours next week.
Step 5: Refine your reading plan. Scheduling your reading takes time. The potential benefits are beyond calculation. With a plan, you can be more confident that you’ll actually get your reading done. Even if your estimates are off, you’ll still go beyond blind guessing or leaving the whole thing to chance. Your reading matters too much for that.
Dealing with Interruptions
Sometimes, the people you live with and care about the most—friend, roommate, parent, spouse or partner, or child—can become a temporary roadblock to reading or studying. This happens when our time is spent taking care of the needs of others—even at the expense of our own priorities.
The following strategies can help you stay focused on your reading or studying:
Attend to people first. When you first come home from school, keep your books out of sight. Spend some time with your roommates or family members before you settle in to study. Make small talk and ask them about their day. Give the important people in your life a short period of full, focused attention rather than a long period of partial attention. Then, explain that you have some work to do. Set some ground rules for the amount of time you need to focus on studying. You could be rewarded with extra minutes or hours of quiet time.
Plan for interruptions. It’s possible that you’ll be interrupted even if you set up guidelines for your study time in advance. If so, schedule the kind of studying that can be interrupted. For example, you could write out or review flash cards with key terms and definitions. Save the tasks that require sustained attention for more quiet times.
Use “pockets” of time. See whether you can arrange a study time in a quiet place at school before you come home. If you arrive at school 15 minutes earlier and stay 15 minutes later, you can squeeze in an extra half hour of reading that day. Also look for opportunities to study on campus between classes.
Read with children underfoot. It is possible to have both effective reading time and quality time with your children. The following suggestions come mostly from students who are also parents. The specific strategies you use will depend on your schedule and the ages of your children.
Find a regular playmate for your child. Some children can pair off with close friends and safely retreat to their rooms for hours of private play. You can check on them occasionally and still get a lot of reading done.
Create a special space for your child. Set aside one room or area of your home as a play space. Childproof this space. The goal is to create a place where children can roam freely and play with minimal supervision. Consider allowing your child in this area only when you study. Your homework time then becomes your child’s reward. If you’re cramped for space, just set aside some special toys for your child to play with during your study time.
Use TV responsibly. Whenever possible, select educational programs that keep your child’s mind active and engaged. Also see whether your child can use headphones while watching TV. That way, the house stays quiet while you read or study.
Schedule time to be with your children when you’ve finished studying. Let your children in on the plan: I’ll be done reading at 7:30. That gives us a whole hour to play before you go to bed.
Ask other adults for help. Getting help can be as simple as asking your spouse, partner, neighbor, or a fellow student to take care of the children while you study. Offer to trade child care with a neighbor: You will take her kids and yours for two hours on Thursday night, for example, if she’ll take them for two hours on Saturday morning.
Find community activities and services. Ask whether your school provides a day care service. In some cases, these services are available to students at a reduced cost. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/08%3A_Managing_Your_Time/8.03%3A_Time_Management_and_Study_Time.txt |
Introduction
We all have problems and barriers that block our progress or prevent us from moving into new areas. Often, the way we respond to our problems places limitations on what we can be, do, and have.
Problems often work like barriers. When we bump up against one of our problems, we usually turn away and start walking along a different path. All of a sudden—bump!—we’ve struck another barrier. And then we turn away again.
As we continue to bump into problems and turn away from them, our lives stay inside the same old boundaries. Inside these boundaries, we are unlikely to have new adventures. We are unlikely to keep learning.
If we respond to problems by loving them instead of resisting them, we can expand the boundaries in which we live our lives.
The word love might sound like an overstatement. In the context of this module, the word means to unconditionally accept the fact that your problems exist. The more we deny or resist a problem, the stronger it seems to become. When we accept the fact that we have a problem, we can find effective ways to deal with it.
So, think about what that means to you. Ask yourself what problems you might love:
Do you feel comfortable reading a large amount of information in a short period?
Are you confident in your ability to take tests?
Are you able to remember what you read and hear and then apply it to different situations? Are you able to effectively take notes from what you read and hear?
Loving a problem does not mean liking it. Instead, loving a problem means admitting the truth about it. This helps us take effective action, which can free us from the problem once and for all.
In this module, you learn effective strategies for reading, test-taking, remembering (memory), and note-taking so that you can take action on the problems you love.
Thumbnail: www.pexels.com/photo/man-reading-a-book-2861798/
09: Developing Learning Strategies
Introduction
Picture yourself sitting at a desk, a book in your hands. Your eyes are open, and it looks as if you’re reading. Suddenly your head jerks up. You blink. You realize your eyes have been scanning the page for 10 minutes, and you can’t remember a single thing you have read.
Or picture this: You’ve had a hard day. You are up at 6:00 a.m. to get the kids ready for school. A coworker calls in sick, and you miss your lunch trying to do his job as well as your own. You pick up the kids and then shop for dinner. Dinner is late, of course, and the kids are grumpy.
Finally, you get to your books at 8:00 p.m. You begin a reading assignment on something called the equity method of accounting for common stock investments. “I am preparing for the future,” you tell yourself as you plod through two paragraphs and begin the third. Suddenly, everything in the room looks different. Your head is resting on your elbow, which is resting on the equity method of accounting. The clock reads 11:00 p.m. Say goodbye to three hours.
Contrast this scenario with the image of an active reader, who exhibits the following behaviors:
• Stays alert, poses questions about what he reads, and searches for the answers
• Recognizes levels of information within the text, separating the main points and general principles from supporting details
• Quizzes himself about the material, makes written notes, and lists unanswered questions
• Instantly spots key terms and takes the time to find the definitions of unfamiliar words
• Thinks critically about the ideas in the text and looks for ways to apply them
That sounds like a lot to do. Yet skilled readers routinely accomplish all these things and more— while enjoying the process. Successful students engage actively with reading material. They’re willing to grapple with even the most challenging texts. They wrestle meaning from each page. They fill the margins with handwritten questions. They underline, highlight, annotate, and nearly rewrite some books to make them their own.
Successful students also commit to change their lives on the basis of what they read. Of every chapter, they ask, What’s the point? And what’s the payoff? How can I use this to live my purpose and achieve my goals? These students are just as likely to create to-do lists as to take notes on their reading. And when they’re done with a useful book, successful students share its points with others for continuing conversation. Reading becomes a creative act and a tool for building a community.
One way to experience this kind of success is to approach reading with a system in mind. You can use active reading to avoid mental minivacations and reduce the number of unscheduled naps during study time, even after a hard day. Active reading is a way to decrease difficulty and struggle by increasing energy and skill. Once you learn these strategies, you might actually spend less time on your reading but get more out of it.
Active Reading Phase 1—Before You Read
Active reading is a three-phase technique you can use to extract the ideas and information you want. They include strategies to use before, while, and after you read. Using these strategies will help you engage with the material more effectively and therefore remember more of what you read.
Phase 1 happens before you read and includes the following steps:
Step 1: Preview. Before you start reading, preview the entire assignment. You don’t have to memorize what you preview to get value from this step.
• Look over the table of contents and flip through the text page by page, if you are starting a new book. If you’re going to read one chapter, flip through the pages of that chapter.
• Read all chapter headings and subheadings. Like the headlines in a newspaper, these are usually printed in large, bold type. Often, headings are brief summaries themselves.
• Keep an eye out for summary statements. If the assignment is long or complex, read the summary first. Many textbooks have summaries in the introduction or at the end of each chapter.
• Seek out familiar concepts, facts, or ideas when previewing. These items can help increase comprehension by linking new information to previously learned material. Take a few moments to reflect on what you already know about the subject—even if you think you know nothing. This technique prepares your brain to accept new information.
• Look for ideas that spark your imagination or curiosity. Inspect drawings, diagrams, charts, tables, graphs, and photographs.
• Imagine what kinds of questions will show up on a test. Previewing helps to clarify your purpose for reading. Ask yourself what you will do with this material and how it can relate to your long-term goals. Keep your preview short. If the entire reading assignment will take less than an hour, your preview might take five minutes. Previewing is also a way to get yourself started when an assignment looks too big to handle. It is an easy way to step into the material.
Step 2: Outline. With complex material, you should take the time to understand the structure of what you are about to read. Outlining actively organizes your thoughts about the assignment and can help make complex information easier to understand.
• Spend some time studying the chapter outline in your textbook, if an outline is provided.
• Sketch a brief outline in the margin of the book or at the beginning of your notes on a separate sheet of paper, if an outline is not provided. Later, as you read and take notes, you can add to your outline. Headings in the text can serve as major and minor entries in your outline.
The amount of time you spend on this outlining step will vary. For some assignments, a 10- second mental outline is all you might need. For other assignments (fiction and poetry, for example), you can skip this step altogether.
Step 3: Question. Before you begin a careful reading, determine what you want from the assignment.
• Write down a list of questions, including any questions that resulted from your preview of the materials.
• Turn chapter headings and subheadings into questions. For example, if a heading is “Transference and Suggestion,” you can ask yourself, What are transference and suggestion? How does transference relate to suggestion?
• Make up a quiz as if you were teaching this subject to your classmates.
• Write specific questions about a concept if you do not understand it. The more detailed your questions, the more powerful this technique becomes. You don’t need to answer every question that you ask. The purpose of making up questions is to get your brain involved in the assignment. Take your unanswered questions to class, where they can serve as springboards for class discussion.
Active Reading Phase 2—While You Read, Part 1
Phase 1 of active reading is done before reading, but Phase 2 happens while you read, helping you figure out what you are looking for and setting up some context. This phase includes the following steps:
Step 4: Focus. You have previewed the reading assignment, organized it in your mind or on paper, and formulated questions. Now you are ready to begin reading.
It’s easy to fool yourself about reading. Having an open book in your hand and moving your eyes across a page don’t mean that you are reading effectively. Reading takes mental focus. As you read, be conscious of where you are and what you are doing.
To begin, get in a position to stay focused. If you observe chief executive officers, you’ll find that some of them wear out the front of their chair first. They’re literally on the edge of their seat. Approach your reading assignment in the same way. Sit up. Keep your spine straight. Avoid reading in bed, except for fun.
Avoid marathon reading sessions. Schedule breaks, and set a reasonable goal for the entire session. Then, reward yourself with an enjoyable activity for 10 or 15 minutes every hour or two.
For difficult reading, set more limited goals. Read for a half-hour and then take a break. Most students find that shorter periods of reading distributed throughout the day and week can be more effective than long sessions.
Visualize the material. Form mental pictures of the concepts as they are presented. If you read that a voucher system can help control cash disbursements, picture a voucher handing out dollar bills. Using visual imagery in this way can help deepen your understanding of the text while allowing information to be transferred into your long-term memory.
Read the material out loud, especially if it is complicated. Some of us remember better and understand more quickly when we hear an idea.
Get a feel for the subject. For example, let’s say you are reading about a microorganism—a paramecium—in your biology text. Imagine what it would feel like to run your finger around the long, cigar-shaped body of the organism. Imagine feeling the large fold of its gullet on one side and the tickle of the hairy little cilia as they wiggle in your hand.
In addition, predict how the author will answer your key questions. Then read to find out if your predictions were accurate.
Active Reading Phase 2—While You Read, Part 2
Once you have taken the important step of creating your focus and are aware of what you are looking for while reading, you are ready to use Step 5. During this step in Phase 2 of active reading, you use strategies for marking your text to identify the important elements.
Step 5: Flag answers. As you read, seek out the answers to your questions. You are a detective, watching for every clue. When you do find an answer, flag it so that it stands out on the page.
Deface your books. Flag answers by highlighting, underlining, writing comments, filling in your outline, or marking up pages in any other way that helps you. Indulge yourself as you never could with your grade school books.
Marking up your books offers other benefits. When you read with a highlighter, pen, or pencil in your hand, you involve your kinesthetic senses of touch and motion. Being physical with your books can help build strong neural pathways in your memory. You can mark up a text in many ways. For example:
• Place an asterisk (*) or an exclamation point (!) in the margin next to an especially important sentence or term.
• Circle key terms and words to look up later in a dictionary.
• Write short definitions of key terms in the margin.
• Write a Q in the margin to highlight possible test questions, passages you don’t understand, and questions to ask in class.
• Write personal comments in the margin—points of agreement or disagreement with the author.
• Write mini-indexes in the margin—that is, the numbers of other pages in the book where the same topic is discussed.
• Write summaries in your own words.
• Rewrite chapter titles, headings, and subheadings so that they’re more meaningful to you.
• Draw diagrams, pictures, tables, or maps that translate text into visual terms.
• Number each step in a list or series of related points.
• In the margins, write notes about the relationships between elements in your reading. For example, note connections between an idea and examples of that idea.
• If you infer an answer to a question or come up with another idea of your own, write that down as well.
Avoid marking up a textbook too soon. Wait until you complete a chapter or section to make sure you know the key points and then mark it up. Sometimes, flagging answers after you read each paragraph works best.
Also remember that the purpose of making marks in a text is to call out important concepts or information that you will review later. Flagging key information can save lots of time when you are studying for tests. With this in mind, highlight or underline sparingly—usually less than 10 percent of the text. If you mark up too much on a page, you defeat the purpose: to flag the most important material for review.
Finally, jot down new questions, and note when you don’t find the answers you are looking for. Ask these questions in class, or see your instructor personally. Demand that your textbooks give you what you want—answers.
Active Reading Phase 3—After You Read
At the end of Phase 2, your reading is complete, but to get the most out of what you just read, it’s important to complete the final phase of active reading—Phase 3. This phase happens after you read and includes the following steps:
Step 6: Recite. Talk to yourself about what you’ve read. Or talk to someone else. When you finish a reading assignment, make a speech about it. When you recite, you practice an important aspect of metacognition—synthesis, or combining individual ideas and facts into a meaningful whole.
One way to recite is to look at each underlined point. Note what you marked; then, put the book down and start talking out loud. Explain as much as you can about that particular point. To make this technique more effective, do it in front of a mirror. It might seem silly, but the benefits can be enormous. Reap them at exam time.
A related technique is to stop reading periodically and write a short, free-form summary of what you just read. In one study, this informal “retrieval practice” helped students recall information better than other study techniques did (Karpicke and Blunt 2011).
Classmates are even better than mirrors. Form a group to practice teaching one another what you have read. One of the best ways to learn anything is to teach it to someone else. In addition, talk about your reading whenever you can. Tell friends and family members what you’re learning.
Talking about your reading reinforces a valuable skill—the ability to summarize. To practice this skill, pick one chapter (or one section of one chapter) from any of your textbooks. State the main topic covered in the chapter. Then, state the main points that the author makes about the topic.
Step 7: Review. Plan to do your first complete review within 24 hours of reading the material. Sound the trumpets! This point is critical: A review within 24 hours moves information from your short-term memory to your long-term memory.
Review within one day. If you read it on Wednesday, review it on Thursday. During this review, look over your notes and clear up anything you don’t understand. Recite some of the main points.
This review can be short. You might spend as little as 15 minutes reviewing a difficult two-hour reading assignment. Investing that time now can save you hours later when studying for exams.
Step 8: Review again. This final step can be very short—perhaps only four or five minutes per assignment. Simply go over your notes. Read the highlighted parts of your text. Recite one or two of the more complicated points.
The purpose of these reviews is to keep the neural pathways to the information open and to make them more distinct. That way, the information can be easier to recall. You can accomplish these short reviews anytime, anywhere, if you are prepared.
Sometimes, longer review periods are appropriate. For example, if you found an assignment difficult, consider rereading it. Start over, as if you had never seen the material before. Sometimes, a second reading will provide you with surprising insights.
Decades ago, psychologists identified the primacy-recency effect, which suggests that we most easily remember the first and last items in any presentation (Pineño and Miller 2005). Previewing and reviewing your reading can put this theory to work for you.
Dealing With Challenging Texts
Successful readers monitor their understanding of reading material. They do not see confusion as a mistake or a personal shortcoming. Instead, they take it as a cue to change reading strategies and process ideas at a deeper level.
Read it again. Somehow, students get the idea that reading means opening a book and dutifully slogging through the text—line by line, page by page—moving in a straight line from the first word to the last. Feel free to shake up your routine. Make several passes through tough reading material. During a preview, for example, just scan the text to look for key words and highlighted material. Next, skim the entire chapter or article again, spending a little more time and taking in more than you did during your preview. Finally, read in more depth.
Read it out loud. Make noise. Read a passage out loud several times, each time using a different inflection and emphasizing a different part of the sentence. Be creative. Imagine that you are the author talking.
Use another text. Find a similar text in the library. Sometimes a concept is easier to understand if it is expressed another way. Children’s books—especially children’s encyclopedias—can provide useful overviews of baffling subjects.
Talk to someone who can help. Admit when you are stuck. Then, bring questions about reading assignments to classmates and members of your study group. Also, make an appointment with your instructor. Most teachers welcome the opportunity to work individually with students. Be specific about your confusion. Point out the paragraph that you found toughest to understand.
Reading Faster
One way to read faster is to read faster. This idea might sound like double-talk, but it is a serious suggestion. The fact is, you can probably read faster—without any loss in comprehension— simply by making a conscious effort to do so. Your comprehension might even improve. You might try the following suggestions.
Move your eyes faster. When we read, our eyes leap across the page in short bursts called saccades (pronounced “să-käds”). A saccade is also a sharp jerk on the reins of a horse—a violent pull to stop the animal quickly. Our eyes stop like that, too, in pauses called fixations.
Although we experience the illusion of continuously scanning each line, we actually take in groups of words—usually about three at a time. For more than 90 percent of reading time, our eyes are at a dead stop, in those fixations.
One way to decrease saccades is to follow your finger as you read. The faster your finger moves, the faster your eyes move. You can also use a pen, pencil, or 3 × 5 card as a guide.
Your eyes can move faster if they take in more words with each burst—for example, six instead of three. To practice taking in more words between fixations, find a newspaper with narrow columns. Read down one column at a time, and fixate only once per line.
In addition to using the above techniques, simply make a conscious effort to fixate less. You might feel a little uncomfortable at first. That’s normal. Just practice often, for short periods.
Notice and release ineffective habits. Our eyes make regressions; that is, they back up and reread words. You can reduce regressions by paying attention to them. Use the handy 3 × 5 card to cover words and lines that you have just read. You can then note how often you stop and move the card back to reread the text. Don’t be discouraged if you stop often at first. Being aware of it helps you regress less frequently.
Also notice vocalizing. You are more likely to read faster if you don’t read out loud or move your lips. You can also increase your speed if you don’t subvocalize—that is, if you don’t mentally “hear” the words as you read them. To stop doing it, just be aware of it.
When you first attempt to release these habits, choose simpler reading material. That way, you can pay closer attention to your reading technique. Gradually work your way up to more complex material.
Stay flexible. Remember that speed isn’t everything. Skillful readers vary their reading rate according to their purpose and the nature of the material. An advanced text in analytic geometry usually calls for a different reading rate than the Sunday comics.
You also can use different reading rates on the same material. For example, you might first sprint through an assignment for the key words and ideas, and then return to the difficult parts for a slower and more thorough reading.
Another option is to divide a large reading assignment into smaller sections and use different reading strategies for each one. You might choose to read the first and last sections in detail, for example, and skim the middle sections.
As a general guideline, slow down your reading pace for material that’s technical and unfamiliar to you. Speed up for material that’s familiar, staying alert for anything that seems new or significant.
Also remember that reading faster without comprehension can actually increase the amount of time that you study. Balance the desire for speed with the need for understanding what you read.
Finally, remember the first rule of reading fast: Just do it!
Building Your Vocabulary
Having a large vocabulary makes reading more enjoyable and increases the range of materials you can explore. In addition, building your vocabulary gives you more options for self-expression when speaking or writing. With a larger vocabulary, you can think more precisely by making finer distinctions between ideas. And you won’t have to stop to search for words at crucial times, such as a job interview.
Strengthen your vocabulary by looking up unfamiliar terms. A desk dictionary is an easy-to- handle abridged dictionary that you can use many times in the course of a day. In contrast, an unabridged dictionary is large and not made for you to carry around. It provides more complete information about words and definitions not included in your desk dictionary as well as synonyms, usage notes, and word histories. Look for unabridged dictionaries in libraries and bookstores.
You might prefer using one of several online dictionaries, such as Dictionary.com. Another common option is to use a search engine such as Google.com. If you do this, inspect the results carefully. They can vary in quality and be less useful than the definitions you’d find in a good dictionary or thesaurus.
Construct a word stack. When you come across an unfamiliar word, write it down on a 3 × 5 card. Below the word, copy the sentence in which it was used, along with the page number. You can look up each word immediately, or you can accumulate a stack of these cards and look up the words later. Write the definition of each word on the back of the 3 × 5 card, adding the diacritics—marks that tell you how to pronounce it.
To expand your vocabulary and learn the history behind the words, take your stack of cards to an unabridged dictionary. As you find related words in the dictionary, add them to your stack. These cards become a portable study aid that you can review in your spare moments.
Learn—even when your dictionary is across town. When you are listening to a lecture and hear an unusual word or when you are reading on the bus and encounter a word you don’t know, you can still build your word stack. Pull out a 3 × 5 card and write down the word and its sentence. Or make a note of the word on your cell phone. Later, you can look up the definition and write it on the back of the card.
Divide words into parts. Another suggestion for building your vocabulary is to divide an unfamiliar word into syllables and look for familiar parts. This strategy works well if you make it a point to learn common prefixes (beginning syllables) and suffixes (ending syllables).
For example, the suffix -tude usually refers to a condition or state of being. Knowing this makes it easier to conclude that habitude refers to a usual way of doing something and that similitude means being similar or having a quality of resemblance.
Infer the meaning of words from their context. You can often deduce the meaning of an unfamiliar word simply by paying attention to its context—the surrounding words, phrases, sentences, paragraphs, or images. Practice looking for context clues such as these:
• Definitions. A key word might be defined right in the text. Look for phrases such as defined as or in other words.
• Examples. Authors often provide examples to clarify a word meaning. If the word is not explicitly defined, then study the examples. They’re often preceded by the phrases for example, for instance, or such as.
• Lists. When a word is listed in a series, pay attention to the other items in the series. They might define the unfamiliar word through association.
• Comparisons. You might find a new word surrounded by synonyms—words with a similar meaning. Look for synonyms after words such as like and as.
• Contrasts. A writer might juxtapose a word with its antonym. Look for phrases such as on the contrary and on the other hand. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/09%3A_Developing_Learning_Strategies/9.01%3A_Reading_Strategies.txt |
Introduction
On the surface, tests don’t look dangerous. Maybe that’s why we sometimes treat them as if they were land mines. Suppose a stranger walks up to you on the street and asks, “Does a finite abelian P-group have a basis?” Would you break out in a cold sweat? Would your muscles tense up? Would your breathing become shallow?
Probably not. Even if you had never heard of a finite abelian P-group, you probably would remain calm. However, if you find the same question on a test and you have never heard of a finite abelian P-group, your hands might get clammy.
Grades (A to F) are what we use to give power to tests. And there are lots of misconceptions about what grades are. Grades are not a measure of intelligence or creativity. They are not an indication of our ability to contribute to society. Grades are simply a measure of how well we do on tests.
Some people think that a test score measures what a student has accomplished in a course. This idea is false. A test score is a measure of what a student scored on a test. If you are anxious about a test and blank out, the grade cannot measure what you’ve learned. The reverse is also true: If you are good at taking tests and you are a lucky guesser, the score won’t be an accurate reflection of what you know.
Grades are not a measure of self-worth. Yet we tend to give test scores the power to determine how we feel about ourselves. Common thoughts include If I fail a test, I am a failure or If I do badly on a test, I am a bad person. The truth is that if you do badly on a test, you are a person who did badly on a test. That’s all.
It is easier to do well on exams if you don’t put too much pressure on yourself. Don’t give the test some magical power over your own worth as a human being. Academic tests are not a matter of life and death. Scoring low on important tests—medical school exams, bar exams, CPA exams, and the like—usually means only a delay.
You might want to explore your feelings about tests before you begin this lesson. Complete the following sentences:
As exam time gets closer, one thing I notice that I do is... When it comes to taking tests, I have trouble...
The night before a test, I usually feel...
The morning of a test, I usually feel...
During a test, I usually feel...
After a test, I usually feel...
When I learn a test score, I usually feel...
Once you have a better understanding of how you feel about tests, you can do something about it. You might ask yourself, What can I do to experience my next test differently? How can I prepare more effectively? How can I manage stress before, during, and after the test? When you answer such questions, you take back your power.
This lesson includes strategies for improving your test-taking skills, including dealing with test anxiety, preparing for tests, and understanding how to take different types of tests.
Dealing with Test Anxiety
Whether the chance of doing poorly is real or exaggerated, worrying about it can become paralyzing. Test anxiety is a common problem among students, and it can surface in many ways. Here are some examples:
• Anger: The teacher never wanted me to pass this stupid course anyway.
• Blame: If only the class were not so boring.
• Fear: I’ll never have enough time to study.
Believing in any of these statements leaves us powerless. We become victims of things that we don’t control—the teacher, the textbook, or the wording of the test questions.
A little tension before a test is fine. You can enjoy the benefits of a little tension while you stay confident and relaxed by trying some of the following strategies:
Yell “stop!” If you notice that your mind is consumed with worries and fears or your thoughts are spinning out of control, mentally yell, “Stop!” If you’re in a situation that allows it, yell it out loud. This action can allow you to redirect your thoughts.
Describe your thoughts in writing. Certain thoughts tend to increase test anxiety. One way to defuse them is to simply acknowledge them. To get the full benefit of this technique, take the time to make a list. Write down what you think and feel about an upcoming test. Capture everything that’s on your mind, and don’t stop to edit.
Dispute your thoughts. You can take the above technique one step further. Do some critical thinking. Remember that anxiety-creating thoughts about tests often boil down to this
statement: Getting a low grade on a test is a disaster. Do the math, however: A four-year degree often involves taking about 32 courses (eight courses per year over four years for a full-time student). This means that your final grade on any one course amounts to about only 3 percent of your total GPA. This is not an excuse to avoid studying. It is simply a reason to keep tests in perspective.
Praise yourself. Many of us take the first opportunity to belittle ourselves: “Way to go, dummy! You don’t even know the answer to the first question on the test. We wouldn’t dream of treating a friend this way, yet we do it to ourselves. An alternative is to give yourself some encouragement. Treat yourself as if you were your own best friend. Prepare carefully for each test, and then remind yourself, I am ready. I can do a great job on this test.
Consider the worst. Rather than trying to put a stop to your worrying, consider the very worst thing that could happen. Take your fear to the limit of absurdity. Imagine the catastrophic problems that might occur if you were to fail the test. You might say to yourself, Well, if I fail this test, I might fail the course, lose my financial aid, and get kicked out of school. Then I won’t be able to get a job, so the bank will repossess my car, and I’ll start drinking. Keep going until you see the absurdity of your predictions. After you stop chuckling, you can backtrack to discover a reasonable level of concern.
Breathe. You can calm physical sensations within your body by focusing your attention on your breathing. Concentrate on the air going in and out of your lungs. Experience it as it passes through your nose and mouth. Do this exercise for two to five minutes. If you notice that you are taking short, shallow breaths, begin to take longer and deeper breaths. Imagine your lungs to be a pair of bagpipes. Expand your chest to bring in as much air as possible. Then, listen to the plaintive chords as you slowly release the air.
Dealing with Math Anxiety
Test anxiety can occur for any subject, but many students seem to have more anxiety when it comes to taking math tests. This can be attributed to a lack of confidence about doing math, even beyond taking tests.
The following are strategies to help you deal with math anxiety:
Connect math to life. Think of the benefits of mastering math courses. You’ll have more options for choosing a major and a career. Math skills can also put you at ease in everyday situations— calculating the tip for a waiter, balancing your checkbook, figuring out the discounted price while shopping, or working with a spreadsheet. If you follow baseball statistics, cook or bake, do construction work, or snap pictures with a camera, you’ll use math. And speaking the language of math can help you feel at home in a world driven by technology.
Pause occasionally to get an overview of the branch of math that you’re studying. What’s it all about? What basic problems is it designed to solve? How do people apply this knowledge in daily life? For example, many architects, engineers, and scientists use calculus daily.
Take a first step. To ensure that you have an adequate base of knowledge, tell the truth about your current level of knowledge and skill. Before you register for a math course, locate assigned texts for the prerequisite courses. If the material in those books seems new or difficult for you, see the instructor. Ask for suggestions on ways to prepare for the course.
Notice your pictures about math. Succeeding in math won’t turn you into a nerd. Actually, you’ll be able to enjoy school more, and your friends will still like you.
Mental pictures about math can be funny, but they can have serious effects. If math is seen as a field for white males, then women and people of color are likely to get excluded. Promoting math success for all students helps to overcome racism and sexism.
Change your conversation about math. When students fear math, they often say negative things to themselves about their abilities in this subject. Many times this self-talk includes these statements:
• I’ll never be fast enough at solving math problems.
• I’m good with words, so I can’t be good with numbers.
Get such statements out in the open, and apply some emergency critical thinking. You’ll find two self-defeating assumptions lurking there:
• Everybody else is better at math and science than I am.
• Because I don’t understand a math concept right now, I’ll never understand it.
Both of these statements are illogical. Replace negative beliefs with logical, realistic statements that affirm your ability to succeed in math:
• Any confusion I feel now can be resolved.
• I learn math without comparing myself to others.
• I ask whatever questions are needed to aid my understanding.
Choose your response to stress. Math anxiety is seldom just in your head. It can also register as sweaty palms, shallow breathing, tightness in the chest, or a mild headache. Instead of trying to ignore these sensations, just notice them without judgment. Over time, simple awareness decreases their power.
Preparing for Tests
One of the best ways to improve your test-taking skills is to have a solid plan in place as to how you are going to prepare for the test. Having a solid plan in place for studying will help you be more confident and successful when taking a test.
Try some of the following strategies:
Create study checklists. You can use study checklists the way a pilot uses a preflight checklist. Pilots go through a standard routine before they take off. They physically mark off each item: test flaps, check magnetos, check fuel tanks, adjust instruments, check rudder. A written list helps them to be sure they don’t miss anything. Once they are in the air, it’s too late.
Taking an exam is like flying a plane. Once the test begins, it’s too late to memorize that one equation you forgot to include in your review.
Make a checklist for each subject.
• List reading assignments by chapters or page numbers.
• List dates of lecture notes.
• Write down various types of problems you will need to solve.
• Write down other skills to master. Include major ideas, definitions, theories, formulas, and equations.
• For math and science tests, choose some problems and do them over again as a way to review for the test.
Remember that a study checklist is not a review sheet; it is a to-do list. Checklists contain the briefest possible description of each item to study.
Instead of a checklist, you may want to use a test prep plan. This written plan goes beyond a study checklist to include the following:
• Date and time of each test, along with the name of the course and instructor
• Type of items—such as essay or multiple choice—likely to appear on each test
• Specific dates and times you intend to study for each test (which you then enter on your calendar)
• Specific strategies you intend to use while studying for each test
Create mind map summary sheets. There are several ways to make a mind map as you study for tests. Start by creating a map totally from memory. You might be surprised by how much you already know. After you have gone as far as you can using recall alone, go over your notes and text, and fill in the rest of the map. Another option is to go through your notes and write down key words as you pick them out. Then, without looking at your notes, create a mind map of everything you can recall about each key word. Finally, go back to your notes, and fill in material you left out.
Create flash cards. Flash cards are like portable test questions. On one side of some 3 × 5 cards, write questions. On the other side, write the answers. Carry a pack of flash cards with you, and review them whenever you have a minute to spare. Use flash cards for formulas, definitions, theories, key words from your notes, axioms, dates, foreign language phrases, hypotheses, and sample problems. Create flash cards regularly as the term progresses. Buy an inexpensive card file to keep your flash cards arranged by subject.
Preparing for Tests—Practice and Review
In addition to having a plan in place for studying for tests, it is important to have a plan for practicing and reviewing the material. Practicing and reviewing will help keep the material fresh in your mind and will deepen your understanding of it.
Try some of the following strategies:
Take a practice test. Write up your own questions based on course material—a good activity for study groups. Take your practice test several times before the actual exam. You might type this “test” so that it looks like the real thing. If possible, take your practice test in the same room where you will take the actual test.
Meet with your instructor to go over your practice test. Ask whether your questions focus on appropriate topics and represent the kind of items you can expect to see. The instructor might decline to give you any of this information. More often, though, instructors will answer some or all of your questions about an upcoming test.
Do daily reviews. Daily reviews include short preclass and postclass reviews of lecture notes. Conduct brief daily reviews with textbooks: Before reading a new assignment, scan your notes and the sections you underlined or highlighted in the previous assignment. In addition, use the time you spend waiting for the bus or doing the laundry to conduct short reviews.
Concentrate daily reviews on two kinds of material: (1) material you have just learned, either in class or in your reading, and (2) material that involves simple memorization—equations, formulas, dates, and definitions.
Begin to review on the first day of class. Most instructors outline the whole course at that time. You can even start reviewing within seconds after learning. During a lull in class, go over the notes you just took. Immediately after class, review your notes again.
Do weekly reviews. Review each subject at least once a week, allowing about one hour per subject. Include reviews of assigned reading and lecture notes. Look over any mind map summaries or flash cards you have created. Also practice working on sample problems.
Do major reviews. Major reviews are usually most helpful when conducted the week before finals or other critical exams. They help you integrate concepts and deepen your understanding of the material presented throughout the term. These are longer review periods—two to five hours at a stretch, with sufficient breaks. Remember that the effectiveness of your review begins to drop after an hour or so unless you give yourself a short rest.
After a certain point, short breaks every hour might not be enough to refresh you. That’s when it’s time to quit. Learn your limits by being conscious of the quality of your concentration. During long sessions, study the most difficult subjects when you are the most alert—at the beginning of the session.
Schedule reviews. Schedule specific times in your calendar for reviews. Start reviewing key topics at least five days before you’ll be tested on them. This allows plenty of time to find the answers to questions and close any gaps in your understanding.
Monitor your reviews. Each day that you prepare for a test, assess what you have learned and what you still want to learn. See how many items you’ve covered from your study checklist. Look at the tables of contents in your textbooks, and mark an X next to the sections you’ve summarized. This helps you gauge the thoroughness of your reviews and alerts you to areas that still need attention.
Predicting Test Questions
Predicting test questions can do more than get you a better grade. It can also keep you focused on the purpose of a course and help you design your learning strategies. Making predictions can be fun too, especially when they turn out to be accurate.
Ask about the nature of the test. Eliminate as much guesswork as possible. Ask your instructor to describe upcoming tests. Do this early in the term so that you can be alert for possible test questions throughout the course. Here are some questions to ask:
What course material will the test cover—readings, lectures, lab sessions, or a combination? Will the test be cumulative, or will it cover just the most recent material covered?
Will the test focus on facts and details or major themes and relationships?
Will the test call on you to solve problems or apply concepts?
Will you have choices about which questions to answer?
What types of questions will be on the test—true/false, multiple choice, short answer, essay?
Put yourself in your instructor’s shoes. If you were teaching the course, what kinds of questions would you put on an exam? You can also brainstorm test questions with other students—a great activity for study groups.
Look for possible test questions in your notes and readings. Have a separate section in your notebook labeled Test Questions. Add several questions to this section after every lecture and assignment. You can also create your own code or graphic signal—such as a T! in a circle—to flag possible test questions in your notes. Use the same symbol to flag review questions and problems in your textbooks that could appear on a test.
Remember that textbook authors have many ways of pointing you to potential test items. Look for clues in chapter overviews and summaries, headings, lists of key words, and review questions. Some textbooks have related websites where you can take practice tests.
Look for clues to possible questions during class. During lectures, you can predict test questions by observing what an instructor says and how he says it. Instructors often give clues. They might repeat important points several times, write them on the board, or return to them in later classes.
Gestures can indicate critical points. For example, your instructor might pause, look at notes, or read passages word for word.
Notice whether your teacher has any strong points of view on certain issues. Questions on those issues are likely to appear on a test. Also pay attention to questions the instructor poses to students, and note questions that other students ask.
When material from reading assignments is covered extensively in class, it is likely to be on a test. For science courses and other courses involving problem solving, work on sample problems using different variables.
Save all quizzes, papers, lab sheets, and graded materials of any kind. Quiz questions have a way of reappearing, in slightly altered form, on final exams. If copies of previous exams and other graded materials are available, use them to predict test questions.
Apply your predictions. To get the most value from your predictions, use them to guide your review sessions.
Remember the obvious. Be on the lookout for these words: This material will be on the test.
Preparing for Tests—Studying in Groups
Study groups can lift your mood on days when you just don’t feel like working. If you skip a solo study session, no one else will know. If you declare your intention to study with others who are depending on you, your intention gains strength.
Study groups are especially important if going to school has thrown you into a new culture. Joining a study group with people you already know can help ease the transition. To multiply the benefits of working with study groups, seek out people of other backgrounds, cultures, races, and ethnic groups. You can get a whole new perspective on the world, along with some new friends.
Joining a study group also helps you to develop a number of skills for working on teams in the workplace. Effective teams consist of people who know how to resolve conflict, give each other constructive feedback, collaborate to reach a common goal, and build consensus based on creative and critical thinking. You can start learning these skills now, and use them to advance your career in the future.
Ask your instructor for guidelines on study group activity. Many instructors welcome and encourage study groups. However, they have different ideas about what kinds of collaboration are acceptable. Some activities—such as sharing test items or writing papers from a shared outline—are considered cheating. Let your instructor know that you’re forming a group, and ask for clear guidelines.
Set an agenda for each meeting. At the beginning of each meeting, reach an agreement on what you intend to do. Set a time limit for each agenda item, and determine a quitting time. End each meeting with assignments for all members to complete before the next meeting.
Assign roles. To make the most of your time, ask one member to lead each group meeting. The leader’s role is to keep the discussion focused on the agenda and ask for contributions from all members. Assign another person to act as the recorder. This person will take notes on the meeting, recording possible test questions, answers, and main points from group discussions. Rotate both of these roles so that every group member takes a turn.
Teach each other. Teaching is a great way to learn something. Turn the material you’re studying into a list of topics and then assign a specific topic to each group member, who will then teach it to the group.
Test one another. During your meeting, take a practice test created from questions contributed by group members. When you’re finished, compare your answers. Or turn testing into a game by pretending you’re on a television game show. Use sample test questions to quiz one another.
Compare notes. Make sure that all the group’s members heard the same thing in class and that you all recorded the important information. Ask others to help explain material in your notes that is confusing to you.
Create wall-sized mind maps or concept maps to summarize a textbook or series of lectures. Work on large sheets of butcher paper, or tape together pieces of construction paper. When creating a mind map, assign one branch to each member of the study group. Use a different colored pen or marker for each branch of the mind map.
Use technology to collaborate. Web-based applications allow you to create virtual study groups and collaborate online. For example, create and revise documents with sites such as Google Docs (www.docs.google.com) and Zoho Writer (https://www.zoho.com/writer/). For more options, do an Internet search with the key words collaborate online.
During the Test
It is important to arrive for the test early. Being early often leaves time to do a relaxation exercise. While you’re waiting for the test to begin and talking with classmates, avoid asking the question, How much did you study for the test? This question might fuel anxious thoughts that you didn’t study enough.
Use the following guidelines to feel confident during the test:
Ask the teacher or test administrator if you can use scratch paper during the test. If you use a separate sheet of paper without permission, you might appear to be cheating. If you do get permission, use this paper to jot down memory aids, formulas, equations, definitions, facts, or other material you know you’ll need and might forget. An alternative is to make quick notes in the margins of the test sheet.
Pay attention to verbal directions given as a test is distributed. Scan the whole test immediately. Evaluate the importance of each section. Notice how many points each part of the test is worth, and then estimate how much time you’ll need for each section, using its point value as your guide. For example, don’t budget 20 percent of your time for a section that is worth only 10 percent of the points.
Read the directions slowly. Then reread them. It can be agonizing to discover that you lost points on a test merely because you failed to follow the directions. When the directions are confusing, ask to have them clarified.
Now you are ready to begin the test. If necessary, allow yourself a minute or two of panic time.
Answer the easiest, shortest questions first. This gives you the experience of success. It also stimulates associations and prepares you for more difficult questions. Pace yourself, and watch the time. If you can’t think of an answer, move on. Follow your time plan.
If you are unable to determine the answer to a test question, keep an eye out throughout the test for context clues that may remind you of the correct answer or provide you with evidence to eliminate wrong answers.
Taking Different Types of Tests
To help you improve your test-taking skills, understand the types of questions and tests you might encounter. Understanding the format of questions in different types of tests will help you decide how to answer questions and demonstrate what you know. The following information will help you take any type of test with confidence.
Multiple Choice
• Answer each question in your head first. Do this step before you look at the possible answers. If you come up with an answer that you’re confident is right, look for that answer in the list of choices.
• Read all possible answers before selecting one. Sometimes, two answers will be similar and only one will be correct.
• Test each possible answer. Remember that multiple choice questions consist of two parts: the stem (an incomplete statement or question at the beginning) and a list of possible answers. Each answer, when combined with the stem, makes a complete statement or question-and-answer pair that is either true or false. When you combine the stem with each possible answer, you are turning each multiple choice question into a small series of true/false questions. Choose the answer that makes a true statement.
• Eliminate incorrect answers. Cross off the answers that are clearly not correct. The answer you cannot eliminate is probably the best choice.
True/False
• Read the entire question. Separate the statement into its grammatical parts—individual clauses and phrases—and then test each part. If any part is false, the entire statement is false.
• Look for qualifiers. Qualifiers include words such as all, most, sometimes, or rarely. Absolute qualifiers such as always or never generally indicate a false statement.
• Find the devil in the details. Double-check each number, fact, and date in a true/false statement. Look for numbers that have been transposed or facts that have been slightly altered. These are signals of a false statement.
• Watch for negatives. Look for words such as not and cannot. Read the sentence without these words and see whether you come up with a true/false statement. Then, reinsert the negative words and see whether the statement makes more sense. Watch especially for sentences with two negative words. As in math operations, two negatives cancel each other out: We cannot say that Chekhov never succeeded at short-story writing means the same as Chekhov succeeded at short-story writing.
Computer Graded
• Make sure that the answer you mark corresponds to the question you are answering.
• Check the test booklet against the answer sheet whenever you switch sections and whenever you come to the top of a column.
• Watch for stray marks on the answer sheet; they can look like answers.
• If you change an answer, erase the wrong answer thoroughly, removing all pencil marks.
Open Book
• Organize your notes, readings, and any other materials you plan to consult when writing answers.
• Write down any formulas you will need on a separate sheet of paper.
• Bookmark the table of contents and index in each of your textbooks. Place sticky notes and stick-on tabs or paper clips on other important pages of books (pages with tables, for example).
• Create an informal table of contents or index for the notes you took in class.
• Predict which material will be covered on the test, and highlight relevant sections in your readings and notes.
Short Answer/Fill in the Blank
• Concentrate on key words and facts. Be brief.
• Overlearn or overstudy the material. When you know a subject backward and forward, you can answer this type of question almost as fast as you can write.
Matching
• Read through each column, starting with the one with fewer items. Check the number of items in each column to see whether they’re equal. If they’re not, look for an item in one column that you can match with two or more items in the other column.
• Look for any items with similar wording, and make special note of the differences between these items.
• Match words that are similar grammatically. For example, match verbs with verbs and nouns with nouns.
• When matching individual words with phrases, first read a phrase. Then, look for the word that logically completes the phrase.
• Cross out items in each column when you are through with them.
Tests with Essay Questions
Managing your time is crucial in answering essay questions. Note how many questions you have to answer, and monitor your progress during the test period. Writing shorter answers and completing all of the questions on an essay test will probably yield a better score than leaving some questions blank.
Find out what an essay question is asking—precisely. If a question asks you to compare the ideas of Sigmund Freud and Karl Marx, no matter how eloquently you explain them, you are on a one-way trip to No Credit City.
Before you write, make a quick outline. An outline can help speed up the writing of your detailed answer; you’re less likely to leave out important facts; and if you don’t have time to finish your answer, your outline could win you some points. To use test time efficiently, keep your outline brief. Focus on key words to use in your answer.
Introduce your answer by getting to the point. General statements such as, There are many interesting facets to this difficult question can cause irritation to teachers grading dozens of tests.
One way to get to the point is to begin your answer with part of the question. Suppose the question is, Discuss how increasing the city police budget might or might not contribute to a decrease in street crime. Your first sentence might be this: An increase in police expenditures will not have a significant effect on street crime for the following reasons. Your position is clear. You are on your way to an answer.
Next, expand your answer with supporting ideas and facts. Start out with the most solid points. Be brief, and avoid filler sentences.
Write legibly. Grading essay questions is in large part a subjective process. Sloppy, difficult-to- read handwriting might actually lower your grade.
Write on one side of the paper only. If you write on both sides of the paper, writing may show through and obscure the words on the other side. If necessary, use the blank side to add points you missed. Leave a generous left-side margin and plenty of space between your answers, in case you want to add points that you missed later on.
Finally, if you have time, review your answers for grammar and spelling errors, clarity, and legibility.
After the Test
Many students believe that a test is over as soon as they turn in the answer sheet. Consider another point of view: You’re not done with a test until you know the answer to any question that you missed—and why you missed it.
This point of view offers major benefits. Tests in many courses are cumulative. In other words, the content included on the first test is assumed to be working knowledge for the second test, midterm, or final exam. When you discover what questions you missed and understand the reasons for lost points, you learn something—and you greatly increase your odds of achieving better scores later in the course.
To get the most value from any test, take control of what you do at two critical points: the time immediately following the test and the time when the test is returned to you.
Immediately following the test. After finishing a test, your first thought might be to nap, snack, or go out with friends to celebrate. Restrain those impulses for a short while so that you can reflect on the test. The time you invest now carries the potential to raise your grades in the future.
When the test is returned. When a returned test includes a teacher’s comments, view this document as a treasure trove of intellectual gold.
• First, make sure that the point totals add up correctly, and double-check for any other errors in grading. Even the best teachers make an occasional mistake.
• Next, look at the test items that you missed. Ask these questions:
• On what material did the teacher base test questions—readings, lectures, discussions, or other class activities?
• What types of questions appeared in the test—objective (such as matching items, true/false questions, or multiple choice), short answer, or essay?
• What types of questions did I miss?
• Can I learn anything from the instructor’s comments that will help me prepare for the next test?
• What strategies did I use to prepare for this test? What would I do differently to prepare for the next test?
• See whether you can correct any answers that lost points. To do this, carefully analyze the source of your errors, and find a solution.
Getting Feedback. Getting prompt and meaningful feedback on your performance is a powerful strategy for learning anything. Tests are not the only source of feedback. Make a habit of asking for feedback from your instructors, advisors, classmates, coworkers, friends, family members, and anyone else who knows you. Just determine what you want to improve and ask, How am I doing? | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/09%3A_Developing_Learning_Strategies/9.02%3A_Test-Taking_Strategies.txt |
Introduction
Think of your memory as a vast, overgrown jungle. This memory jungle is thick with wild plants, exotic shrubs, twisted trees, and creeping vines. It spreads over thousands of square miles— dense, tangled, forbidding.
Imagine that the jungle is encompassed on all sides by towering mountains. There is only one entrance to the jungle, a small meadow that is reached by a narrow pass through the mountains.
In the jungle, there are animals—millions of them. The animals represent all of the information in your memory. Imagine that every thought, mental picture, or perception you ever had is represented by an animal in this jungle. Every single event ever perceived by any of your five senses—sight, touch, hearing, smell, or taste—is a thought animal that has also passed through the meadow and entered the jungle. Some of the thought animals, such as the color of your seventh-grade teacher’s favorite sweater, are well hidden. Other thoughts, such as your cell phone number or the position of the reverse gear in your car, are easier to find.
The memory jungle has two rules: Each thought animal must pass through the meadow at the entrance to the jungle. And once an animal enters the jungle, it never leaves.
The meadow represents short-term memory. You use this kind of memory when you look up a telephone number and hold it in your memory long enough to make a call. Short-term memory appears to have a limited capacity (the meadow is small) and disappears fast (animals pass through the meadow quickly).
The jungle itself represents long-term memory. This kind of memory allows you to recall information from day to day, week to week, and year to year. Remember that thought animals never leave the long-term memory jungle.
Memory Techniques: Organize It
Experiment with these techniques to develop a flexible, custom-made memory system that fits your style of learning. The techniques discussed here are divided into four categories, each of which represents a general principle for improving memory:
1. Organize it. Organized information is easier to find.
2. Use your body. Learning is an active process; get all of your senses involved.
3. Use your brain. Work with your memory, not against it.
4. Recall it. Regularly retrieve and apply key information.
Organize It
Be selective. There’s a difference between gaining understanding and drowning in information. During your stay in higher education, you will be exposed to thousands of facts and ideas. As you dig into your textbooks and notes, make choices about what is most important to learn. Imagine that you are going to create a test on the material. Next, consider the questions you would ask.
When reading, look for chapter previews, summaries, and review questions. Pay attention to anything printed in bold type. Also notice visual elements—tables, charts, graphs, and illustrations. They are all clues pointing to what’s important. During lectures, notice what the instructor emphasizes. Anything that’s presented visually—on the board, in overheads, or with slides—is probably key.
Make it meaningful. You remember things better if they have meaning for you. One way to create meaning is to learn from the general to the specific. Before you begin your next reading assignment, skim the passage to locate the main ideas. If you’re ever lost, step back and look at the big picture. The details then might make more sense.
Also, organize any list of items—even random items—in a meaningful way to make them easier to remember. Although there are probably an infinite number of facts, there are only a finite number of ways to organize them.
• By category. Organize any group of items by category. You can apply this suggestion to long to-do lists. For example, write each item on a separate index card. Create a pile of cards for calls to make, errands to run, and household chores to complete. These will become your working categories. The same concept applies to the content of your courses. In chemistry, a common example of organizing by category is the periodic table of chemical elements. When reading a novel for a literature course, you can organize your notes in categories such as theme, setting, and plot. Then, take any of these categories and divide them into subcategories such as major events and minor events in the story. Use index cards to describe each event.
• By chronological order. Any time you create a numbered list of ideas, events, or steps, you are organizing by chronological order. To remember the events that led up to the US stock market crash of 1929, for instance, create a timeline. List the key events on index cards. Then, arrange the cards by the date of each event.
• By spatial order. In plain English, this means making a map. When studying for a history exam, for example, you can create a rough map of the major locations where events take place.
• By alphabetical order. This old standby for organizing lists is simple, and it works.
Create associations. The data already encoded in your neural networks are arranged according to a scheme that makes sense to you. When you introduce new data, you can remember them more effectively if you associate them with similar or related data.
Think about your favorite courses. They probably relate to subjects that you already know something about. If you have been interested in politics over the last few years, you’ll find it easier to remember the facts in a modern history course. Even when you’re tackling a new subject, you can build a mental store of basic background information—the raw material for creating associations. Preview reading assignments, and complete those readings before you attend lectures. Before taking upper-level courses, master the prerequisites.
Memory Techniques—Use Your Body
Because learning is an active process, you should get all of your senses involved. When you use your senses, you process the information at a deeper level and you are more likely to remember it. For example, imagine you are trying to learn the scientific method, you might see a visual of the steps in the process, listen to a video explaining it, and maybe even conduct your own experiment to try it out. You can use some of the following memory techniques that focus on using all of your senses.
Learn actively. Action is a great memory enhancer. Test this theory by studying your assignments with the same energy that you bring to the dance floor or the basketball court.
You can use simple, direct methods to infuse your learning with action. When you sit at your desk, sit up straight. Sit on the edge of your chair as if you were about to spring out of it and sprint across the room.
Experiment with standing up when you study. It’s harder to fall asleep in this position. Some people insist that their brains work better when they stand. Pace back and forth and gesture as you recite material out loud. Get your body moving.
Relax. When you’re relaxed, you absorb new information quickly and recall it with greater ease and accuracy. Students who can’t recall information under the stress of a final exam can often recite the same facts later when they are relaxed.
Relaxing might seem to contradict the idea of active learning, but it doesn’t. Being relaxed is not the same as being drowsy, zoned out, or asleep. Relaxation is a state of alertness, free of tension, during which your mind can play with new information, roll it around, create associations with it, and apply many of the other memory techniques. You can be active and relaxed.
Recite and repeat. When you repeat something out loud, you anchor the concept in two different senses. First, you get the physical sensation in your throat, tongue, and lips when voicing the concept. Second, you hear it. The combined result is synergistic, just as it is when you create pictures. That is, the effect of using two different senses is greater than the sum of their individual effects.
The out loud part is important. Reciting silently in your head can be useful—in the library, for example—but it is not as effective as making noise. Your mind can trick itself into thinking it knows something when it doesn’t. Your ears are harder to fool.
The repetition part is important, too. Repetition is a common memory device because it works. Also remember that recitation works best when you recite concepts in your own words.
Write it down. The technique of writing things down is obvious, yet easy to forget. Writing a note to yourself helps you remember an idea, even if you never look at the note again. Writing notes in the margins of your textbooks can help you remember what you read.
You can extend this technique by writing down an idea not just once, but many times. When you choose to remember something, repetitive writing is a powerful tool.
Create pictures. Draw diagrams. Make cartoons. Use these images to connect facts and illustrate relationships. You can see and recall associations within and among abstract concepts more easily when you visualize both the concepts and the associations. The key is to use your imagination. Creating pictures reinforces visual and kinesthetic learning styles.
For example, Boyle’s law states that, at a constant temperature, the volume of a confined ideal gas varies inversely with its pressure. Simply put, cutting the volume in half doubles the pressure. To remember this concept, you might picture someone doubled over, using a bicycle pump. As she increases the pressure in the pump by decreasing the volume in the pump cylinder, she seems to be getting angrier. By the time she has doubled the pressure (and halved the volume), she is boiling (Boyle-ing) mad.
Memory Techniques—Using Graphic Organizers
You can also create pictures as you study by using graphic organizers. These preformatted charts prompt you to visualize relationships among facts and ideas.
One example is a topic-point-details chart. At the top of this chart, write the main topic of a lecture or reading assignment. In the left column, list the main points you want to remember. In the right column, list key details related to each point.
Topic-Point-Details Chart
Memory Techniques
Point
Details
1. Be selective
Choose what not to remember.
2. Make it
Organize by time, location, category,
3. Create
Link new facts with facts you already know.
4. Learn actively
Sit straight.
5. Relax
Release tension.
You could use a similar chart to prompt critical thinking about an issue. Express that issue as a question, and write it at the top. In the left column, note the opinion about the issue. In the right column, list notable facts, expert opinions, reasons, and examples that support each opinion. The example question-opinion-support chart is about tax cuts as a strategy for stimulating the economy.
Question-Opinion-Support Chart
Stimulate the Economy with Tax Cuts?
Opinion
Support
Yes
Savings from tax cuts allow businesses to invest
No
Years of tax cuts under the Bush administration failed
Maybe
Tax cuts might work in some economic conditions.
Sometimes, you’ll want to remember the main actions in a story or historical event. Create a timeline by drawing a straight line. Place points in order on that line to represent key events. Place earlier events toward the left end of the line and later events toward the right. The example timeline shows the start of time line of events relating the US war with Iraq.
Timeline
When you want to compare or contrast two things, play with a Venn diagram. Represent each thing as a circle. Draw the circles so that they overlap. In the overlapping area, list characteristics that the two things share. In the outer parts of each circle, list the unique characteristics of each thing. The example Venn Diagram compares the two types of journal entries included in this course—Discovery Statements and Intention Statements.
Venn Diagram
The graphic organizers described here are just a few of the many kinds available. To find more examples, do an Internet search. Have fun, and invent graphic organizers of your own.
Memory Techniques—Use Your Brain, Part 1
In addition to organizing your information and using your body, using your brain is a memory technique. Using your brain effectively involves understanding how your brain works so that you can optimize your study time and strategies to learn more efficiently.
Try some of the following strategies to engage your memory by using your brain:
Engage your emotions. One powerful way to enhance your memory is to make friends with your amygdala. This area of your brain lights up with extra neural activity each time you feel a strong emotion. When a topic excites love, laughter, or fear, the amygdala sends a flurry of chemical messages that say, in effect, This information is important and useful. Don’t forget it.
You’re more likely to remember course material when you relate it to a goal—whether academic, personal, or career—that you feel strongly about. This is one reason why it pays to be specific about what you want. The more goals you have and the more clearly they are defined, the more channels you create for incoming information.
Overlearn. One way to fight mental fuzziness is to learn more than you need to know about a subject simply to pass a test. You can pick a subject apart, examine it, add to it, and go over it until it becomes second nature.
This technique is especially effective for problem solving. Do the assigned problems and then do more problems. Find another textbook and work similar problems. Make up your own problems and solve them. When you pretest yourself in this way, the potential rewards are speed, accuracy, and greater confidence at exam time. Being well prepared can help you prevent test anxiety.
Escape the short-term memory trap. Short-term memory is different from the kind of memory you’ll need during exam week. For example, most of us can look at an unfamiliar seven-digit phone number once and remember it long enough to dial it. See whether you can recall that number the next day.
Short-term memory can fade after a few minutes, and it rarely lasts more than several hours. A short review within minutes or hours of a study session can move material from short-term memory into long-term memory. That quick mini-review can save you hours of study time when exams roll around.
Use your times of peak energy. Study your most difficult subjects during the times when your energy peaks. Some people can concentrate more effectively during daylight hours. Observe the peaks and valleys in your energy flow during the day, and adjust study times accordingly.
Memory Techniques—Use Your Brain, Part 2
Using your brain effectively also involves planning your study time and being aware of your attitudes and intentions toward learning. Following are some additional strategies for engaging your memory to help you more effectively learn the task at hand.
Try each of these strategies, and see which method works best or you:
Distribute learning. As an alternative to marathon study sessions, experiment with several shorter sessions spaced out over time. You might find that you can get far more done in three 2- hour sessions than in one 6-hour session.
This suggestion does have an exception. When you are so engrossed in a textbook that you cannot put it down or when you are consumed by an idea for a term paper and cannot think of anything else, keep going. The successful student within you has taken over. Enjoy the ride.
Be aware of attitudes. People who think history is boring tend to have trouble remembering dates and historical events. People who believe math is difficult often have a hard time recalling mathematical equations and formulas. All of us can forget information that contradicts our opinions.
If you think a subject is boring, remind yourself that everything is related to everything else. Look for connections that relate to your own interests.
Being aware of your attitudes is not the same as fighting them or struggling to give them up. Just notice your attitudes, and be willing to put them on hold. For more ideas, see the power process: Notice your pictures and let them go.
Elaborate. According to Harvard psychologist Daniel Schacter, all courses in memory improvement are based on a single technique—elaboration. Elaboration means consciously encoding new information. Repetition is one basic way to elaborate. However, current brain research indicates that other types of elaboration are more effective for long-term memory (Schacter 2002, 35-36).
One way to elaborate is to ask yourself questions about incoming information: Does this remind me of something or someone I already know?, Is this similar to a technique that I already use?, and Where and when can I use this information?
The same idea applies to more complex material. When you meet someone new, for example, ask yourself, Does she remind me of someone else?
Intend to remember. To instantly enhance your memory, form the simple intention to learn it now rather than later. The intention to remember can be more powerful than any single memory technique.
You can build on your intention with simple tricks. During a lecture, for example, pretend that you’ll be quizzed on the key points at the end of the period. Imagine that you’ll get a \$5 reward for every correct answer.
Memory Techniques—Recall It
Sometimes, recalling information can be difficult, especially if you are processing a lot of information or are studying multiple subjects at once. You might need to recall information when you are taking a test or learning a new concept that relates to something you already learned. You can use some of the following recall techniques to help you recall information when you need it.
Remember something else. When you are stuck and can’t remember something that you’re sure you know, remember something else that is related to it.
If you can’t remember your great-aunt’s name, remember your great-uncle’s name. During an economics exam, if you can’t remember anything about the aggregate demand curve, recall what you do know about the aggregate supply curve. If you cannot recall specific facts, remember the example that the instructor used during his lecture. Any piece of information is encoded in the same area of the brain as a similar piece of information. You can unblock your recall by stimulating that area of your memory.
A brainstorm is a good memory jog. If you are stumped when taking a test, start writing down lots of answers to related questions, and—pop!—the answer you need may appear.
Notice when you do remember. Everyone has a different memory style. Some people are best at recalling information they’ve read. Others have an easier time remembering what they’ve heard, seen, or done.
To develop your memory, notice when you recall information easily, and ask yourself what memory techniques you’re using naturally. Also notice when you find it difficult to recall information. Be a reporter. Get the facts and then adjust your learning techniques. And congratulate yourself when you remember.
Use it before you lose it. Even information encoded in long-term memory becomes difficult to recall when we don’t use it regularly. The pathways to the information become faint with disuse. For example, you can probably remember your current phone number. What was your phone number 10 years ago?
This example points to a powerful memory technique. To remember something, access it a lot. Read it, write it, speak it, listen to it, apply it. Find some way to make contact with the material regularly. Each time you do so, you widen the neural pathway to the material and make it easier to recall the next time.
Another way to make contact with the material is to teach it. Teaching demands mastery. When you explain the function of the pancreas to a fellow student, you discover quickly whether you really understand it yourself. Study groups are especially effective because they put you on stage. The friendly pressure of knowing that you’ll teach the group helps focus your attention.
Adopt the attitude that you never forget. Instead of saying, I don’t remember, say, It will come to me. The latter statement implies that the information you want is encoded in your brain and that you can retrieve it—just not right now. You might be surprised to find that the information obediently pops into mind.
Understanding the Brain
When asked about brain-based learning, skeptics might say, Well, obviously—how could learning be based anywhere other than the brain?
That’s a fair question. One answer is this: All learning does involve the brain, but some learning strategies use more of the brain’s unique capacities.
Brains Thrive on Meaningful Patterns
Your brain is a pattern-making machine. It excels at taking random bits of information and translating them into meaningful wholes. Build on this capacity with elaborative rehearsal. For example:
• Use your journal. Write Discovery Statements and Intention Statements like the ones discussed in this course. Journal entries prompt you to elaborate on what you hear in class and read in your textbooks. You can create your own writing prompts. For example: In class today, I discovered that.... and To overcome my confusion about this topic, I intend to....
• Send yourself a message. Imagine that an absent classmate has asked you to send her an e-mail about what happened in class today. Write a reply and send it to yourself. You’ll actively process your recent learning—and create a summary that you can use to review for tests.
• Play with ideas. Copy your notes onto 3 × 5 cards—one fact or idea per card. Then, see whether you can arrange these into new patterns—by chronological order, order of importance, or main ideas and supporting details.
Brains Thrive on Rich Sensory Experience
Your brain’s contact with the world comes through your five senses, so anchor your learning in as many senses as possible. Beyond sight and sound, this can include touch, movement, smell, and taste:
• Create images. Draw mind map summaries of your readings and lecture notes. Include visual images. Put the main ideas in larger letters and brighter colors.
• Translate ideas into physical objects. If one of your career goals is to work from a home office, for example, then create a model of your ideal workspace. Visit an art supplies store to find appropriate materials.
• Immerse yourself in concrete experiences. Say you’re in a music appreciation class and learning about jazz. Go to a local jazz club or concert to see and hear a live performance.
Brains Thrive on Long-Term Care
Starting now, adopt habits to keep your brain lean and fit for life. Consider these research-based suggestions from the Alzheimer’s Association (2012):
• Stay mentally active. If you sit at a desk most of the workday, take a hiking class or start a garden. If you seldom travel, start reading maps of new locations and plan a cross- country trip. Play challenging games and work crossword puzzles. Seek out museums, theaters, concerts, and other cultural events. Even after you graduate, consider learning another language or a musical instrument. Learning gives your brain a workout, much like sit-ups condition your abs.
• Stay socially active. Having a network of supportive friends can reduce stress levels. In turn, stress management helps to maintain connections between brain cells. Stay socially active by working, volunteering, and joining clubs.
• Stay physically active. Physical activity promotes blood flow to the brain. It also reduces the risk of diabetes, cardiovascular disease, and other diseases that can impair brain function. Exercise that includes mental activity—such as planning a jogging route and watching for traffic signals—offers added benefits.
• Adopt a brain-healthy diet. A diet rich in dark-skinned fruits and vegetables boosts your supply of antioxidants—natural chemicals that nourish your brain. Examples of these foods are raisins, blueberries, blackberries, strawberries, raspberries, kale, spinach, brussels sprouts, alfalfa sprouts, and broccoli. Avoid foods that are high in saturated fat and cholesterol, which may increase the risk of Alzheimer’s disease.
• Protect your heart. In general, what’s good for your heart is good for your brain. Protect both organs by eating well, exercising regularly, managing your weight, staying tobacco- free, and getting plenty of sleep. These habits reduce your risk of heart attack, stroke, and other cardiovascular conditions that interfere with blood flow to the brain.
Mnemonic Devices, Part 1
Mnemonic is pronounced “ne-MON-ik.” The word refers to tricks that can increase your ability to recall everything from grocery lists to speeches.
Some entertainers use mnemonic devices to perform seemingly impossible feats of memory, such as recalling the names of everyone in a large audience after hearing them just once. Using mnemonic devices, speakers can go for hours without looking at their notes. The possibilities for students are endless.
There is a catch, though. Mnemonic devices have three serious limitations:
1. They don’t always help you understand or digest material. Mnemonics rely only on rote memorization.
2. The mnemonic device itself is sometimes complicated to learn and time consuming to develop.
3. Mnemonic devices can be forgotten.
In spite of their limitations, mnemonic devices can be powerful. There are five general categories: new words, creative sentences, rhymes and songs, the loci system, and the peg system.
New words. Acronyms are words created from the initial letters of a series of words. Examples include
• NASA (National Aeronautics and Space Administration)
• laser (light amplification by stimulated emission of radiation).
You can make up your own acronyms to recall a series of facts. A common mnemonic acronym is Roy G. Biv, which has helped millions of students remember the colors of the visible spectrum (red, orange, yellow, green, blue, indigo, and violet). The mnemonic IPMAT helps biology students remember the stages of cell division (interphase, prophase, metaphase, anaphase, and telophase). The mnemonic OCEAN helps psychology students recall the five major personality factors: open-mindedness, conscientiousness, extraversion, agreeableness, and neuroticism.
Creative sentences. Acrostics are sentences that help you remember a series of letters that stand for something. For example, the first letters of the words in the sentence Every good boy does fine (E, G, B, D, and F) are the music notes of the lines of the treble clef staff.
Rhymes and songs. Madison Avenue (in New York City) advertising executives spend billions of dollars a year on advertisements designed to burn their messages into your memory. The song “It’s the Real Thing” was used to market Coca-Cola, despite the soda’s artificial ingredients.
Rhymes have been used for centuries to teach basic facts. I before e, except after c has helped many students on spelling tests.
Mnemonic Devices, Part 2
In addition to making up new words or creating rhymes and songs, you might try the loci system and peg system to learn new information. Try them to see which one works best for you.
Loci system. The word loci is the plural of locus, a synonym for place or location. Use the loci system to create visual associations with familiar locations. Unusual associations are the easiest to remember.
The loci system is an old one. Ancient Greek orators used it to remember long speeches, and politicians use it today. For example, if a politician’s position were that road taxes must be raised to pay for school equipment, his loci visualizations before a speech might look like the following.
First, as he walks in the door of his house, he imagines a large porpoise jumping through a hoop. This reminds him to begin by telling the audience the purpose of his speech.
Next, he visualizes his living room floor covered with paving stones, forming a road leading into the kitchen. In the kitchen, he pictures dozens of schoolchildren sitting on the floor because they have no desks.
Now it’s the day of the big speech. The politician is nervous. He’s perspiring so much that his clothes stick to his body. He stands up to give his speech and his mind goes blank. Then, he starts thinking to himself:
I can remember the rooms in my house. Let’s see, I’m walking in the front door and— wow!—I see a porpoise. That reminds me to talk about the purpose of my speech. And then there’s that road leading to the kitchen. Say, what are all those kids doing there on the floor? Oh, yeah, now I remember—they have no desks! We need to raise taxes on roads to pay for their desks and the other stuff they need in classrooms.
Peg system. The peg system is a device that employs key words paired with numbers. Each word forms a “peg” on which you can “hang” mental associations. To use this system effectively, learn the following peg words and their associated numbers:
• bun goes with 1
• shoe goes with 2
• tree goes with 3
• door goes with 4
• hive goes with 5
• sticks goes with 6
• heaven goes with 7
• gate goes with 8
• wine goes with 9
• hen goes with 10
You can use the peg system to remember the Bill of Rights (the first 10 amendments to the US Constitution). For example, amendment number four is about protection from unlawful search and seizure. Imagine people knocking at your door who are demanding to search your home. This amendment means that you do not have to open your door unless those people have a proper search warrant. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/09%3A_Developing_Learning_Strategies/9.03%3A_Memory_Strategies.txt |
Introduction
One way to understand note taking is to realize that taking notes is just one part of the process. Effective note taking consists of three parts: observing, recording, and reviewing.
1. Observe an event. This part can be a statement by an instructor, a lab experiment, a slide show of an artist’s works, or a chapter of required reading.
2. Record your observations of that event. This part means take notes.
3. Review what you have recorded. Memorize, reflect, apply, and rehearse what you’re learning. This part lifts ideas off the page and turns them into a working part of your mind.
Each part of the note-taking process is essential, and each depends on the other. Your observations determine what you record. What you record determines what you review. And the quality of your review can determine how effective your next observations will be. If you review your notes on the Sino-Japanese War of 1894, for example, the next day’s lecture on the Boxer Rebellion of 1900 will make more sense.
Legible and speedy handwriting is also useful in taking notes. Knowledge of outlining is handy too. A nifty pen, a new notebook, and a laptop computer are all great note-taking devices.
But they’re all worthless—unless you participate as an energetic observer in class and regularly review your notes after class. If you take those two steps, you can turn even the most disorganized chicken scratches into a powerful tool.
This is a well-researched aspect of student success in higher education. Study after study points to the benefits of taking notes. The value is added in two ways. First, you gather a set of materials that refreshes your memory and helps you prepare for tests. Second, you are prompted to listen effectively during class.
You translate new ideas into your own words and images. You impose a personal and meaningful structure on what you see, read, and hear. You move from passive observer to active participant (Brazeau 2006). It’s not that you take notes so that you can learn from them later. Instead, you learn while taking notes.
Computer technology takes traditional note taking to a whole new level. You can capture key notes with word processing, outlining, database, and publishing software. Your notes become living documents that you can search, bookmark, tag, and archive like other digital files.
Sometimes, note-taking looks like a passive affair, especially in large lecture classes. One person at the front of the room does most of the talking. Everyone else is seated and silent, taking notes. The lecturer seems to be doing all of the work.
Don’t be deceived. Look more closely. You’ll see some students taking notes in a way that radiates energy. They’re awake and alert, poised on the edge of their seats. They’re writing—a physical activity that expresses mental engagement. These students listen for levels of ideas and information, make choices about what to record, and compile materials to review.
In higher education, you might spend hundreds of hours taking notes. Making them more effective is a direct investment in your success.
Think of your notes as a textbook that you create—one that’s more current and more in tune with your learning preferences than any textbook you could buy.
Note-Taking—Observe
Sherlock Holmes, a fictional master detective and student of the obvious, could track down a villain by observing the fold of his scarf and the mud on his shoes. In real life, a doctor can save a life by observing a mole—one a patient has always had—that undergoes a rapid change.
Keen observers see facts and relationships. They know ways to focus their attention on the details and then tap their creative energy to discover patterns.
To sharpen your classroom observation skills, experiment with the following techniques:
Complete outside assignments. The more familiar you are with a subject, the more easily you can absorb important information during class lectures. Instructors usually assume that students complete assignments, and they construct their lectures accordingly.
Sit front and center. Students who get as close as possible to the front and center of the classroom often do better on tests for several reasons. The closer you sit to the lecturer, the harder it is to fall asleep. The closer you sit to the front, the fewer interesting or distracting classmates are situated between you and the instructor. Material on the board is easier to read from up front. Also, the instructor can see you more easily when you have a question.
Sitting close to the front is a way to commit yourself to getting what you want out of school. One reason students gravitate to the back of the classroom is that they think the instructor is less likely to call on them. Sitting in back can signal a lack of commitment. When you sit up front, you are declaring your willingness to take a risk and participate.
Conduct a short preclass review. Arrive early, and then put your brain in gear by reviewing your notes from the previous class. Scan your reading assignment. Look at the sections you have underlined or highlighted. Review assigned problems and exercises. Note questions you intend to ask.
Observe—Be Attentive in Class
Part of preparing to take notes is being observant about your own responses and reactions to what is going on in class. For example, sometimes your mind may wander, you might hear the instructor say something you disagree with, or you may feel sleepy during a lecture. These can be huge distractions to you while you listen. However, how you react when these situations happen will make all the difference in your ability to remain attentive in class.
Accept your wandering mind. Don’t fight daydreaming. When you notice your mind wandering during class, look at it as an opportunity to refocus your attention. If thermodynamics is losing out to beach parties, let go of the beach.
Be with the instructor. In your mind, put yourself right up front with the instructor. Imagine that you and the instructor are the only ones in the room and that the lecture is a personal conversation between the two of you. Pay attention to the instructor’s body language and facial expressions. Look the instructor in the eye.
Remember that the power of this suggestion is immediately reduced by digital distractions— Internet surfing, e-mail checking, text messaging, or reading social media feeds. Taking notes is a way to stay focused. The physical act of taking notes signals your mind to stay in the same room as the instructor.
Postpone debate. When you hear something you disagree with, note your disagreement and let it go. Don’t allow your internal dialogue to drown out subsequent material. If your disagreement is persistent and strong, make note of it and then move on. Internal debate can prevent you from absorbing new information. It’s okay to absorb information you don’t agree with. Just absorb it with the mental tag My instructor says ... and I don’t agree with it.
Let go of judgments about lecture styles. Human beings are judgment machines. We evaluate everything, especially other people. If another person’s eyebrows are too close together (or too far apart), if she walks a certain way or speaks with an unusual accent, we instantly make up a story about her. We do this so quickly that the process is usually not a conscious one.
Don’t let your attitude about an instructor’s lecture style, habits, or appearance get in the way of your education. You can decrease the power of your judgments if you pay attention to them and let them go.
You can even let go of judgments about rambling, unorganized lectures. Turn them to your advantage. Take the initiative and organize the material yourself. While taking notes, separate the key points from the examples and supporting evidence. Note the places where you got confused, and make a list of questions to ask.
Participate in class activities. Ask questions. Volunteer for demonstrations. Join in-class discussions. Be willing to take a risk or look foolish, if that’s what it takes for you to learn. Chances are, the question you think is dumb is also on the minds of several of your classmates.
Relate the class to your goals. If you have trouble staying awake in a particular class, write at the top of your notes how that class relates to a specific goal. Identify the reward or payoff for reaching that goal.
Think critically about what you hear. This suggestion might seem contrary to the postpone debate technique. It’s not. You might choose not to think critically about the instructor’s ideas during the lecture. That’s fine. Do it later, as you review and edit your notes. This is the time to list questions or write down your agreements and disagreements.
Observe—What to Watch for in Class
Another important element to taking notes is knowing what to observe in class. During class, you want to listen and look for the instructor cues that help you recognize the important information to know.
The following suggestions will help you look for clues as to the important material to know.
Be alert to repetition. When an instructor repeats a phrase or an idea, make a note of it. Repetition is a signal that the instructor thinks the information is important.
Listen for introductory, concluding, and transition words and phrases. Examples include phrases such as the following three factors, in conclusion, the most important consideration, in addition to, and on the other hand. These phrases and others signal relationships, definitions, new subjects, conclusions, cause and effect, and examples. They reveal the structure of the lecture. You can use these phrases to organize your notes.
Watch the board or PowerPoint presentation. If an instructor takes the time to write something on the board or show a PowerPoint presentation, consider the material to be important. Copy all diagrams and drawings, equations, names, places, dates, statistics, and definitions.
Watch the instructor’s eyes. If an instructor glances at her notes and then makes a point, it is probably a signal that the information is especially important. Anything she reads from her notes is a potential test question.
Highlight the obvious clues. Instructors often hint strongly or tell students point-blank that certain information is likely to appear on an exam. Use stars or other special marks in your notes next to this information. Instructors are not trying to hide what’s important.
Notice the instructor’s interest level. If the instructor is excited about a topic, it is more likely to appear on an exam. Pay attention when he seems more animated than usual.
Attend class. For most courses, you’ll benefit by attending every class session. This allows you to observe and actively participate. If you miss a class, then catch up as quickly as possible. Find additional ways to observe class content.
Clarify policies on missed classes. On the first day of classes, find out about your instructors’ policies on absences. See whether you will be allowed to make up assignments, quizzes, and tests. Also inquire about doing extra-credit assignments.
Contact a classmate. Early in the semester, identify a student in each class who seems responsible and dependable. Exchange e-mail addresses and phone numbers. If you know you won’t be in class, contact this student ahead of time. When you notice that your classmate is absent, pick up extra copies of handouts, make assignments lists, and offer copies of your notes.
Contact your instructor. If you miss a class, e-mail or call your instructor, or put a note in his mailbox. Ask whether he has another section of the same course that you can attend so that you won’t miss the lecture information. Also ask about getting handouts you might need before the next class meeting.
Use technology. If there is a website for your class, check it for assignments and the availability of handouts you missed. Free online services allow students to share notes with one another.
These services use wiki software, which allows you to create and edit webpages using any browser. Before using such tools, however, check with instructors for their policies on notes sharing.
Record—Techniques for Effective Note-Taking, Part 1
The format and structure of your notes are more important than how fast you write or how elegant your handwriting is. You want to use the method that works best for you so that they make sense when you go back and review them. One method you can try is to use key words to help you take effective and meaningful notes.
Use key words. An easy way to sort the extraneous material from the important points is to take notes using key words. Key words or phrases contain the essence of communication. They include the following:
• Concepts, technical terms, names, and numbers
• Linking words, including words that describe action, relationship, and degree (for example, most, least, and faster)
Key words evoke images and associations with other words and ideas. They trigger your memory. That characteristic makes them powerful review tools. One key word can initiate the recall of a whole cluster of ideas. A few key words can form a chain from which you can reconstruct an entire lecture.
To see how key words work, take yourself to an imaginary classroom. You are now in the middle of an anatomy lecture. Picture what the room looks like, what it feels like, how it smells. You hear the instructor say:
• Okay, what happens when we look directly over our heads and see a piano falling out of the sky? How do we take that signal and translate it into the action of getting out of the way? The first thing that happens is that a stimulus is generated in the neurons—receptor neurons—of the eye. Light reflected from the piano reaches our eyes. In other words, we see the piano.
• The receptor neurons in the eye transmit that sensory signal—the sight of the piano—to the body’s nervous system. That’s all they can do—pass on information. So we’ve got a sensory signal coming into the nervous system. But the neurons that initiate movement in our legs are effector neurons. The information from the sensory neurons must be transmitted to effector neurons, or we will get squashed by the piano. There must be some kind of interconnection between receptor and effector neurons. What happens between the two? What is the connection?
Key words, as you might note in this example, include stimulus, generated, receptor neurons, transmit, sensory signals, nervous system, effector neurons, and connection. You can reduce the instructor’s 163 words to these 12 key words. With a few transitional words, your notes might look like this:
• Note the last key word of the lecture: connection. This word is part of the instructor’s question and leads to the next point in the lecture. Be on the lookout for questions like this. They can help you organize your notes and are often clues for test questions.
Record—Techniques for Effective Note-Taking, Part 2
If key words do not work for you as a method of note-taking, you might try one of the following strategies:
Use pictures and diagrams. Make relationships visual. Copy all diagrams from the board, and invent your own. A drawing of a piano falling on someone who is looking up, for example, might be used to demonstrate the relationship of receptor neurons to effector neurons. Label the eyes receptor and the feet effector. This picture implies that the sight of the piano must be translated into a motor response. By connecting the explanation of the process with the unusual picture of the piano falling, you can link the elements of the process together.
Write notes in paragraphs. When it is difficult to follow the organization of a lecture or put information into outline form, create a series of informal paragraphs. These paragraphs should contain few complete sentences. Reserve complete sentences for precise definitions, direct quotations, and important points that the instructor emphasizes by repetition or other signals— such as the phrase This is an important point.
Copy material from the board or PowerPoint presentation. Record key formulas, diagrams, and problems that the teacher presents on the board or in a PowerPoint presentation. Copy dates, numbers, names, places, and other facts. You can even use your own signal or code to flag important material.
Use a three-ring binder. Three-ring binders have several advantages over other kinds of notebooks. First, pages can be removed and spread out when you review. This way, you can get the whole picture of a lecture. Second, the three-ring binder allows you to insert handouts right into your notes. Third, you can insert your own out-of-class notes in the correct order.
Use only one side of a piece of paper. When you use one side of a page, you can review and organize all of your notes by spreading them out side by side. Most students find the benefit well worth the cost of the paper. Perhaps you’re concerned about the environmental impact of consuming more paper. If so, you can use the blank side of old notes and use recycled paper.
Use 3 × 5 cards. As an alternative to using notebook paper, use 3 × 5 cards to take lecture notes. Copy each new concept onto a separate 3 × 5 card.
Keep your own thoughts separate. For the most part, avoid making editorial comments in your lecture notes. The danger is that when you return to your notes, you might mistake your own ideas for those of the instructor. If you want to make a comment, clearly label it as your own.
Use an I’m lost signal. No matter how attentive and alert you are, you might get lost and confused in a lecture. If it is inappropriate to ask a question, record in your notes that you were lost. Invent your own signal—for example, a circled question mark. When you write down your code for I’m lost, leave space for the explanation or clarification that you will get later. The space will also be a signal that you missed something. Later, you can speak to your instructor or ask to see a fellow student’s notes.
Record—Techniques for Effective Note-Taking, Part 3
When choosing an effective note-taking strategy, you might find that one method works best in your math class and another works best in your history class. Experiment with them and use what works best for you.
Here are a few more strategies to choose from that you may find helpful:
Label, number, and date all notes. Develop the habit of labeling and dating your notes at the beginning of each class. Number the page, too. Sometimes, the sequence of material in a lecture is important. Write your name and phone number in each notebook in case you lose it.
Use standard abbreviations. Be consistent with your abbreviations. If you make up your own abbreviations or symbols, write a key explaining them in your notes. Avoid vague abbreviations. When you use an abbreviation such as comm. for committee, you run the risk of not being able to remember whether you meant committee, commission, common, or commit. One way to abbreviate is to leave out vowels. For example, talk becomes tlk, said becomes sd, American becomes Amrcn.
Leave blank space. Notes tightly crammed into every corner of the page are hard to read and difficult to use for review. Give your eyes a break by leaving plenty of space.
Later, when you review, you can use the blank spaces in your notes to clarify points, write questions, or add other material.
Take notes in different colors. You can use colors as highly visible organizers. For example, you can signal important points with red. Or use one color of ink for notes about the text and another color for lecture notes.
Use graphic signals. The following ideas can be used with any note-taking format:
• Use brackets, parentheses, circles, and squares to group information that belongs together.
• Use stars, arrows, and underlining to indicate important points. Flag the most important points with double stars, double arrows, or double underlines.
• Use arrows and connecting lines to link related groups.
• Use equal signs and greater-than and less-than signs to indicate compared quantities.
• To avoid creating confusion with graphic symbols, write a “dictionary” of your symbols in the front of your notebooks.
Use recorders effectively. Some students record lectures with audio or digital recorders, but there are persuasive arguments against doing so. When you record a lecture, there is a strong temptation to daydream. After all, you can always listen to the lecture again later on. Unfortunately, if you let the recorder do all of the work, you are skipping a valuable part of the learning process.
There are other potential problems as well. Listening to recorded lectures can take a lot of time— more time than reviewing written notes. Recorders can’t answer the questions you didn’t ask in class. Also, recording devices malfunction. In fact, the unscientific Hypothesis of Recording Glitches states that the tendency of recorders to malfunction is directly proportional to the importance of the material. With those warnings in mind, you can use a recorder effectively if you choose. For example, you can use recordings as backups to written notes. (Check with your instructor first. Some prefer not to be recorded.) Turn the recorder on, and then take notes as if it weren’t there. Recordings can be especially useful if an instructor speaks fast.
Record—The Cornell Method
A note-taking system that has worked for students around the world is the Cornell method (Pauk and Owens 2011). Originally developed by Walter Pauk at Cornell University during the 1950s, this approach continues to be taught across the United States and in other countries as well.
The cornerstone of this method is what Pauk calls the cue column—a wide margin on the left side of the paper. The cue column is the key to the Cornell method’s many benefits. Here’s how to use it.
Example Notes Using the Cornell Method
Format your paper. On each sheet, draw a vertical line from top to bottom about 2 inches from the left edge of the paper. This line creates the cue column—the space to the left of the line. You can also find websites that allow you to print out pages in this format. Just do an Internet search using the key words cornell method pdf.
Take notes, leaving the cue column blank. As you read an assignment or listen to a lecture, take notes on the right side of the paper. Fill up this column with sentences, paragraphs, outlines, charts, or drawings. Do not write in the cue column. You’ll use this space later, as you do the next steps.
Condense your notes in the cue column. Think of the notes you took on the right side of the paper as a set of answers. In the cue column, list potential test questions that correspond to your notes. Write one question for each major term or point.
As an alternative to questions, you can list key words from your notes. Another option is to pretend that your notes are a series of articles on different topics. In the cue column, write a newspaper-style headline for each “article.” In any case, be brief. Cramming the cue column full of words defeats its purpose—to reduce the number and length of your notes.
Write a summary. Pauk recommends reducing your notes even more by writing a brief summary at the bottom of each page. This step offers you another way to engage actively with the material.
Use the cue column to recite. Cover the right side of your notes with a blank sheet of paper. Leave only the cue column showing. Then, look at each item you wrote in the cue column and talk about it. If you wrote questions, answer each question. If you wrote key words, define each word and talk about why it’s important. If you wrote headlines in the cue column, explain what each one means and offer supporting details. After reciting, uncover your notes and look for any important points you missed.
Record—Mind Map
Mind mapping, a system developed by Tony Buzan (1991), can be used in conjunction with the Cornell method to take notes. In some circumstances, you might want to use mind maps exclusively.
To understand mind maps, first review the features of traditional note-taking. Outlines (explained in the next section) divide major topics into minor topics, which are subdivided further. They organize information in a sequential, linear way.
The traditional outline reflects only a limited range of brain function—a point that is often made in discussions about left-brain and right-brain activities. People often use the term right brain when referring to creative, pattern-making, visual, intuitive brain activity. They use the term left
brain
when talking about orderly, logical, step-by-step characteristics of thought. Writing teacher Gabrielle Rico (2000) uses another metaphor. She refers to the left-brain mode as our sign mind (concerned with words) and the right-brain mode as our design mind (concerned with visuals).
A mind map uses both kinds of brain functions. Mind maps can contain lists and sequences and show relationships. They can also provide a picture of a subject. They work on both verbal and nonverbal levels.
One benefit of mind maps is that they quickly, vividly, and accurately show the relationships between ideas. Also, mind mapping helps you think from general to specific. By choosing a main topic, you focus first on the big picture, then zero-in on subordinate details. By using only key words, you can condense a large subject into a small area on a mind map. You can review more quickly by looking at the key words on a mind map than by reading notes word for word.
Example Notes Using Mind Mapping
Give yourself plenty of room. To create a mind map, use blank paper that measures at least 11 by 17 inches. If that’s not available, turn regular notebook paper on its side so that you can take notes in a horizontal (instead of vertical) format. If you use a computer in class to take notes, consider software that allows you to create digital mind maps that can include graphics, photos, and URLs.
Determine the main concept of the lecture, article, or chapter. As you listen to a lecture or read, figure out the main concept. Write it in the center of the paper and circle it, underline it, or highlight it with color. You can also write the concept in large letters. Record concepts related to the main concept on lines that radiate outward from the center. An alternative is to circle or box in these concepts.
Use key words only. Whenever possible, reduce each concept to a single word per line or circle or box in your mind map. Although this reduction might seem awkward at first, it prompts you to summarize and to condense ideas to their essence. That means fewer words for you to write now and fewer to review when it’s time to prepare for tests. (Using shorthand symbols and abbreviations can help.) Key words are usually nouns and verbs that communicate the bulk of the speaker’s ideas. Choose words that are rich in associations and that can help you recreate the lecture.
Create links. A single mind map doesn’t have to include all of the ideas in a lecture, book, or article. Instead, you can link mind maps. For example, draw a mind map that sums up the five key points in a chapter, and then make a separate, more detailed mind map for each of those key points. Within each mind map, include references to the other mind maps. This technique helps explain and reinforce the relationships among many ideas. Some students pin several mind maps next to one another on a bulletin board or tape them to a wall. This allows for a dramatic—and effective—look at the big picture.
Record—Outline
A traditional outline shows the relationships among major points and supporting ideas. One benefit of taking notes in the outline format is that doing so can totally occupy your attention. You are recording ideas and also organizing them. This process can be an advantage if the material has been presented in a disorganized way. By playing with variations, you can discover the power of outlining to reveal relationships among ideas. Technically, each word, phrase, or sentence that appears in an outline is called a heading. Headings are arranged in different levels:
• In the first, or top, level of headings, note the major topics presented in a lecture or reading assignment.
• In the second level of headings, record the key points that relate to each topic in the first level of headings.
• In the third level of headings, record specific facts and details that support or explain each of your second level of headings. Each additional level of subordinate heading supports the ideas in the previous level of heading.
• Roman numerals offer one way to illustrate the difference between levels of headings.
Example Notes Using Outlining
Feel free to use different note-taking systems for different subjects and to combine formats. Do what works for you.
For example, combine mind maps along with the Cornell method. You can modify the Cornell format by dividing your paper in half. Reserve one-half for mind maps and the other half for linear information such as lists, graphs, and outlines as well as equations, long explanations, and word- for-word definitions. You can incorporate a mind map into your paragraph-style notes whenever you feel one is appropriate. Mind maps are also useful for summarizing notes taken in the Cornell format.
John Sperry, a teacher at Utah Valley State College, developed a note-taking system that can include all of the formats discussed in this lesson:
• Fill up a three-ring binder with fresh paper. Open your notebook so that you see two blank pages—one on the left and one on the right. Plan to take notes across this entire two-page spread.
• During class or while reading, write your notes only on the left-side page. Place a large dash next to each main topic or point. If your instructor skips a step or switches topics unexpectedly, just keep writing.
• Later, use the right-side page to review and elaborate on the notes that you took earlier. This page is for anything you want. For example, add visuals such as mind maps. Write review questions, headlines, possible test questions, summaries, outlines, mnemonics, or analogies that link new concepts to your current knowledge.
• To keep ideas in sequence, place appropriate numbers on top of the dashes in your notes on the left-side page. Even if concepts are presented out of order during class, they’ll still be numbered correctly in your notes.
Review—Techniques for Reviewing Your Notes
Think of reviewing as an integral part of note-taking rather than an added task. To make new information useful, encode it in a way that connects it to your long-term memory. The key is reviewing.
Review within 24 hours. The sooner you review your notes, the better, especially if the content is difficult. In fact, you can start reviewing during class. When your instructor pauses to set up the overhead display or erase the board, scan your notes. Dot the i’s, cross the t’s, and write out unclear abbreviations. Another way to use this technique is to get to your next class as quickly as you can. Then use the four or five minutes before the lecture begins to review the notes you just took in the previous class. If you do not get to your notes immediately after class, you can still benefit by reviewing them later in the day. A review right before you go to sleep can also be valuable.
Think of the day’s unreviewed notes as leaky faucets, constantly dripping and losing precious information until you shut them off with a quick review. Remember, it’s possible to forget most of the material within 24 hours—unless you review.
Edit your notes. During your first review, fix words that are illegible. Write out abbreviated words that might be unclear to you later. Make sure you can read everything. If you can’t read something or don’t understand something you can read, mark it and make a note to ask your instructor or another student about it. Check to see that your notes are labeled with the date and class and that the pages are numbered.
Fill in key words. As you review your notes, focus on extracting important concepts. Using the key word principles described earlier in this module, go through your notes and make a list of key words or phrases. These key words will speed up the review process later. Also experiment with the Cornell method for taking notes, which centers on organizing your notes on the basis of key words.
Use your key words as cues to recite. Cover your notes with a blank sheet of paper so that you can see only the key words in the left-side margin. Take each key word in order, and recite as much as you can about the point. Then, uncover your notes and look for any important points you missed.
Conduct short weekly review periods. Once a week, review all of your notes again. These review sessions don’t need to take a lot of time. Even a 20-minute weekly review period is valuable. Some students find that a weekend review—say, on Sunday afternoon—helps them stay in continuous touch with the material. Scheduling regular review sessions on your calendar helps develop the habit.
Consider typing your notes. Some students type up their handwritten notes on the computer. The argument for doing so is threefold. First, typed notes are easier to read. Second, they take up less space. Third, the process of typing them forces you to review the material.
Create summaries. Mind mapping is an excellent way to summarize large sections of your course notes or reading assignments. Create one map that shows all the main topics you want to remember. Then create another map about each main topic. After drawing your maps, look at your original notes, and fill in anything you missed. This system is fun and quick.
Example Mind Map Summary
Another option is to create a cheat sheet. There’s only one guideline: Fit all your review notes on a single sheet of paper. Use any note-taking format that you want—mind map, outline, Cornell method, or a combination of all of them. The beauty of this technique is that it forces you to pick out main ideas and key details. There’s not enough room for anything else!
Some instructors might let you use a summary sheet during an exam. But even if you can’t use it, you’ll benefit from creating one while you study for the test. Summarizing is a powerful way to review.
Turning PowerPoints Into Notes
PowerPoint presentations are common. They can also be lethal for students who want to master course content or those who simply want to stay awake.
Some students stop taking notes during a PowerPoint presentation. This choice can be hazardous to your academic health for several reasons. For one thing, PowerPoint presentations don’t always include all of the key material. Depending on them can leave large gaps in your notes. When you stop taking notes, you might also stop being an active participant in class.
To create value from PowerPoint presentations, take notes on them. Continue to observe, record, and review. See PowerPoint as a way to guide rather than to replace your own note-taking. Even the slickest, smartest presentation is no substitute for your own thinking.
Experiment with the following suggestions. They include ideas about what to do before, during, and after a PowerPoint presentation.
Before the presentation. Sometimes, instructors make PowerPoint slides available before a lecture. If you have computer access, download these files. Scan the slides, just as you would preview a reading assignment.
Consider printing out the slides and bringing them along to class. (If you own a copy of PowerPoint, then choose the Handouts option when printing. This will save paper and ink.) You can take notes directly on the pages that you print out. Be sure to add the slide numbers if they are missing.
If you use a laptop computer for taking notes during class, then you might not want to bother with printing. Just open up the PowerPoint file and type your notes in the window that appears at the bottom of each slide. After class, you can print out the slides in note view. This will show the original slides plus any text that you added.
During the presentation. In many cases, PowerPoint slides are presented visually by the instructor only during class. The slides are not provided as handouts, and they are not available online for students to print out.
This makes it even more important to take effective notes in class. Capture the main points and key details as you normally would. Use your preferred note-taking strategies.
Be selective in what you write down. Determine what kind of material is on each slide. Stay alert for new topics, main points, and important details. Taking too many notes makes it hard to keep up with a speaker and separate main points from minor details.
In any case, go beyond the slides. Record valuable questions and answers that come up during a discussion, even if they are not a planned part of the presentation.
After the presentation. If you printed out slides before class and took notes on those pages, then find a way to integrate them with the rest of your notes. For example, add references in your notebook to specific slides. Or create summary notes that include the major topics and points from readings, class meetings, and PowerPoint presentations.
Printouts of slides can make review tools. Use them as cues to recite. Cover up your notes so that only the main image or words on each slide are visible. See whether you can remember what else appears on the slide, along with the key points from any notes you added.
Also consider “editing” the presentation. If you have the PowerPoint file on your computer, make another copy of it. Open up this copy, and see whether you can condense the presentation. Cut slides that don’t include anything you want to remember. Also, rearrange slides so that the order makes more sense to you. Remember that you can open up the original file later if you want to see exactly what your instructor presented.
Taking Notes When Your Instructor Talks Quickly
Instructors are different in their communication style. Sometimes, instructors talk very quickly, and it may seem difficult to take notes.
The following strategies can help you take notes when your instructor talks quickly:
Take more time to prepare for class. Familiarity with a subject increases your ability to pick up on key points. If an instructor lectures quickly or is difficult to understand, conduct a thorough preview of the material to be covered.
Be willing to make choices. Focus your attention on key points. Instead of trying to write everything down, choose what you think is important. Occasionally, you will make a less-than- perfect choice or even neglect an important point. Worse things could happen. Stay with the lecture, write down key words, and revise your notes immediately after class.
Exchange photocopies of notes with classmates. Your classmates might write down something you missed. At the same time, your notes might help them. Exchanging photocopies can fill in the gaps.
Leave large empty spaces in your notes. Leave plenty of room for filling in information you missed. Use a symbol that signals you’ve missed something so that you can remember to come back to it.
See the instructor after class. Take your class notes with you, and show the instructor what you missed.
Use an audio recorder. Recording a lecture gives you a chance to hear it again whenever you choose. Some audio-recording software allows you to vary the speed of the recording. With this feature, you can perform magic and actually slow down the instructor’s speech.
Before class, take notes on your reading assignment. You can take detailed notes on the text before class. Leave plenty of blank space. Take these notes with you to class, and simply add your lecture notes to them.
Go to the lecture again. Many classes are taught in multiple sections. That gives you the chance to hear a lecture at least twice—once in your regular class and again in another section of the class.
Learn shorthand. Some note-taking systems, known as shorthand, are specifically designed for getting ideas down fast. Books and courses are available to help you learn these systems. You can also devise your own shorthand method by inventing one- or two-letter symbols for common words and phrases.
Ask questions—even if you’re totally lost. Many instructors allow a question session. This is the time to ask about the points you missed.
At times, you might feel so lost that you can’t even formulate a question. That’s okay. One option is to report this fact to the instructor. She can often guide you to a clear question. Another option is to ask a related question. Doing so might lead you to the question you really want to ask.
Ask the instructor to slow down. This solution is the most obvious. If asking the instructor to slow down doesn’t work, ask her to repeat what you missed.
Taking Notes While Reading
Taking notes while reading requires the same skills that apply to taking class notes: observing, recording, and reviewing. Use these skills to take notes for review and for research.
Review notes will look like the notes you take in class. Take review notes when you want more detailed notes than writing in the margin of your text allows. You might want to single out a particularly difficult section of a text and make separate notes. Or make summaries of overlapping lecture and text material. Because you can’t underline or make notes in library books, these sources will require separate notes, too.
To take more effective review notes, use the following suggestions:
Set priorities. Single out a particularly difficult section of a text and make separate notes. Or make summaries of overlapping lecture and text material.
Use a variety of formats. Translate text into Cornell notes, mind maps, or outlines. Combine these formats to create your own. Translate diagrams, charts, and other visual elements into words. Then, reverse the process by translating straight text into visual elements.
However, don’t let the creation of formats get in your way. Even a simple list of key points and examples can become a powerful review tool. Another option is to close your book and just start writing. Write quickly about what you intend to remember from the text, and don’t worry about following any format.
Condense a passage to key quotes. Authors embed their essential ideas in key sentences. As you read, continually ask yourself, What’s the point? See whether you can point to a specific sentence on the page to answer your question. Look especially at headings, subheadings, and topic sentences of paragraphs. Write these key sentences word for word in your notes, and put them within quotation marks. Copy as few sentences as you can and still retain the core meaning of the passage.
Condense by paraphrasing. Pretend that you have to summarize a chapter, article, or book on a postcard. Limit yourself to a single paragraph—or a single sentence—and use your own words. This is a great way to test your understanding of the material.
Take a cue from the table of contents. Look at the table of contents in your book. Write each major heading on a piece of paper, or key those headings into a file on your computer. Include page numbers. Next, see whether you can improve on the table of contents. Substitute your own headings for those that appear in the book. Turn single words or phrases into complete sentences, and use words that are meaningful to you.
Adapt to special cases. The style of your notes can vary according to the nature of the reading material. If you are assigned a short story or poem, for example, then read the entire work once without taking any notes. On your first reading, simply enjoy the piece. When you finish, write down your immediate impressions. Then, go over the piece again. Make brief notes on characters, images, symbols, settings, plot, point of view, or other aspects of the work.
Note key concepts in math and science. When you read mathematical, scientific, or other technical materials, copy important formulas or equations. Recreate important diagrams, and draw your own visual representations of concepts. Also write down data that might appear on an exam.
Taking Research Notes
Take research notes when preparing to write a paper or deliver a speech. One traditional method of research is to take notes on 3 × 5 cards. You write one idea, fact, or quotation per card, along with a note about the source (where you found it). The advantage of limiting each card to one item is that you can easily arrange cards according to the sequence of ideas in your outline.
Taking notes on a computer offers the same flexibility as index cards. Just include one idea, fact, or quotation per paragraph along with the source. Think of each paragraph as a separate card. When you’re ready to create the first draft of your paper or presentation, just move paragraphs around so that they fit your outline.
Include your sources. Whether you use cards or a computer, be sure to include a source for each note that you take.
Say, for example, that you find a useful quotation from a book. You want to include that quotation in your paper. Copy the quotation word for word onto a card, or key the quotation into a computer file. Along with the quotation, note the book’s author, title, date and place of publication, and publisher. You’ll need such information later when you create a formal list of your sources—a bibliography, or a list of endnotes or footnotes.
Whenever possible, print out or make photocopies of each source. For books, include a copy of the title page and copyright page, both of which are found in the front matter. For magazines and scholarly journals, copy the table of contents.
For each book you consult, record the following:
• Author
• Editor (if listed)
• Translator (if listed)
• Edition number (if listed)
• Full title, including the subtitle
• Name and location of the publisher
• Copyright date
• Page numbers for passages that you quote, summarize, or paraphrase
For each article you consult, record the following:
• Author
• Editor (if listed)
• Translator (if listed)
• Full title, including the subtitle
• Name of the periodical
• Volume number
• Issue number
• Issue date
• Page numbers for passages that you quote, summarize, or paraphrase
For other types of sources, ask your instructor for guidelines about what information to record.
Avoid plagiarism. When people take material from a source and fail to acknowledge that source, they are committing plagiarism. Even when plagiarism is accidental, the consequences can be harsh.
Many cases of plagiarism occur during the process of taking research notes. To prevent this problem, remember that a major goal of taking research notes is to clearly separate your own words and images from words and images created by someone else. To meet this goal, develop the following habits:
• If you take a direct quote from one of your sources, enclose those words in quotation marks and note the information about that source.
• If you take an image (photo, illustration, chart, or diagram) from one of your sources, note the information about that source.
• If you summarize or paraphrase a specific passage from one of your sources, use your own words and note the information about that source.
• If your notes include any idea that is closely identified with a particular person, note the information about the source.
• If you include one of your own ideas in your notes, simply note the source as “me.”
• If you’re taking notes on a computer and using Internet sources, be especially careful to avoid plagiarism. When you copy text or images from a website, separate those notes from your own ideas. Use a different font for copied material, or enclose it in quotation marks.
You do not need to note a source for these:
• Facts that are considered common knowledge (The history of the twentieth century includes two world wars.)
• Facts that can be easily verified (The US Constitution includes a group of amendments known as the Bill of Rights.)
• Your own opinion (Hip-hop artists are the most important poets of our age.)
The bottom line: Always present your own work—not materials that have been created or revised by someone else. If you’re ever in doubt about what to do, then take the safest course: Cite the source. Give credit where credit is due.
Taking Notes in Online Courses
You may not always take classes in a formal classroom setting. Many classes are now offered online. The following suggestions will help with taking notes and keeping track of information in online courses.
Do a trial run with technology. Verify your access to course web sites, including online tutorials, PowerPoint presentations, readings, quizzes, tests, assignments, bulletin boards, and chatrooms. Ask your instructors for the website addresses (URLs), e-mail addresses, and passwords. Work out any bugs when you start the course and well before that first assignment is due.
Develop a contingency plan. Murphy’s Law of computer crashes states that technology tends to break down at the moment of greatest inconvenience. You might not believe this piece of folklore, but it’s still wise to prepare for it:
• Find a “technology buddy” in each of your classes—someone who can contact the instructor if you lose Internet access or experience other computer problems.
• Every day, back up the files created for your courses.
• Keep extra printer supplies—paper, toner, and ink—on hand at all times. Don’t run out of necessary supplies on the day a paper is due.
Take notes on course material. You can print out anything that appears on a computer screen. This includes online course materials—articles, books, manuscripts, e-mail messages, chatroom sessions, and more.
The potential problem is that you might skip the note-taking process altogether. (I can just print out everything!) You would then miss the chance to internalize a new idea by restating it in your own words—a principal benefit of note-taking. Result: Material passes from computer to printer without ever intersecting with your brain. To prevent this problem, take notes on your online course material.
Ask for help. If you feel confused about anything you’re learning online, ask for help right away. This is especially important when you don’t see the instructor face-to-face in class. Some students simply drop online courses rather than seek help. E-mail or call the instructor before you make that choice. If the instructor is on campus, you might be able to arrange for a meeting during office hours.
Manage time and tasks carefully. Courses that take place mostly or totally online can become invisible in your weekly academic schedule. This reinforces the temptation to put off dealing with these courses until late in the term.
Avoid this mistake! Consider the real possibility that an online course can take more time than a traditional, face-to-face lecture class.
One key to keeping up with the course is frequent contact and careful time management:
• Early in the term, create a detailed schedule for online courses. In your calendar, list a due date for each assignment. Break big assignments into smaller steps, and schedule a due date for each step.
• Schedule times in your calendar to complete online course work. Give these scheduled sessions the same priority as regular classroom meetings. At these times, check for online announcements relating to assignments, tests, and other course events. Check for course-related e-mails daily.
• If the class includes discussion forums, check those daily as well. Look for new posts and add your replies. The point of these tools is to create a lively conversation that starts early and continues throughout the term.
• When you receive an online assignment, e-mail any questions immediately. If you want to meet with an instructor in person, request an appointment several days in advance.
• Give online instructors plenty of time to respond. They are not always online. Many online instructors have traditional courses to teach, along with administration and research duties.
• Download or print out online course materials as soon as they’re posted on the class website. These materials might not be available later in the term.
Focus your attention. Some students are used to visiting websites while watching TV, listening to music, or browsing their social media feed. When applied to online learning, these habits can reduce your learning and imperil your grades. To succeed with online learning technology, turn off the distractions. Whenever you go online, stay in charge of your attention. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/09%3A_Developing_Learning_Strategies/9.04%3A_Note-Taking_Strategies.txt |
Introduction
What images fill your mind when you hear the word relationship? Perhaps you think of a romantic partner or a spouse—or even an ex. Or maybe the term conjures up thoughts of parents, siblings, or children.
These are some of the most common relationships that fill your life, but many other types affect your academic journey.
How you interact with other people—both in and out of the classroom—can influence your college success. Learning positive ways to handle challenges, understanding personal boundaries, and navigating social cues will help you to become more engaged in classroom experiences. You can also use these skills as tools to get involved beyond the classroom walls.
Throughout this course, you’ve explored ways to be successful in college—managing time, studying effectively, and communicating well, to name a few lessons. In this module, you’ll learn more about the types of relationships you’ll need to develop during your academic career and the appropriate ways to use the skills you’ve gained to make sure these relationships are healthy, balanced, and successful.
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10: Developing Meaningful Relationships
Introduction
When it comes to college, success is about more than memorizing formulas or recalling important dates and information. To do well, you need to employ a holistic approach—using all of your skills and making good decisions each day.
Throughout your college journey, you’ll have the opportunity to interact with many different people in and out of the classroom. Although you may have many positive experiences in class, you will also be in situations that may be challenging. For example,
What happens if you disagree with another student during a discussion?
Are there ways to feel comfortable in a course if you don’t like the instructor? Should you turn off your cell phone during class?
Knowing the protocol is not necessarily intuitive, and this module will help you better understand the behavioral expectations of the college environment. You’ll also learn strategies for working with diverse peers and for using the challenges you face as opportunities for growth. Throughout this module, we’ll investigate how you can become more confident, engaged, and connected throughout your college career.
Making the Transition to Higher Education: What You Encounter
Whether you’ve just graduated from high school or have been out of the classroom for decades, you’ll discover many differences between secondary and postsecondary education. The sooner you understand such differences, the sooner you can deal with them.
Some examples of what you might face include the following:
New academic standards. Once you enter college, you’ll probably find yourself working harder in school than ever before. Compared with high school, instructors often present more material and at a faster pace. There may be fewer tests, but the grading might be tougher. You’ll have more to read, more to write, more problems to solve, and more to remember.
New level of independence. College instructors typically give less guidance about how or when to study. You may not get reminders about when assignments are due or when quizzes and tests will take place. You probably won’t get study sheets before a test. Overall, you might receive less consistent feedback about how well you are doing in each of your courses.
Don’t let any of this hands-off environment tempt you into putting off work until the last minute. You will still be held accountable for all coursework. And anything that’s said in class or included in assigned readings might appear on an exam.
Differences in teaching styles. Instructors at colleges, universities, and vocational schools are often steeped in their subject matter. Many did not take courses on how to teach and might not be as interesting as some of your high school teachers. Some professors also might seem more focused on research than on teaching.
Larger playing field. The institution you’ve just joined might seem immense, impersonal, and even frightening. The sheer size of the campus, the variety of courses offered, and the large number of departments can all add up to a confusing array of academic options.
More students and more diversity. Your college might enroll hundreds or even thousands more students than your high school does. So the range of diversity among these students might surprise you.
You are now responsible for structuring your time and creating new relationships. Perhaps more than ever before, you’ll find that your life is your own creation. You are free to set different goals, explore alternative ways of thinking, change habits, and expand your circle of friends. All of these opportunities can add up to a new identity or a new way of being in the world.
Making the Transition to Higher Education: How to Cope
Entering college is filled with many different decisions and options for you to choose. At first, this world of choices might seem overwhelming or even frightening. You might feel that you’re just going through the motions of being a student or playing a role that you’ve never rehearsed.
That feeling is understandable. Use it to your advantage. After all, you are assuming a new role in life—a student in higher education. And just as actors enter the minds of the characters they portray, you can take on the character of a master student.
When you’re willing to take responsibility for the quality of your education, you can create the future of your dreams. Keep the following strategies in mind:
Decrease the unknowns. To reduce surprises, anticipate changes. Before classes begin, get a map of the campus and walk through the buildings and other areas—perhaps with a classmate or friend. Visit your instructors in their offices and introduce yourself. Anything you can do to get familiar with the new place will help. In addition, consider buying your textbooks before class begins. Scan them to get a preview of your courses.
Admit your feelingswhatever they are. School can be an intimidating experience for new students. People of diverse cultures, adult learners, commuters, and people with disabilities may feel excluded. Anyone can feel anxious, isolated, homesick, or worried.
Those emotions are common among new students, and there’s nothing wrong with them. Simply admitting the truth about how you feel—to yourself and to someone else—can help you cope. And you can almost always do something constructive in the present moment, no matter how you feel.
If your feelings about this transition to higher education make it hard for you to carry out the activities of daily life—going to class, working, studying, and relating to other people—then get professional help. Start with a counselor at the student health service on your campus. The mere act of seeking help can make a difference.
Allow time for transition. You don’t have to master the transition to higher education right away. Give it some time. Also, plan your academic schedule with your needs for transition in mind. Balance time-intensive courses with other classes that are not as demanding.
Find resources. Of all resources, people are the most important. You can isolate yourself, study hard, and get a good education. However, doing just that is not the most powerful use of your tuition money. When you establish relationships with teachers, staff members, fellow students, and employers, you can get a great education. Build a network of people who will personally support your success in school.
Make peace with new technology. Turn back the clock to 2001. Google was just a few years old. There was no Facebook, no Twitter, no iPad, and no iPhone. Compare that to today’s world, when these services and products are used by millions of people.
If you don’t feel comfortable with the latest technology, welcome to the club. Students in higher education are asked to engage with technology at a level that has no precedent in our history.
To make the transition to this technological world, remember that it’s okay to admit the truth whenever you’re outside of your comfort zone. It’s also okay to get help.
Unless your college orientation does not cover this, go to your academic advisor to ask about help desks, workshops or classes, and other campus resources for getting up to speed with the latest technology. Find out how to access your school’s computer network, wireless network, website, e-mail system, and computers and printers available to students.
One way to overcome fear of change is to get hands-on experience with digital tools as soon as possible.
Succeeding in School at Any Age
If you’re an adult learner, you’re on a strong footing. With a rich store of life experiences, you can ask meaningful questions and make connections between course work and daily life. Any abilities that you’ve developed to work on teams, manage projects, meet deadlines, and solve problems are assets. Many instructors will especially enjoy working with you.
First, acknowledge your concerns. Adult learners might express any of the following fears:
• I’ll be the oldest person in all my classes.
• I’ve been out of the classroom too long.
• I’m concerned about my math, reading, and writing skills.
• I’m worried about making tuition payments.
• How will I ever make the time to study, on top of everything else I’m doing?
• I won’t be able to keep up with all the new technology.
Those concerns are understandable. However, college classrooms are more diverse than ever before. Adult learners can take advantage of evening classes, weekend classes, summer classes, distance learning, and online courses.
Here are some steps you can take as you prepare to become a college student:
Ease into it. If you’re new to higher education, ease into it. You can choose to attend school part- time before making a full-time commitment. If you’ve taken college-level classes in the past, find out if any of those credits will transfer into your current program.
Plan ahead. By planning a week or month at a time, you get a bigger picture of your multiple roles as a student, an employee, and a family member. With that awareness, you can make conscious adjustments in the number of hours you devote to each domain of activity in your life.
Delegate tasks. If you have children, delegate some of the household chores to them. Or start a meal co-op in your neighborhood. Cook dinner for yourself and someone else one night each week. In return, ask that person to furnish you with a meal on another night. A similar strategy can apply to child care and other household tasks.
Get to know other returning students. Introduce yourself to other adult learners. Being in the same classroom gives you an immediate bond. You can exchange work, home, or cell phone numbers and build a network of mutual support. Some students adopt a buddy system, pairing up with another student in each class to complete assignments and prepare for tests.
Find common ground with traditional students. Traditional and nontraditional students have many things in common. They seek to gain knowledge and skills for their chosen careers. They desire financial stability and personal fulfillment. And, like their older peers, many younger students are concerned about whether they have the skills to succeed in higher education.
Consider pooling resources with younger students. Share notes, edit one another’s papers, and form study groups. Look for ways to build on one another’s strengths. If you want help with using a computer for assignments, you might ask a younger student for help. In group projects and case studies, you can expand the discussion by sharing insights from your experiences.
Enlist your employer’s support. Let your employer in on your educational plans. Point out how the skills you gain in the classroom will help you meet work objectives. Offer informal seminars at work to share what you’re learning in school. You might find that your company reimburses its employees for some tuition costs or even grants time off to attend classes.
Get extra mileage out of your current tasks. Look for ways to relate your schoolwork to your job. For example, when you’re assigned a research paper, choose a topic that relates to your current job tasks. Some schools even offer academic credit for work and life experience.
Review your subjects before you start classes. Say that you’ve registered for trigonometry and you haven’t taken a math class since high school. Consider brushing up on the subject before classes begin. Also, talk with future instructors about ways to prepare for their classes.
“Publish” your schedule. After you plan your study and class sessions for the week, write up your schedule and post it in a place where others who live with you will see it. If you use an online calendar, print out copies to put in your school binder or on your refrigerator door, bathroom mirror, or kitchen cupboard.
Engage family and friends in your success. Ask the key people in your life for help. Share your reason for getting a degree, and talk about what your whole family has to gain from this change in your life. Ask them to think of ways that they can support your success in school and to commit to those actions. Make your own education a joint mission that benefits everyone.
Enroll Your Instructor in Your Success
It’s important to view instructors as partners in your education. You have the power to influence whether that relationship is positive or negative, and you get to decide what types of experiences you glean from each class. Here are some tips on how to build a positive connection with your instructor and how to handle the situation if things go awry:
Research the instructor. When deciding what classes to take, look for formal and informal sources of information about instructors. At some schools, students post informal evaluations of instructors on websites. Also talk to students who have taken courses from the instructor you’re researching.
Show interest in class. Students give teachers moment-by-moment feedback in class. That feedback comes through posture, eye contact, responses to questions, and participation in class discussions.
Release judgments. Maybe your instructor reminds you of someone you don’t like—your annoying aunt, a rude store clerk, or the fifth-grade teacher who kept you after school. Your attitudes are in your own head and beyond the instructor’s control. Likewise, an instructor’s political, religious, and societal beliefs are not related to teaching ability. Being aware of such things can help you let go of negative judgments.
Get to know the instructor. Meet with your instructor during office hours. Teachers who seem boring in class can be fascinating in person.
If you are meeting with your instructor, come to the meeting prepared with a list of questions and any materials you’ll need. During the meeting, relax. Avoid questions that might offend your instructor, such as I missed class on Monday. Did we do anything important?
Open up to diversity. A Latino can teach English literature. A white teacher can have something valid to say about African music. A teacher in a wheelchair can command the attention of a hundred people in a lecture hall. Don’t let assumptions about race and ethicity, gender, sexuality, and disability hinder your learning.
Form your own opinion about each instructor. You might hear conflicting reports about teachers from other students. The same instructor could be described by two different students as a riveting speaker and as completely lacking in charisma. Decide for yourself.
Seek alternatives. You might feel more comfortable with another teacher’s style or method of organizing course materials. Consider changing teachers, asking another teacher for help outside class, or attending an additional section taught by a different instructor.
Avoid excuses. Instructors know them all. Most teachers can see a snow job coming before the first flake hits the ground.
Submit professional work. Prepare papers and projects as if you were submitting them to an employer.
Accept criticism. Learn from your teachers’ comments about your work. It is a teacher’s job to give feedback. Don’t take it personally.
Use course evaluations. In many classes, you’ll have an opportunity to evaluate the instructor. Write about the aspects of the class that did not work well for you. Offer specific ideas for improvement. Also note what did work well.
Communicate effectively by phone and e-mail. Find out how your instructors prefer to be contacted outside of class. Most have specific preferences about what they want you to include in a voice mail or e-mail.
Take further steps, if appropriate. Sometimes, severe conflict develops between students and instructors. In such cases, you might decide to file a complaint or ask for help from a school administrator or program director. Be prepared to document your case in writing. Describe specific actions that created problems. Stick to the facts—events that other class members can verify. Your school has grievance procedures that apply in these cases. Use them. You are a consumer of education and have a right to fair treatment.
Classroom Civility—What’s in it For You
How you act in a situation conveys messages about what you may think or feel, even if you are not communicating with words. Consider an example: A student arrives 15 minutes late to a lecture and lets the door slam behind her. She pulls a fast-food burger out of a crackling paper bag. Then, her cell phone rings at full volume—and she answers it. Behaviors like these send a message to everyone in the room: I’m ignoring you.
Without civility, you lose. Even a small problem with classroom civility can create a barrier for everyone. Learning gets interrupted. Trust breaks down. Your tuition dollars go down the drain. You deserve to enter classrooms that are free of discipline problems and bullies. Many schools have formal policies about classroom civility. Find out what policies apply to you. The consequences for violating them can be serious and may include dismissal or legal action.
With civility, you win. When you treat instructors with respect, you’re more likely to be treated that way in return. A respectful relationship with an instructor could turn into a favorable reference letter, a mentorship, a job referral, or a friendship that lasts for years after you graduate. Politeness pays.
Classroom civility does not mean that you have to be passive or insincere. You can present your opinions with passion and even disagree with an instructor in a way that leaves everyone enriched rather than threatened.
Lack of civility boils down to a group of habits. Like any other habits, these can be changed. The following suggestions reflect common sense, and they make an uncommon difference:
Attend classes regularly and on time. If you know that you’re going to miss a class or be late, let your instructor know. Take the initiative to ask your instructor or another student about what you missed.
Do not disrupt class. If you arrive late, close the door quietly and take a seat. When you know that you will have to leave class early, tell your instructor before class begins, and sit near an exit. If you leave class to use the restroom or handle an emergency, do so quietly.
Participate fully during class. Take notes and join the discussions. Turn off your cell phone or any other electronic device that you don’t need for class. Remember that sleeping, texting, or doing work for another class is a waste of your time and money. Instructors notice distracting activities and take them as a sign of your lack of interest and commitment. So do employers.
Wait until class has been dismissed before packing up your things. Instructors often give assignments or make a key point at the end of a class period. Be there when it happens.
Communicate respect. When you speak in class, begin by addressing your instructor as Ms., Mrs., Mr., Dr., Professor, or whatever the teacher prefers.
Discussions gain value when everyone gets a chance to speak. Show respect for others by not monopolizing class discussions. Refrain from side conversations and profanity. When presenting viewpoints that conflict with those of classmates or your instructor, combine the passion for your opinion with respect for the opinions of others. Similarly, if you disagree with a class requirement or a grade you received, then talk to your instructor about it after class in a respectful way. In a private setting, your ideas will get more attention.
Respect gets communicated in small details. Don’t make distracting noises. Cover your mouth if you yawn or cough. Avoid wearing inappropriate clothing. And even if you meet your future spouse in class, refrain from public displays of affection.
Embrace diversity. Successful students—and teachers—come in endless variety. They are old and young, male and female. They come from every culture, race, and ethnic group. Part of civility is staying open to the value that other people have to offer.
See civility as a contribution. Every class you enter has the potential to become a community of people who talk openly, listen fully, share laughter, and arrive at life-changing insights. These are master student qualities. Every time you demonstrate them, you make a contribution to your community. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/10%3A_Developing_Meaningful_Relationships/10.01%3A_Interacting_in_the_Classroom.txt |
Introduction
“What did you do this weekend?” Britt asks as you walk into Professor Schmidt’s 8 a.m. class. Smiling, you grab a seat in the third row and shuffle papers from your bag.
“Oh, you know,” you stammer, “nothing much.” Nothing much. Nothing much?
Do you ever feel as though life is just passing you by? Are you caught in the daily grind of work and school, wondering at the end of the weekend where the time has gone and what you have to show for it?
A successful college experience is about more than academic achievement. Your college years— whether you are young or old—can be a time of immense personal enrichment.
What do you enjoy doing in your free time? Do you have any hobbies? Many colleges and universities offer clubs and student organizations to fit a variety of interests. Whether you are interested in team activities or solo ventures, school is a great place to find out about opportunities to network and connect with people who enjoy similar things.
Your academic journey can also provide opportunities for volunteering in your local community and even the chance to turn those hours into course credits through Service Learning. By using your time as a student to participate in activities outside of the classroom, you’ll explore new possibilities and make valuable connections in the process.
In this lesson, you’ll learn about some of the many opportunities for extracurricular involvement— both on and off campus—as a college student. Let’s examine ways you can use the resources and connections of your campus to find new ways to connect and engage with your community.
Extracurricular Activities: Reap the Benefits
As you enter higher education, you may find that you are busier than you’ve ever been before. Often, that’s due to the variety of extracurricular activities available to you: athletics, fraternities and sororities, student newspapers and literary journals, debate teams, study groups, service learning or volunteer projects, internships, mentorships, student government, and political action groups, to name just a few. Your school might also offer free admissions or discounted tickets to conferences, films, plays, concerts, comedy shows, museums, games or sporting events, art galleries, and speaking engagements. Student organizations help to make these activities possible, and you can join any of them.
People who participate in extracurricular activities gain many benefits. They bridge the worlds inside and outside the classroom. They expand their learning styles by testing theories in action and gaining concrete experiences. Through student organizations, they explore possible careers, make contacts for jobs, and build a lifelong habit of giving back to their communities. They make new friends among both students and faculty and work on teams composed of people from different cultures.
Getting involved in such organizations also comes with some risks. When students don’t balance extracurricular activities with class work, their success in school can suffer. They can also compromise their health by losing sleep, neglecting exercise, skipping meals, or relying on fast food. These costs are easier to avoid if you keep a few suggestions in mind:
Make conscious choices about how to divide your time between schoolwork and extracurricular activities. Decide up front how many hours each week or month you can devote to a student organization. Leave room in your schedule for relaxing and for unplanned events.
Look to the future when making commitments. Write down three or four of the most important goals you’d like to achieve in your lifetime. Then, choose extracurricular activities that directly support those goals.
Create a career plan that includes a list of skills needed for your next job. Choose extracurricular activities that will help you develop those necessary skills. If you’re unsure of your career choice, then get involved in campus organizations to explore your options.
Whenever possible, develop leadership experience by holding an office in an organization.
If that’s too much of a commitment, then volunteer to lead a committee or plan a special event.
Get involved in a variety of extracurricular activities. Varying your activities demonstrates to future employers that you can work with a diverse group of people in a range of settings.
Recognize your own reluctance to follow through on a commitment. You might agree to attend meetings and find yourself forgetting them or consistently showing up late. If that happens, write a Discovery Statement about the way you’re using time. Follow that with an Intention Statement about ways to keep your agreements—or consider renegotiating those agreements.
Say no to activities that fail to create value for you. Avoid joining groups only because you feel obligated to do so or feel guilty for not doing so.
Check out the rules before joining any student organization. Ask about dues and attendance requirements.
What Is Service Learning?
As part of a service learning project for a sociology course, students volunteer at a community center for older adults. For another service learning project, history students interview people in veterans’ hospitals about their war experiences. These students share their interview results with a psychiatrist on the hospital staff.
Meanwhile, business students provide free tax-preparation help at a center for low-income people. Students in graphic arts classes create free promotional materials for charities. Other students staff a food cooperative and a community credit union.
These examples of actual projects from the National Service-Learning Clearinghouse demonstrate the basic premise of service learning: Volunteer work and other forms of service can be a vehicle for higher education.
Think of service learning as a way to find new tools and new ideas. In fact, see service learning as a tool based on one of the core values behind this course—making a positive contribution to the lives of other people.
Many of the resources in this course are about filling yourself up, taking care of yourself, being “selfish,” and meeting your needs. The strategies and tips suggested here focus on how to get what you want out of school, work, and the rest of your life. One result of these lessons in successful selfishness is your immense capacity to contribute. This means giving back to your community in ways that enhance the lives of other people.
Many schools offer service learning programs. Look up service learning in the index of your school catalog or search your school’s website using those key words. There might be a service learning office on your campus.
When you design a service learning project, consider the following suggestions:
Follow your interests. Think of the persistent problems in the world—illiteracy, hunger, poverty, racial and gender inequality, addiction, climate change, corruption and abuse of power, to name just a few. Which of them generate the strongest feelings in you? Which of them link to your possible career plans and choice of major? The place where passion intersects with plan (see the six levels of powerful speaking discussed in an earlier module) often creates an opportunity for service learning.
Choose your community partner carefully. Work with a community organization that has experience with students. Make sure that the organization has liability insurance to cover volunteers.
Learn about your community partner. Once you connect with a community organization, learn everything you can about it. Find its mission statement and explore its history. Find out what makes this organization unique. If the organization partners with other entities in the community, learn about them as well.
Handle logistics. Integrating service learning into your schedule calls for detailed planning. If your volunteer work takes place off campus, arrange for transportation and allow for travel time.
Build long-term support for the project. One potential pitfall of service learning is that the programs are often short-lived. After students pack up and return to campus, the programs can deteriorate and die because of lack of staffing and support. To prevent this outcome, recruit other students or community members willing to step in and take over for you when the semester ends.
Connect service learning to critical thinking. To think critically and creatively about your service learning project, ask questions such as these:
• What service did you perform?
• What roles did your service project include, and who filled those roles?
• What knowledge and skills did you bring to this project?
• After being involved in this project, what new knowledge and skills did you gain?
• What did you learn from this experience that can help another service learning project succeed?
• Will this project affect your choice of a major? If so, how?
• Will this project affect your career plans? If so, how?
Service learning provides an opportunity to combine theory and practice, reflection and action, book learning and real-world experience. Education takes place as we reflect on our experiences and turn them into new insights and intentions. Use service learning as a way to elevate your thinking skills to the critical level. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/10%3A_Developing_Meaningful_Relationships/10.02%3A_Getting_Involved.txt |
Introduction
In today’s global, interconnected world, communication is more vital than ever. Technology has played an important role in this globalization. With just a simple online search, we can learn about other cultures and traditions.
But how does this changing landscape affect the classroom?
College has not always been a welcoming realm of diversity. In the Middle Ages of Europe, for example, only the wealthiest of young men were likely to have a chance at higher education. Thankfully, times have changed in much of the world and education is more accessible now.
If you grew up in a small town and lived there for most of your life so far, you may not be used to interacting with people who have different beliefs, perspectives, languages, or cultures from your own. But in a college environment, people come from many different states, or even countries, to pursue their studies. Your classroom will likely be made up of individuals of varying ages, ethnicities, and backgrounds. Each class is unique, and you will have the opportunity to work with many types of people in the college environment.
In this lesson, we’ll explore ways you can build your cultural communication skills to truly benefit from the experiences within the classroom and throughout the campus.
Communicating Across Cultures
The ability to communicate across cultures is valuable. What gives it power is your sincere desire and commitment to create understanding. If you truly value cultural diversity, then you can discover ways to build bridges between people.
Use the following strategies to do so, and invent more of your own:
Start with self-discovery. The first step to developing diversity skills is to learn about yourself and the lenses through which you see the world. One way to do this is to intentionally switch lenses—that is, to consciously perceive familiar events in a new way.
For example, think of a situation in your life that involved an emotionally charged conflict among several people. Now, mentally put yourself inside the skin of another person in that conflict. Ask yourself, How would I view this situation if I were that person?
You can also learn by asking, What if I were a person of the opposite gender or sexual orientation? Or if I were a member of a different racial or ethnic group and didn’t speak English? Or if I were older or younger or differently abled? Do this exercise consistently, and you’ll discover that we live in a world of multiple realities. There are many different ways to interpret any event— and just as many ways to respond, given our individual differences.
Look for differences between individualist and collectivist cultures. Individualist cultures flourish in the United States, Canada, and Western Europe. If your family has deep roots in one of these areas, you were probably raised to value personal fulfillment and personal success. You received recognition or rewards when you stood out from your peers by, for example, earning the highest grades throughout the semester, scoring the most points during a basketball game, or demonstrating excellence in art or science projects.
In contrast, collectivist cultures value cooperation over competition. Group progress is more important than individual success. Credit for an achievement is widely shared. If you were raised in such a culture, you probably place a high value on your family and were taught to respect your elders. Collectivist cultures dominate Asia, Africa, and Latin America.
In short, individualist cultures often emphasize the I. Collectivist cultures tend to emphasize the we. Forgetting about the differences between them can strain a friendship or wreck an international business deal.
If you were raised in an individualist culture, we suggest the following:
• Remember that someone from a collectivist culture may place a high value on saving face. This idea involves more than simply avoiding embarrassment. This person may not want to be singled out from other members of a group, even for a positive achievement. If you have a direct request for this person or want to share something that could be taken as a personal criticism, save it for a private conversation.
• Respect titles and last names. Americans often like to use first names immediately after meeting someone, but in some cultures this practice is acceptable only among family members. Especially in work settings, use last names and job titles during your first meetings. Allow time for informal relationships to develop.
• Put messages in context. For members of collectivist cultures, words convey only part of an intended message. Notice gestures and other nonverbal communication as well.
If you were raised in a collectivist culture, you can creatively “reverse” the preceding list. Keep in mind that direct questions from a Western student or coworker are meant not to offend but to clarify an idea. Don’t be surprised if you are called by a nickname, if no one asks about your family, or if you are rewarded for a personal achievement. In social situations, remember that indirect cues might not get another person’s attention. Practice asking clearly and directly for what you want.
Look for common ground. Students in higher education often find that they worry about many of the same things, including tuition bills, the quality of cafeteria food, and the shortage of on- campus parking spaces. More important, our fundamental goals as human beings—such as good health, physical safety, and economic security—cross cultural lines.
Communicating with Openness
When communicating with someone whose background may be different than your own, speak and listen with cultural sensitivity. After first speaking with someone from another culture, don’t assume that you’ve been understood or that you fully understand the other person. The same action can have different meanings at different times, even for members of the same culture. Check it out. Verify what you think you have heard. Listen to see whether what you sent (said) is what the other person received (heard).
If you’re speaking with someone who doesn’t understand English well, keep the following ideas in mind:
• Speak slowly, distinctly, and patiently.
• Don’t repeat individual words over and over to clarify your statement. Restate your entire message with simple, direct language and short sentences.
• Avoid slang and figures of speech.
• Use gestures to accompany your words.
• Write down what you’re saying; English classes for nonnative speakers often emphasize written English. Print your message in capital letters.
• Stay calm, and avoid sending nonverbal messages that you’re frustrated.
If you’re unsure about how well you’re communicating, ask questions: I don’t know how to make this idea clear to you. How might I communicate better?, When you look away from me during our conversation, I feel uneasy. Is there something else we need to talk about?, or When you don’t ask questions, I wonder whether I am being clear. Do you want any more explanation? Questions such as these can get cultural differences out in the open in a constructive way.
Look for individuals, not group representatives. Sometimes, the way we speak glosses over differences among individuals and reinforces stereotypes. For example, a student worried about her grade in math expresses concern over “all those Asian students who are skewing the class curve.” Or a white music major assumes that his black classmate knows a lot about jazz or hip- hop music. We can avoid such errors by seeing people as individuals—not spokespersons for an entire group.
Develop support systems. Many students find that their social adjustment affects their academic performance. Students with a strong support system—such as family, friends, members of the same church, members of a self-help group, and a mentor—are using a powerful strategy for success in school. As an exercise, list the support system that you rely on right now. Also list new support systems you could develop.
Support systems can help you bridge culture gaps. With a strong base of support in your own group, you can feel more confident in meeting people outside that group.
Be willing to accept feedback. Members of another culture might let you know that some of your words or actions had a meaning other than what you intended. For example, perhaps a comment that seems harmless to you is offensive to them. And they may tell you directly about it.
Avoid responding to such feedback with phrases such as Don’t get me wrong, You’re taking this way too seriously, or You’re too sensitive. Instead, listen without resistance. Open yourself to what others have to say. Remember to distinguish between the intention of your behavior and its actual effect on other people. Then, take the feedback you receive and ask yourself how you can use it to communicate more effectively in the future.
You can also interpret such feedback positively—a sign that others believe you can change and that they see the possibility of a better relationship with you.
If you are new at responding to diversity, expect to make some mistakes along the way. As long as you approach people in a spirit of acceptance, your words and actions can always be changed.
In social situations, remember that indirect cues might not get another person’s attention. Practice asking clearly and directly for what you want.
Speak up against discrimination. You might find yourself in the presence of someone who tells a racist joke, makes a homophobic comment, or utters an ethnic slur. When this happens, you have a right to state what you observe, share what you think, and communicate how you feel. Depending on the circumstance, you might say any of the following:
• “That’s a stereotype, and we don’t have to fall for it.”
• “Other people are going to take offense at that. Let’s tell jokes that don’t put people down.”
• “I realize that you don’t mean to offend anybody, but I feel hurt and angry by what you just said.”
• “I know that an African-American person told you that story, but I still think it’s racist and creates an atmosphere that I don’t want to be in.”
Speaking up in this instance may be the most difficult type of communication you will ever do. However, if you don’t do it, you give the impression that you agree with biased speech.
In response to your candid comments, many people will apologize and express their willingness to change. Even if they don’t, you still know that you showed integrity by aligning your words with your values.
When it comes to helping minimize discrimination, you are in an environment where you can make a difference. Express your viewpoint. This is training for citizenship in a multicultural world. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_OpenNow_College_Success_(Cengage)/10%3A_Developing_Meaningful_Relationships/10.03%3A_Interacting_with_Others.txt |
The Need (for a Student-Oriented, Low-Cost, Effective Handbook for First-Time Internships)
This book was written over a 10-year period for, and with, university students taking a clinically-oriented practice course in a number of human services settings, broadly defined. As such, the text may be useful to counseling, psychology, social work, criminal justice, and other types of human services majors taking their first experientially-based internship, practicum, or "service learning" class. Of course, we realize that there are differences between the course structure for internship and practicum courses that depend on such things as major, college, and state requirements. Therefore, it is helpful to begin by defining how we are using these and other terms and concepts that are important in this book.
Despite differences concerning such issues as the number of clinical hours involved, the degree of supervision required, the type of duties, and so on, the internship and practicum learning formats share many common features. Since the most important ones include being situated in a real-world setting, experiencing a lack of professional experience, and dealing with active clinical supervision, we have chosen to use the terms internship and practicum interchangeably in this text. In order to reduce repetition, we tend to employ the word internship more often. Similarly, because universities are collections of colleges, we will also use these two terms interchangeably, although we also recognize there are differences.
In any case, the focus of this text is to help students who are just beginning to step into the clinical or professional world by giving them a sense of what to expect, when to expect it, and how to handle an internship, from finding one to completing one. In other words, the book is something of an experiential roadmap for beginners. This map was created with two perspectives in mind, that of the instructor and that of students who have "been there and done that," which gives the book a unique tone. As such, the material is best read at the beginning of an internship. Occasionally, it is even useful to make it available to students before the class begins, especially if students must find their own placement sites, as many universities require.
The other terms or concepts that need clarification at the beginning concern what we mean by human services and human service majors. In this book, human services is a general terms that describes any service, agency, or discipline whose primary focus is on facilitating the well-being of individuals and/or the communities in which they live. Since different majors can work in those settings, the phrase human services majors is used as a general rather than a degree-specific term. Consequently, those in human services, as broadly defined, are covered by this term. In other words, the internships discussed in this book are for majors interested in the helping professions in general.
What makes this look at internships different than others may be that it was designed and drafted by those who were going through their first internship experiences. Although they were always guided by a seasoned clinician who has taught a variety of psychology, social work, criminal justice, and counseling courses, the book is written in the students' voice, often in their own words. "Succeeding at Your Internship," then, really is "an experiential handbook written for and with students," but always in conjunction with their clinician-professor.
The Problem
What follows in this introduction could be placed in a preface to the book instead of an introductory chapter. Some of us, especially academics, look forward to the preface for at least two reasons. First, it prepares the mind for what follows, something akin to creating a rough, cognitive map that provides readers with an outline of what to expect as they move through the pages. Second, the preface often presents information not found elsewhere in the book, such as why the book was written, the needs it attempts to address, its intended audience, the author's background, and so on.
Unfortunately, we have found that many students, and sometimes even instructors, simply bypass the preface. Doing so with this book is a mistake because it is necessary to understand what makes it unique before evaluating its merits, either as a student or an instructor. Most accredited human services programs include an experientially- oriented course. I have been teaching them for over 30 years and, like most instructors, have found that they teach me things as well.
For example, the first-time students take one of these courses, they are usually excited and anxious. As an instructor, I count on the excitement these majors have for their disciplines because that healthy enthusiasm, and the idealism on which it is often based, is necessary for success in the course and beyond. These individuals care about others enough to learn about helping them, and they usually look forward to what is often their first exposure to human services agencies, those who work in them, and the people they serve. Without this idealism and altruism, I suspect few people would enter these fields, given the type of salaries and stress these occupations often entail.
Nevertheless, these anticipatory feelings are accompanied by unpleasant ones, such as anxiety over not knowing what to expect, a feeling of being in over one's head, or even a fear of failure. This dimension of starting an internship is important too. Its positive side is that these students recognize that they are about to touch the lives of others in special ways and are concerned about doing it in a professional manner. However, anxiety is also painful because it can evoke worries about inadequacy, rejection, or failure, especially if a college (or university) requires students to find a suitable site for the class or experience on their own. In addition to creating some pain, this anxiety can manifest itself in terms of practical problems, such as delays in finding internships because of procrastination, self-doubt, which can hinder the development of competence, and worry, something that often impairs the learning process.
We have at least two tools at our disposal to help with this higher-level teaching and learning challenge. One depends on the instructor and involves supervising the students in a group or one-to-one setting. I have done both, but more often my undergraduate version of the course is based on a group format. Here students are placed in various mental health, social service, and criminal justice sites where they are required to work a given number of hours per week and then meet with me as a group. The group is where they share their concerns, successes, and where they turn to support from their colleagues and me. My upper-level graduate internships tend to be more individually oriented, which creates a different learning environment. Either way, our supervision and support facilitate the success in which we are all interested. The other tool usually comes in the form of books for the class, and there are several from which to choose. Some emphasize a particular theory or specific approach, while others are more eclectic. Some are more practically oriented and include many exercises and activities, while others are more scholarly or academic. However, they often seem to have two limitations that we want to address in this book. First, standard texts often fail to focus on the student’s lived experience of the internship enough to help them feel that they are going about things reasonably well in this new and sometimes scary learning environment. Second, textbooks are typically expensive. For example, I recall one small paperback that had just under 100 pages of print, yet cost over \$100. That was a decade ago, and the cost of books has now become one more financial burden for the student. The need for an inexpensive, experientially-oriented book is what prompted me to look for a reasonable alternative for students and instructors.
A Solution
A largely serendipitous event happened at the time I reached this point and became the first step in developing this book. A student in one of the internship classes I was teaching did not want or need a new field placement because he was already working at a human services agency that satisfied his career goals. Instead, this individual simply wanted a degree to earn a promotion and higher income within the same organization. He also expressed an interest in becoming an author. That combination created a unique opportunity at a fortuitous time, so I could not turn it down. Instead of burdening the student by requiring him to find or pick a placement at a new setting, I offered an alternative that ended up laying the foundation for this book.
Having authored a significant number of articles and books in clinically-related areas (Mruk 2013), I suggested that he could consider a different type of internship, one that focused on learning how to write a prospectus for a book. The idea was to create a description of what a low-cost, practically-oriented, student-friendly handbook for human services students taking their first practicum or internship experience might look like. He said “yes,” and we agreed on a plan. By the end of that semester, he would write a 10-page overview of such a potential book. The final project would consist of, among other things, annotated chapter headings and crucial themes that students would likely encounter in an experientially-oriented human services internship or service-learning course.
The next step concerned addressing another problem, namely, the need for a good handbook for these courses. What defined good for us? Two things. First, the book had to be usable for different majors working in different settings. Since most undergraduates with interests in human services work must take a practicum or internship course, the book had to address themes that were common to all these majors. In contrast to most of the existing books designed to accompany these courses, this goal forced us to keep the academic diversity of students in mind. Rather than focus on a particular orientation, such as social work, or a general set of therapeutic techniques, such as cognitive therapy, we wanted the book to help beginners in general because they must also deal with more basic, practical, and concrete issues regardless of academic discipline or major.
This goal was met in a way that many of our colleagues might find interesting from a pedagogical perspective. Time and again, it was clear that the “real” student concerns went beyond learning about theory and practice. They also involved considerations such as knowing how to go about finding a practicum if the institution does not provide placement sites, preparing for the interview for such a position, cultivating positive relationships with both colleagues and clients at the site, appreciating diversity, knowing about ethics, using supervision effectively, acquiring a beginner’s level of employable competence, and leaving the placement in ways that create a bridge to the future. Since we already had a loose outline for a book written from a student perspective, it occurred to me that it could serve as the foundation for a practicum or internship handbook by sharing it with students and allowing them to add to it over time.
Consequently, as part of their course work, I began to have students write two-page papers on one of the themes in the prospectus. Then they would share their drafts with their colleagues, who would make suggestions for revision. Finally, the student would re-write the pages to the satisfaction of both the group and the instructor. Ten years later, students have expanded this “living book,” as we began to call it, by turning themes into chapters and adding more information to it. Each chapter is based on student experience, but each one also includes practical suggestions and specific activities to help ensure success and illustrate the material. Students could choose whether they wanted their drafts to be considered for inclusion. Moreover, material that was submitted was modified by those who came after them and, of course, the editors. In this way, student confidentiality and instructor professionalism were appropriately honored. After following this process, we compiled chapter drafts into a manuscript and “tested” it as the main text for the course.
After reviewing the material with students in the practicum, we asked them when they would find the material most helpful in addition to, of course, using it during the semester. They said that sending them chapter two electronically well before the semester begins would help the most. This chapter deals with finding an internship site, preparing for the first interview, and reducing the anxiety often associated with these fundamental tasks. Having a guide to help students deal with these tasks before the semester has two advantages: Students have more time to find a site and the class does not need nearly as much time to get everyone up to speed at the beginning of the semester, which leaves more time for learning.
The second criterion concerned price. Given such things as ever-increasing educational costs, shrinking state funding, the uncertainty of federal grant and loan programs, and the growing burden of student debt, we felt a strong need to keep the price of the book low. The development of the manuscript addressed this problem nicely, as it was free to students in the course. Over the years, however, the online educational and publishing community started to lay the foundation for copyrighting so-called “open source books” as some states, including Ohio, started pressuring academics to “do something” about the rising cost of books.
Printed as a regular book, the manuscript would probably be about 110 pages long. Having attended many of the developmental and academic workshops Bowling Green State University consistently offers its faculty, I soon realized that a copyright and Creative Common’s license would help us reach this goal. The open-access format this organization provides makes it possible for us to offer a completely free version of the text to anyone who wants to use it. Another benefit of this approach is that, since it is in electronic form, it can be made available to the students well before the class starts. In other words, instructors could easily send students a link to the source and tell students to be sure to read Chapter 2 as early as possible so they could have help setting up an internship before class began. Of course, the handbook can stand as a main course text, or it can serve as a supplemental one for a class that uses other material. Since it is written as a handbook, the text can also be used as an elective reading for students who wish to better prepare for taking their first heavily experiential training course on their own.
We also found it necessary to deal with two technical writing challenges that arose in the process of writing the handbook. One is the problem of voice, more specifically, the use of a formal academic voice versus personal informal voice in the book. The academic voice is more detached and professional, whereas the personal (first-person) voice is more free-flowing and familiar.
We asked students, instructors, authors, and college librarians about their preferences. There seemed to be an equal division between those who preferred the academic approach and those who preferred the personal approach. Fortunately, one of the editors teaches English, which turned out to be advantageous in making the final decision. As a result, we took a middle path. In other words, the third person is used when we are presenting more academic information. When we are addressing students concerns or experiences, we have used both the more informal first person and second person. Although such compromises often mean pleasing no one, it does reach both intended audiences, namely the more formal concerns of an instructor and the more experiential interests of the student. In this sense, the book reflects that the “teacher-student” and “student-teacher” approach Freire (1970) found so effective for learning.
The other issues concerned what to do with pronouns, such as he or she/his or her and the like. In order to remain “gender neutral,” we made the decision to follow what is becoming an acceptable grammatical solution: That is, to use the plural third-person pronouns they, them and their, when referring to a non-gender specific singular antecedent. For example, “The judge adjusted their robe.” Grammar purists will take exception to such “blasphemy,” but it is an effective solution that is gaining wider and wider acceptance.
The Editors
Chris Mruk is a professor of psychology at Bowling Green State University and has offered internships for undergraduate human services majors as well as doctoral students in psychology for some 30 years. He also had a “real job,” as his wife is fond of saying, before coming to academia when he worked as a clinical psychologist. That experience includes employment in an inpatient psychiatric unit, supervising a heroin addiction program in Detroit, working as a crisis intervention expert in one of the nation’s first two 24-hour full-service emergencies psychiatric services, being a therapist in a community mental health center, directing a college counseling service at St. Francis University (Pennsylvania), and consulting for the Firelands Regional Medical System in Sandusky, Ohio. He has written a number of clinically-oriented books, one of which is in its 4th edition, as well as some 30 chapters and articles. Chris is the recipient of a number of teaching awards, including an appointment as a Professor of Teaching Excellence at Bowling Green State University. Details concerning his background can be found at www.cmruk.org. His primary duties in writing the book concerned its content and structure.
John Moor is a Teaching Professor in the Humanities Department at Bowling Green State University, Firelands. He has been teaching composition classes at the college since 1988. Before that, he taught high school English for 6 ½ years. He received his B.A. in English at Bowling Green State University in 1977 and his M.A. in Mass Communications from the same institution in 1988. He has written for several local weekly and monthly newspapers over the years. When he’s not grading student essays, he enjoys projects such as this—revising and editing manuscripts. (Really!)
Emily Gattozzi, MLIS (Master of Library and Information Science) is the Coordinator of Scholarly Publishing at Bowling Green State University. Her steady guidance and friendly helpfulness were instrumental in guiding this book through the open publishing process. Her work was the final step in reaching our goal: Offering students and instructors lower-cost alternatives to quality education. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Succeeding_at_Your_Internship_-_A_Handbook_Written_for_and_with_Students_(Mruk_and_Moor)/01%3A_What_This_Book_is_About_and_How_to_Use_It.txt |
Introduction
Chapter 2 introduces the internship and helps guide students through the process of finding a "good fit," though that might not turn out to be exactly as one imagined. More specifically, this chapter discusses much of what students want or need to know before finding and starting at their placement sites. Remember, your school may structure the course as a practicum or internship, but we are using the terms interchangeably because there is considerable overlap between them.
Key Words
• Human Services Worker: A person who is trained to assist others to find appropriate and positive solutions to various life issues and problems. Their academic training varies widely.
• Network and Networking: The continuous development of a supportive system of sharing information and connections between individuals and groups that share common interests.
• Internship: An experientially-oriented course or learning situation aimed at providing students with real-life training and experience in a human service setting. Typically described as a practicum, internship, or service-learning experience.
It is important to know what exactly we mean by human services and what is expected of a human services worker before site selection. In general, human services and the related agencies they work at try to help people by addressing a wide spectrum of problems ranging from mental health to protective services. In so doing, they demonstrate a commitment to improving the overall quality of life for service populations and communities. Often, agencies will focus on a specific need or problem and direct their resources to help people deal with them. Human services workers come from several major areas, such as social work, psychology, liberal studies, criminal justice, and so on. They may hold many different positions in various types of human services agencies.
Example:
There are three human services workers: one holds an associate degree, another has a bachelor’s degree in social work, and another in a different area. One decides to use the degree to work for a nursing home, helping to ensure that the residents are treated humanely. Another takes a job at a non-profit food bank where they deal with suppliers and clients while the third works with juveniles in the criminal justice system. All of them are professionals doing valuable human services work in relevant settings. Although trained differently, depending on their degrees or background, all of them are likely to benefit from having had a positive internship experience
Beginning the Internship
The internship and courses like it are learning experiences that students undergo to prepare for the workforce. It is an invaluable field experience where we, as students, can start learning to apply the knowledge we gained throughout our human services coursework. The process is time consuming, and students entering the “helping system” for the first time may experience feelings of uncertainty, tension, or even anxiety. These feelings often occur during initial interviews when students are trying to find a site and during the first days at the site. Overcoming these feelings can help students do well at the site and better prepare them to empathize with clients and their struggles.
The internship is entirely different from traditional educational experiences in that students will utilize skills previously learned in coursework and implement them in new, unpredictable, real-world situations. Under the guidance of an instructor or site supervisor, students are provided with opportunities to learn as they go. Often this learning process is further enhanced in the classroom through interactions with the instructor who addresses student questions, comments, and concerns. The instructor also discusses course material and may hold weekly discussions where students can offer each other support and suggestions based on their own experiences. In this sense, an internship course can expose students to many different career paths as they learn about each person’s site and the work it does. It may also help to know that instructors look forward to these courses because they are often launching pads for students as they get ready to leave the academic nest for their future professions.
Choosing and Preparing for a New Type of Learning Experience
There are many things to do to prepare for the internship experience, such as finding a site, making the first call, and requesting and preparing for interviews. Although this might be a stressful time, being prepared in advance through proper planning can relieve anxiety throughout the process. It also is helpful for you to find healthy ways to unwind and release such tension. The internship of your choice can be a rewarding, enriching, and successful experience if you prepare for it in advance.
Generally, the first concern you encounter is finding a site, although sometimes the college assigns you to one. Students majoring in human services are usually given information before the beginning of the semester in which the internship is offered. It is recommended that you become familiar with the materials and register for the course as early as possible, especially if you have to find a site on your own or if there is competition for those sites. The paperwork and the detials associated with preparing for a site sometimes seem overwhelming because they often involve legal agreements between the agency and the college. If you are feeling overwhelmed with this process, it can be helpful to step back, take a deep breath, and look the material over to get a sense of what is needed. Then you can begin to use your developing problem-solving skills to form a step-by-step action plan aimed at reaching the goal of setting up your internship. Reading through this first chapter will help you identify the steps needed to secure a site. Again, it is recommended to start the process as soon as possible as it may move slowly. Agencies that take interns usually do so at their own expense, are generally very busy, and may not get back to you in a timely fashion. It is not uncommon to have to look for different sites until things work out, and that takes even more time.
Sometimes colleges or instructors will give you a list of potential sites for an internship. However, this may not be available in every class, so it is helpful to ask your instructor for site recommendations. Keep in mind that just because a site is not on the list, that does not necessarily mean it is off-limits. Most colleges have a process by which a new location is approved. Typically, it only involves instructor consent and a little paperwork. While the list of sites is helpful to get you started, it is best to think about doing some networking, making the first call, setting a date for the interview, planning how to best handle the interview itself, and finding effective ways to finish the interview process. All of this might seem a little intimidating but being prepared can ease a lot of the tension.
Networking and Resources
A network is defined as a supportive system of sharing information and services among individuals and groups having a common interest. Often, we have relationships with people who can help us find a site, and this class is an excellent opportunity to utilize that connection. A resource can be described as an aid, especially one that can be readily drawn upon when needed, and often it involves our connections with others.
One of the first steps is to discover the resources you have through family and friends. By doing this, you will begin to network and find connections to others who will be beneficial to your success in finding a site. After searching through these "internal" resources, you should begin to search trhough your "external" resources, which may include churches, co-workers, classmates, instructors, or even personal aquaintances. Many times, we are unaware of how extensive our network is, which is why it is a good idea to explore your interpersonal connections at the beginning of the process.
Networking is a useful, ongoing tool that can expand your potential resources and can help you in the future. Of course, it is also important to turn to the usual resources, such as the Internet, social media, and Facebook sites, and to find the agencies in your community that interest you. After carefully deciding on a site that suits your human services interest, it may be a good idea to discuss it with family, friends, and acquaintances.
Finding a Good Fit
Finding a suitable site also involves figuring out what areas of the field interest you the most. If there is a preference for working with children, for example, you might want to consider applying to school districts, children’s services, daycare, or juvenile facilities. Similarly, if you are interested in geriatrics, look at senior citizen homes, assisted living facilities, or area agencies on aging. Some important details to consider when choosing a site that is a good fit involve asking yourself some questions, such as, “What are my strengths?,” “What are my weaknesses?,” and “What are my interests?” Then, reflect on your answers. Having this type of information is useful for determining where to start your search for an internship site.
In the example above, for instance, it would help to know if you could work with children or listen to people tell their life-stories. If you have some insight or understanding of people who deal with mental health issues, addictions, or who have been victimized, then those types of services might be worth exploring. Considering your strengths and interests is usually a primary step before exploring internship sites and can lead to more suitable matches.
Conversely, knowing what you don’t like or are not interested in is also valuable to consider. For example, if you do not have an interest in taking care of children, you may not want to investigate a site that focuses on childcare. In most cases, however, it is a good idea to look for a place that matches your strengths and interests because it is closer to a career path or even a job that appeals to you and your approach as a developing human services professional.
Be sure to examine the available sites in your area to see if one looks interesting. If there is not a site on the list that sparks your interest, it often helps to be creative. Remember, the same techniques used for finding a site are very useful when looking for a job in your desired field. New sites often require a bit more work in terms of setting up an internship, but starting from the ground up may also be a good experience and could be useful one day. If you do come up with an alternative plan or site not on an approved list, be sure to discuss it with the instructor as usually only hours worked at an approved site count toward the internship. After all, the college has various legal obligations to fulfill in providing internship experiences.
Next, find a few sites of interest that could work for the internship and do some research to learn more about the agencies before contacting them. This type of preparation increases the chance of finding a site that meets your, and the course’s, needs. It is also a good idea to find at least three sites and rank them in order of preference. Remember, other students from your college, and other colleges as well, will be looking for sites. Opportunities are limited. Starting early and being flexible will help you avoid being squeezed out at the end.
Managing Time
In order to prioritize tasks and obligations, it is helpful to keep in mind the course requirements, such as deadlines for finding an internship, getting one approved, making sure that it will provide the required number of hours, and so on. Since most students juggle multiple obligations, time management is a key to the successful internship experience, which is the aim of this book and your course. For example, it is a good idea to calculate how many hours are needed per week to complete your internship on time. Managing your time well prevents an overload that too many classes and outside activities often create, especially near the end of the semester when everything seems to be due at the same time.
Keep in mind that schedules may conflict. Sites are open certain hours, and you may have other obligations during those times. It is not uncommon for some students to reduce hours at work in order to participate in the internship. It is almost always helpful to try to develop a complete schedule rather than looking at just one part of it. For instance, you may have to look at your work, school, and family schedules to identify what times work best for you at the site. Since most internship sites do not pay and since students usually have bills to deal with, a site with a rigid schedule may not work for you if your regular job is not flexible. In that case, finding a site that is more accommodating in terms of its hours becomes more important and may even make that site more attractive than some others you might have been more interested in at first.
Something to Remember
Finding an internship site may be one of the most important tasks you will perform during your college education. It is right up there with selecting a major in terms of its ability to shape your career. The site you choose will determine the skills you need to master, the people you get to know, the type of supervisor you have, and may even influence your overall level of satisfaction with your major. Given that the internship site will play a huge role in your development, it is important to carefully identify, investigate, and find a setting that will provide a rewarding educational experience. Thus, it is not recommended to choose a site solely based on convenience or location, although you should not overextend yourself as well.
Since there are many types of human services and volunteer agencies, it may surprise you to discover just how many opportunities there are for an internship or even a job. Human services professionals can typically be found in schools, hospitals, mental health facilities, courthouses, detention centers, drug and alcohol rehabilitation centers, and a myriad of other facilities. You can even check your current workplace to see if it employs human services workers. If you are already working in a human services setting, many colleges allow a student to have an internship experience at their place of employment if they have new and supervised duties that meet the criteria of the internship. This path not only includes an income but also may lead to a meaningful promotion. Be sure to talk with your instructor if this possibility applies to you.
Concept Examples
Example:
Jane was in a meeting with Randy, a job developer, discussing places for a potential internship. The two were considering a faith-based site due to Jane’s interests and the fact that there were a few social services agencies available that readily fit the requirements of the practicum. Some of them were even on the college’s approved list. Randy suggested a Lutheran nursing home for Jane. All that was needed was a contact name. That night, Jane went to a church council meeting where a guest, who happened to be the development officer for a Lutheran social service agency, was present. Although the development officer attended the council meeting for other reasons, Jane used this as an opportunity to network and asked for her business card. After making a telephone call to that individual the next morning, Jane received the contact name of the administrator of the Lutheran nursing home. The speaker even mentioned Jane to the administrator. Before she knew it, she was given an internship spot at the nursing home. Jane saw an opportunity and acted on it by putting her “foot in the door.”
Example:
Two students, Amay and Maliki, were in a class together. Amay was already participating at a site. Amay knew that Maliki was looking for a site and was impressed by his performance and insight. Amaya referred Maliki to her site and gave him a good recommendation. Maliki was interviewed based on Amay’s referral and offered an internship. This story is an excellent example of why networking is valuable. Keeping your eyes and ears open can provide opportunities that you may not even expect.
Once you identify what type of internship will fit your individual needs, it is time to do some legwork. Securing a site requires a degree of assertiveness because opportunities are usually limited as others will be looking for one as well, so it is your responsibility to follow up after the initial contact. Sometimes being assertive takes practice, and this is an excellent opportunity to perfect that skill.
Suggestions
There is a variety of things you can do to help relieve the stress throughout the internship process. Some ideas may include planning ahead, asking questions, and doing advanced research on the sites you are considering for your internship.
Previous students suggest that newcomers can decrease anxiety and stress by planning and prioritizing time management. Another tip is to have any paperwork completed and ready to turn in on the first day of class. This simple practice allows you to start the internship as early as possible instead of waiting and then having to cram the required hours into a shorter period.
Many internship sites have specific requirements that must be met even before you start. They may include, for instance, finger printing or background checks. It is important to ask about these possible requirements early in the process, so you can complete them before starting. Keep in mind that if a site has special requirements, fulfilling them will take extra time which could affect your start date. Also, it helps to select a primary and secondary site in case your preferred site does not work out.
Example:
Anisha picked a site that she thought would be the perfect match. However, after an interview, she knew there was no way she would be happy working there. Consequently, she accepted a position with her secondary choice. Keeping in mind that positive networking is important, Anisha also made sure to express her appreciation to those at the first site for their willingness to interview her.
Most internship sites will request that you provide them with a resume. You can reduce stress by having your resume prepared in advance. If you do not know how to make a resume, there are resources available for building one. These can usually be found at the office of career planning and placement on your campus. You may also find an online template that you can use as an outline for your personal resume.
If a site does require a background check, getting that done ahead of time can save time as this process can involve several weeks, which would only delay you. Depending on the state in which you live, the background check can be obtained at the Department of Motor Vehicles, the local sheriff’s department, or at a local police station. Your agency will be able to give better direction as to where you can obtain the background check. Background checks are usually good for one year and may be used for more than just the internship site. The price of background checks will vary. Keep in mind that some sites may reimburse the cost of the background checks, but others may not.
Summary of Preparing for the Internship
As the list of site options that interest you begins to narrow, start doing some research on the sites to ensure that you will get what you are expecting from the agencies. Through research, future students can learn more about what activities take place at the site before contacting it. This information will help later during interviews as well. Also, be sure to have a primary and secondary selection in mind. Having a backup plan is always a good idea!
Example:
Felix had his heart set on a certain site. He was later contacted and told that the site was unable to have him there because it already had too many interns. Felix then had to find another internship site at the last minute. If he had been prepared with a good backup plan, he would not have been caught off guard when the first-choice site wasn’t able to accommodate him.
Again, in order to make your search for the best internship site less stressful, it’s important to be prepared. First, you should have an idea of what population most interests you, such as children, the elderly, the mentally ill, and so on. Once you have a general idea, you can then research sites that serve that population. After you have found two sites that interest you most, you can set up interviews to secure your ideal internship site. If that ideal site does not materialize, you can follow up with your second and even third choices.
Preparing for the Interview
A prospective site that has expressed interest in you may ask you to fill out an application or to do a face-to-face interview as part of the acceptance process. Even so, it is important to understand that your “first contact,” even if it is “only” with a phone call from a secretary, is a type of interview. Haven’t you developed first impressions of a doctor or hospital based on the first contact you had with a secretary or nurse? What about the first time you called the college or an instructor?
Sometimes, agencies ask the initial contact person about you, meaning that this encounter can play a role in whether you are selected or not. The chief editor of this book was offered a job once over many other candidates because he took care to treat the secretary respectfully while waiting for the interview. It turned out that she was involved in the hiring process and the 15 minutes he spent with her helped the team assess how he would likely interact with “regular people,” not just doctors and other mental health professionals. Whereas most of the candidates ignored her, his fair treatment of this person helped more than he realized!
You can also across as being better prepared by having a schedule of your availability ready as the site will want to know about hours and times. However, it also makes sense to be flexible as sometimes it is necessary to adjust schedules. Since the agency must pay attention to its own scheduling, the need to be flexible usually falls on you.
Making the Call
Making the first call is usually hard for most interns. Therefore, it may be helpful to make a list before placing the call. Begin, for instance, by writing down the number of hours required, the time frame in which the hours need to be completed, and types of experiences, such as the degree of client contact and supervision, that the college expects or requires from your internship. You might also add to the list some additional information you found about the site since that information may help you look more knowledgeable and motivated. Writing even a simple list can reduce any anxiety before the call because it gives you a plan and direction to follow.
Contact your first choice by calling (or emailing) the main number of the agency. From there, you may be directed to the department head that can provide the necessary information. If your first choice is unable to accept students, you can then call the second choice on the list, and so on. Eventually, you will have to set up a day and time to interview with the site supervisor. During the call, be sure to find out what the agency would like you to bring with you, such as your driver’s license or resume.
Finding an internship is like looking for a job in many ways, which is one reason many, if not most, internship courses require students to find one and get it approved by the college or the instructor. In other words, looking for an internship site is like trying to find a position and is, therefore, a type of on the job training. Like a prospective offer of employment, students can find it hard to wait for the site to return your call after an interview or initial phone call. Remember, these agencies are usually very busy, so while this step can become frustrating, it is “normal.” It can help to let the contact person know right away about the required deadlines so that a prompt response is more likely. If a response is not received within a reasonable amount of time, it is appropriate to contact the agency again. At that point, however, you should also consider exploring your second choice.
Asking for an Interview
Now that the initial phone call has been made, it is necessary to be patient. However, it is a good idea to ask the agency if there is a good time to contact a potential supervisor by phone or email. After a reasonable period has passed (one to two weeks), do not be afraid to leave a clear, pleasant, and well-structured voicemail that includes stating the purpose of the call and a return number or email address. Doing so increases the likelihood that you will receive a call back from the site.
When the supervisor or agency responds, the next task is to ask for an actual interview. Again, try to speak in a clear and confident tone as it lets the other person know that you are motivated as well as interested in the agency. Have dates in mind that would work for potential interviews, as fumbling over dates gives off the appearance of being unprepared. It is important to be aware of how you handle yourself during the interview. Your behavior and nonverbal reactions reflect more than just yourself. You are also representing the school, the program, and the instructor during this call. Appropriate behavior and handling yourself well may affect the success that future students have. Finally, remember to be courteous and thank the person for their time, regardless of the outcome of the conversation. You might find yourself waiting for what seems like a long time to get a response from the agency. If this happens, and it often does, there are a couple of options that might help you get in contact with the appropriate person. Give the supervisor at least five business days to return your initial call before calling a second time. If things take too long, it might be a good idea to go to the site and ask to speak with a supervisor in person or to set up an appointment through the receptionist. This route should only be used as a “last ditch” strategy as you may appear intrusive. If you take this path, be sure to dress and speak professionally.
The Interview
Congratulations! Spending days or weeks looking for the right internship experience has finally paid off and an interview has been offered. The interview is often the most difficult part of obtaining a site. The interviewee only has a certain amount of time to sell their skills to the employer. Consequently, the interview can feel overwhelming. Fortunately, keeping a few key points in mind can help make for a successful interview.
One way to approach an interview is to see it as a time for you to promote your best qualities. Doing a few things in advance may help in this regard. For example, you may want to be sure to arrive a little early as being late may cause people to form a negative impression of your work habits before you even begin. It might even be a good idea to visit the site without entering it in advance, so you know where it is and how to get there if you are uncertain about those things. Similarly, be sure to bring any materials you were requested to present as well as the internship paperwork and any questions you have prepared ahead of time. In other words, try to treat this interview as you would any job interview. You should dress comfortably, but also appropriately. In general, try to get a sense of the “dress code” the agency seems to follow and make sure you look like a professional. It is OK to be a little more formal in an interview because employers usually expect that. Although a suit is not mandatory, it is a way to show you are serious about landing that site. For men, a polo or dress shirt with a pair of khaki pants would also be appropriate for more informal sites. In general, you should not have any exposed tattoos or, if you are a woman, you should not have too much skin showing, as some employers will frown on such things. Your outward appearance is a visual representation of who you are and what you are all about, so make sure to represent yourself well. After all, first impressions are often lasting.
Again, it is advisable to check the location of the internship site and calculate some extra time in the event you run into unexpected complications. If you are able, drive to the site before the interview. This is helpful in becoming familiar with the new surroundings, finding adequate parking, and building in a cushion of time for other unanticipated problems that might occur.
Example:
Cleo went to take papers to a site and typed the address into a GPS. The only problem was she arrived at the wrong location! Not only was it the wrong spot, but it was a family residence. Quickly, Cleo realized the error, left that location, and called the site to get the correct address. Thankfully, she had allotted extra travel time and made it to the site for the scheduled appointment time. Unanticipated traffic events and road closings could present the same dilemma.
Example:
Finn anticipated some very bad weather on the day of his interview. He found a place near the site to stay the night before the interview. Finn took the time to find the appropriate building, checked out the parking situation, and was able to arrive thirty minutes early for the interview. With this extra time built into his schedule, he found a restroom where he was able to make last-minute adjustments to his appearance. During the search for a restroom, Finn spoke to a gentleman in the hall who turned out to be the person conducting the interview. He appeared to the interviewer as punctual, prepared, and presentable for his interview.
General Preparations and Suggestions
• Review your qualifications.
• Be prepared to answer broad or open-ended questions: “What are your strengths and weaknesses?,” “Why do you feel like you are qualified for the position?,” and “What can you tell me about yourself?”
• Rehearsing an interview is one form of practice that can help people sound more polished and reduce being nervous during the actual interview. There is nothing wrong with asking a friend or colleague to role play an interview with you as rehearsal usually helps iron out the wrinkles in most presentations. If your colleague is also in your class, you can help each other in this way.
• First impressions mean a lot in an interview. Dress to make a good first impression. If you are unsure of what to wear, go with a professional look. This will convey to the interviewer how serious you are about obtaining a placement. Avoid wearing excessive jewelry, perfume, or flamboyant clothes. There are many clothing stores that are budget friendly if you don’t own any proper dress clothes for the interview and internship. Dress pants with a neat, clean shirt, loose fitting skirts or dresses, and clothes that reveal the least amount of skin as possible are ideal. In addition, being well groomed and having good hygiene is important.
• Have a pen and notebook ready to take down information, such as names and titles of the people you meet, the computer programs used at the site, or any other information that might be useful later if you are offered the position.
• Punctuality is important! Employers expect employees to arrive on time for work, and if you arrive late for an interview, employers may question your ability to be punctual or to meet deadlines. Being on time or even being early to an interview shows that you’re serious about the position, respect the employer’s time, and appreciate their generosity for giving you the opportunity. These qualities help make good impressions on others.
Example:
You can make an impression on others by knowing the names and position requirements of those with whom you met during an interview. It shows that you are paying attention, and it often opens the door to others’ willingness to help you later. As Janet started her internship, she wrote down the names and job titles of everyone she was introduced to at the courthouse where her internship took place. A week later, Janet was dropping paperwork off at the judges’ chambers and had reviewed her notes from the previous night. She remembered the secretary’s name, as well as some of her duties, which allowed Janet to provide some extra information to the secretary. Since Janet had done her homework and researched the secretary’s job requirements, she showed that she was “on the ball” even as a beginning intern. The secretary was very impressed with Janet’s memory and her appreciation for the staff. In addition, the secretary mentioned it to Janet’s supervisor, so as you can see, doing your research and taking notes on the site and the supervisor is extremely beneficial. Not only does it reflect well on you, but it also gives you more insight into what services your site provides.
Time for the Interview
Finally, the time has come for the interview. Researching the agency is done, the carefully chosen outfit is on, you have arrived early, and you are well prepared, if not confident. Now you are ready to “sell” yourself.
When meeting the interviewer, greet them and offer your hand, if that is culturally appropriate, when introducing yourself. Friendly but professional behavior comes across as confidence and helps to create a good first impression. In addition, it is expected that you will use good manners with everyone you meet at the site. When you are invited to sit, make sure you sit up straight with shoulders back, and remain alert and attentive.
It may be helpful to practice a technique to facilitate attention and awareness at the interview. Many internships require a prerequisite course in interviewing skills before taking the class. If you did take such a course, then use one of the techniques to help professionalize your presentation. A commonly taught method that was developed by Gerard Egan is called SOLER (Murphy and Dillon, 2011), which stands for Sitting squarely, maintaining an Open posture, Leaning forward, making Eye contact, and remaining Relaxed.
Be sure to answer all questions honestly. It is better to respond with “I don’t know” if you don’t know an answer than it is to “fake it.” Also, if you think you can find out the answer on your own, you might say, “I don’t know right now, but I will be sure to find out.” Avoid using slang and try to keep the interview positive by avoiding negative remarks about previous jobs or employers as you can never tell who knows whom! Furthermore, be cautious when talking about previous tasks or responsibilities that you disliked. Instead, try to remember the good things about the position.
Finally, remember the “three Ps” of interviewing: be prepared, be professional, and be polite. It is hard to go wrong when you stay within these guidelines. After all, no one expects an intern to be a Sigmund Freud right off the bat!
After the Interview
Make sure to thank the interviewer and say that you were pleased to have had the opportunity to meet with them. In addition, you can send a card thanking the interviewer for their time. This simple but increasingly uncommon courtesy lets the interviewer know how interested you are and reminds them of you. Follow-up calls are a good way of showing appreciation as well.
Another important skill to develop is the ability to accept rejection. For a variety of reasons, not all human services agencies are willing or able to take on students. Sometimes it is for lack of money, a shortage of staff time, an excessive workload, or unforeseen circumstances such as cutbacks at the agency. Seldom is it personal, unless you have done something inappropriate. Don’t be afraid to be assertive, as discussed earlier, and ask if there are any other sites they know of that you could contact. Remember, you are always networking, and it is possible to do that here as well. Making a positive impression at those sites can help you in the future when looking for a job.
If you seem to hit a wall, remember that there are many other sites that you can investigate. You can also talk to your instructor about the possibility of creating a new one if you have an interest or setting in mind. In the meantime, brush up on resume writing and interviewing skills. With this added effort, something will work out. In over 30 years of placing students in internships, the primary editor of this handbook has never had a student fail to find or create an internship opportunity.
Transitioning In
Now the interview process has finally come to an end and you found an acceptable site. What is next? Of course, it is important to find out answers to such basic questions, such as what to wear and where to report. You will probably be scheduled to have an appointment with a supervisor and fill out the proper paperwork is filled out. Paperwork is an important part of human services because it fulfills legal requirements, and it is necessary for the agency to be paid for its services. Remember, most colleges will not count hours at a site unless it is an approved placement and liability forms have been completed. It may even be necessary to find a different site if the internship you are interested in does not comply with the college legal requirements.
It is very important to understand what your responsibilities and duties will be as an intern. Each site should have a detailed list of duties that can also be discussed during the interview. Some colleges even require an “educational agreement” that specifies them. All in all, it is better to be clear on these duties ahead of time.
Getting Started
Soon you will reach the point where anxiety and confusion are replaced with excitement and anticipation. Graduation may be around the corner and now you can apply the skills you learned in class to real world problems and issues. In addition, supervisors, coworkers, and others in the field all possess an immense body of information that cannot be obtained from a textbook or lecture. The internship provides a unique environment to meet new and interesting people, gain valuable experience, and perhaps even help others in need. Remember, the internship is like a practice game. You are going to execute the “plays” of your trade, but also have the freedom to explore opportunities while being guided instead of left completely on your own.
Now that you are placed, it is likely that you will deal with a lot of paperwork and other technicalities even before working with the clientele. Often, for example, you will need to sign a confidentiality agreement. At some early point in this process, interns are given an orientation and some basic training. It is a good idea to read any handbooks and policy material the agency has available to help you prepare for the internship. Reading organizational charts, program procedures, and rules of conduct may seem tedious, but it is a good way to anticipate certain problems and avoid mistakes. Your jobs in the future will make such things mandatory, so getting used to it now is good training.
As you begin to get comfortable at the site, the use of unfamiliar computer programs may pose a challenge. If the different computer programs used at the site are difficult for you, ask a knowledgeable friend or family member about them or perform some online research to find information that will help you better understand them. Do not be afraid to ask the supervisor for some program training, too. For future reference, be sure to take notes on how the program works. Keeping a pen and paper on hand shows genuine interest, attentiveness, and eagerness to learn during the internship. It is important to be open-minded and willing to learn from people who have experience in this field. Remember, there is always something to be learned, so be sure to pay attention.
Challenges Along the Way
Starting an internship can present any number of challenges. For example, you may find yourself working at a site that is less than ideal simply to fulfill the requirements of the course and graduate. In this case, the challenge is to make that site a valuable learning experience. If nothing else, finding out what type of work you do not like is an important lesson that can save you time later.
Setbacks are a part of life, so they may occur at your placement as well. If an unexpected challenge arises, it is a good idea to talk with your instructor or supervisor. They are there to help and may be able to make suggestions about how to handle or improve a situation.
Unique Circumstances
If your background involves circumstances that might be a problem for an agency, you may experience anxiety when looking for an internship. Such “disqualifiers,” as they are sometimes called, are something that will impede your internship and no longer make you a candidate for the site. Some of the most common ones include past criminal activity, a violent history, and drug use. Do not be discouraged if you have disqualifiers in your background. They are a challenge, but they can be overcome with more thought, preparation, and effort.
It is almost always a good idea to let your instructor know about these things before applying to sites if you think they will present a problem. Creating a situation where the instructor finds out about it after the fact makes things more difficult for everyone. The same is true for the agency, of course. Although you may want to time the information well, asking for clarification during the initial interview is much better than waiting until you start at the site. After all, people do not like to be surprised after the fact. Also, holding information back can make you appear dishonest.
Some areas of human services work are more receptive to these issues than others. For example, those who have previously suffered from substance abuse related issues make up a significant percentage of those who work in the field of chemical dependency. People who have had mental health issues may be more knowledgeable about them than “newbies.” Individuals with physical limitations may be better positioned to appreciate those who struggle with health care issues. Although there are no guarantees, if you have a history in any of these areas, the individuals who work in them may be more flexible about these issues than those who are unfamiliar with them.
Again, it is best to be prepared to discuss disqualifiers during the interview. That issue should probably not be the first thing that you bring up, but having the conversation before finalizing an internship position will improve your chances of acceptance. It is also a good idea to bring documentation supporting the outcome of the charges – such as dismissals, letters of recommendation by probation officers, instructors or even therapists. Being prepared, honest, and professional will enhance your experience. If a specific site is unable to place you because of one of these issues, it may know of an agency that does not have a problem with it. Networking can turn a negative situation into a positive outcome!
Conclusion
While finding an internship site can be stressful, it can also be a very rewarding experience. Reading materials provided by the instructor or talking with them in advance will help you prepare before you start the internship. Additionally, it is helpful to research sites you are interested in and have all the paperwork completed and questions ready in advance. There is always a possibility that complications will arise, but careful planning will help reduce stress in those situations. Of course, it is important to keep in mind that you are representing yourself, your instructor, and your college during your internship.
Tools for Chapter 2
Activity 1: What would you do?
Those who helped write the drafts of this book experienced many types of internships and situations. Sharing them with readers and having readers imagine these scenarios can help both illustrate points and offer helpful suggestions. Activity A involves imagining that you recently accepted an offer at the site you really wanted. While working on finalizing the paperwork and obtaining the required background check, the site allows you to start next week since your background check can be done through them. However, the person who must finalize the agreement beween the university and the agency is on vacation for two weeks.
There are four courses of action you can take:
• Start next week to keep on track. The paperwork and background check may take a long time to finalize.
• Wait to start at your site until the paperwork is complete. If the agency is willing to allow you to begin before their requriements are fulfilled, then that's their choice.
• Wait until the paperwork and background check are complete. If it takes a long time, at least you will learn the value of starting the process earlier.
• Find a new site
Now, what do you do? Why do you want to take that route? Discuss your thoughts on all the options with your classmates.
Activity 2: Roleplaying
Activity 2 aims at giving you the opportunity to demonstrate and improve your interviewing skills through roleplaying. Creating a mock interview is a useful exercise because it will help you understand what is expected during an initial phone call and in-person interviews. This type of practice can also ease your anxiety about being in the spotlight while responding to a series of professional questions. It may even be helpful to videotape yourself acting out the interview to assess your body language and how you answer questions. The interview process does not have to be an anxiety-provoking situation; roleplaying and mock interviews are great tools for helping you get the site you want while reducing your nervousness.
Steps to follow:
1. Know the interviewing process
• Dress appropriately
• Be prepared for basic, open-ended questions
• Do your homework on the site(s)
• Practice professional listening
• Do not be afraid to ask your own questions
2. Create a safe and comfortable environment in which to practice
• Setting up your mock interview in an area that does not make you uneasy will alow you to focus on the roleplaying tasks at hand.
• Role-play with people you know. You will need a friend, colleague, or family member who will give you feedback. The advantage of roleplaying with a colleague, especially one who is taking the class too, is that you are on equal ground and can even take turns.
3. Be open to feedback
• Feedback is supposed to help you reflect and grow. Critiques from a trusted person can be just as scary as the real interview process, but remaining open-minded will only benefit you when you are in front of your site supervisor. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Succeeding_at_Your_Internship_-_A_Handbook_Written_for_and_with_Students_(Mruk_and_Moor)/02%3A_Finding_and_Preparing_for_a_Suitable_Internship_Site.txt |
Introduction
The aims of Chapter 3 is to offer information, suggestions, and activities to help new interns get started at their internships. This material addresses issues such as, how to discover the way a site operates, thinking about some of the more common protocols agencies may use, as well as when and where it is appropriate to express individual thoughts and opinions. It is hoped that by the end of this section, you will discover the benefits of professionalism and networking.
Key Words
• Confidentiality: Spoken, written, and behavioral communication practices designed to provide and maintain an individual's or group's privacy. Includes licensing and HIPPA requirements.
• Professionalism: Acting in a way the reflects the ethics, standards, and practices associated with a group recognized as providing a particular type of service. Professionalism in human services consists of such things as conforming to the ethical standards of a profession while exhibiting courteous but conscientious behavior in the workplace.
• Transference: A Freudian term used to describe a client's unconscious positive or negative feelings or behaviors triggered by another, often the therapist or clinician.
• Countertransference: A Freudian term used to describe a professional's unconscious feelings and behaviors aroused by a client, patient, consumer of services, or even a supervisor. Countertransference is natural and may be positive or negative in its tone.
The internship is intended to be a positive experience that will help you prepare for a professional career in human services. It is an opportunity to learn new skills and often includes becoming aware of potential mistakes one could make in the workplace setting without being completely responsible for them. One goal of the internship is to explore real-world professional possibilities while learning about them. In other words, the primary goal of an internship is to learn about and experience the duties of the profession in a specific environment, hopefully one that interests the student as a potential professional. Keep in mind that although the internship does have the character of an upper-level service-learning opportunity and real-work responsibilities, it is also intended to be a rewarding experience to help prepare you for a successful career in the future. It may be helpful to keep in mind that the instructor and the agency staff typically want you to do well, and they are usually happy to help make that happen.
Networks and Networking
Another aim of an internship is to offer the individual an opportunity to either lay the foundation for, or even increase, the ability to connect with other professionals and the resources they offer through "networking." Good networking is, of course, a two-way street where professionals share information, techniques, resources, and common goals with each other. Networking with other professionals, agencies, and community resources is important because, as a human services worker, you are constantly working with people who need services or who provide them. The stronger, broader, and more positive your network is, the easier it will be for you to be effective in your work. A good network also has other benefits, such as building a positive reputation, expanding career possibilities, and reducing the possibility of burnout.
As a student, it is important to begin building a network of professional connections with other professionals and agencies in your field of study as early as you can. After all, during the time of your internship, you will meet many new people and deal with other organizations than just the one with which you are interning. It may be helpful to realize in this regard that in some sense, you have already been networking for a long time. It is something human beings do as social creatures. After all, you helped create and were a part of a network of friends in high school and another one in college. The difference now is that your reputation affects the lives of others, namely those with whom you work. Therefore, it is important for you to be mindful about networking and how others see or respond to you as a professional. One helpful suggestion is to remember that everyone you meet at your workplace is a potential success, resource, ally, or opportunity. Never dismiss anyone as being unimportant as the person you ignore one day may be the person you need in order to get your job done on another. Simple rules of conduct that our parents taught us, such as being kind, polite, honest, and friendly, are the glue that turns relationships into connections.
Employment Opportunities
The overall aim of the internship experience is to help train you for a job in the field. If you do well, which includes effective networking, the internship experience might lead to an actual job offer. In fact, the editor of this book who teaches internship courses has seen this satisfying development occur every year. Even if your internship does not result in a job offer, or if it does and you do not wish to accept it, good performance and networking are likely to result in positive references that you can list on your resume, along with the names of the people you networked with at the agency. Often, these contacts either offer leads to positive recommendations or to job opportunities. In other words, taking the internship seriously and trying your best to do a good job can open doors for other potential opportunities – or close them if you fail to take advantage of those networks.
Seeing the Internship as a Learning Experience
Students will gain experiences while working at the site. Most of the time the internship will be a good fit, especially if you had a role in selecting it. However, students might find themselves faced with a situation where they must have an internship to graduate and take the first one that comes along. At other times, what looks like a good internship site at the beginning does not necessarily end up feeling that way. It is helpful to realize in these circumstances that if an internship site is not what you expected, it is not the end of the world. You can still learn a lot about the field, basic skills, and yourself.
In fact, having an internship site that is not the “right one” offers an unexpected value, such as avoiding that career path early on instead of spending many unhappy years in it just because it is a job that pays your bills. Of course, it is also helpful to remember that an internship is not a permanent position. In addition, most internships involve class time with the instructor and other students who may have internships at different sites. Each one represents different learning opportunities, procedures, practices, and so on that you can learn from as your colleagues share their experiences. In other words, there are many ways to learn from your internship experience.
The Basics
From the student perspective, starting your internship often begins with mixed feelings. On the one hand, it is exciting -- after all those classes, you finally get to do something! On the other, it can be a little scary -- most of us worry about looking stupid or “messing up” at work, especially in the beginning of a placement. It may help to remember this type of reaction is normal. Even so, there is reason to approach the first day with some confidence. Your instructors have been there before you and the classes you took have at least provided a good cognitive map of what this field is all about. Viewed this way, the internship represents an opportunity to experience the work environment in action, to get acquainted with members of the staff, and to begin to learn about the job. Your internship is the perfect opportunity to practice skills and values you have been striving to embody.
Scheduling
It is important to figure out a schedule that works for you and for the site. To that end, you should work with the site’s supervisor or director to arrange the hours that are best for all parties. Some sites will be very accommodating with your scheduling needs. Others may have more rigorous requirements. In all situations, it is important to remember that the agency is being generous enough to give you supervised clinical duties. Sometimes they depend on you being there to help address client needs. So, remember to be open and honest with the person doing the scheduling in order to avoid conflicts.
If a schedule conflict does occur, be sure to talk to the supervisor in advance about what is best for the agency and yourself. One of the worst things you can do at an internship is to be erratic in your attendance or to change schedules frequently since doing so can disrupt the lives of clients, the duties of the person supervising you, and the function of an agency. The primary editor of this book has found that scheduling difficulties is the single most frequently reported problem that agencies have with interns, so it is to be avoided.
Keeping track of hours might present similar issues. On one hand, you are not an employee and can “leave” any time you want. On the other, the class and the agency require accountability, especially if there is an hours-worked requirement. Some sites will give you a copy of the schedule but leave it to you to track the hours needed for the internship. Others might require signing in and out. One helpful idea is to print out a personal schedule log to manually track the hours. There are also phone apps that can help you track your hours. You will need to find a method that works for you and the site.
Dress Code
Most placement sites will have a dress code of one type or another. During your interview, make sure you learn what your site expects in this regard. First impressions go a long way, so do not give the staff or clients the wrong impression by dressing inappropriately. A typical dress code is “business casual,” which usually means clean slacks, a shirt or blouse, and appropriate footwear. Wearing tight clothing, low-cut shirts, short skirts, or sandals are not appropriate. However, while knowing the dress code makes it easier to fit in, it does take some planning. For example, the site may have a “dress down day,” which could turn awkward if you dressed “up” instead of “down” that day. Forethought is the proverbial ounce of prevention that can make all the difference between being “just” an intern and being a “good” one.
Behavior
Displaying a positive attitude and its corresponding behavior is also important. Your manner can affect the type of experience you have. It also can determine your reputation with potential employers. Wearing a smile, always being courteous, and comporting yourself in a mature fashion are great ways to demonstrate that you are a professional. In contrast, displaying a poor attitude and behavior can quickly have a negative impact on your reputation and follow you into the future.
Getting Comfortable
It is not uncommon for beginning interns to feel awkward or even anxious about fitting in to the social culture of the agency and its staff. That reaction is normal and is best seen as reflecting a desire to do well. It may help to remember at this point that your internship is a learning experience, that others know that too, and that no one expects you to be perfect. Learning is a process that involves uncertainty and trial and error. So, in one sense, you are not expected to know everything, which is a real luxury when you think about it because everything changes when you take a job. Dealing with mistakes now can help prepare you for the future when the stakes are likely to be much higher. Therefore, it is helpful to see doubts, confusions, and mistakes as providing you with an opportunity to learn and to grow as a developing professional in the field.
One thing that can help deal with this “ego alien” part of the learning process is to organize your knowledge of the agency and what is expected there. You may wish to consider, for example, making a list of all the important people, titles, and duties that you will need to remember. This list can help you to recall important details when they are needed and show you what you need clarification of until you have a sense of your place, duties, and self in the organization.
Remember important locations so that you do not have to ask for help each time you are sent to find something or someone. Knowing where individual offices or supplies are located can be helpful. For example, if you have a question about finances, it would be helpful to know that Sue deals with finances. This way you do not go to the wrong person, like Desmond, who helps with placing the clients and doesn’t deal with finance questions. Such a simple practice as knowing a person’s name and what they do may also make you look like you either know what you are doing, or you are a quick learner. Just think of how good it feels when someone remembers your name and what you do!
Policies, Procedures, & Politics
After completing the first few days of the internship, it is important to understand the administration’s rules and regulations. This practice is important for several reasons, but the most important one is to keep you and the people you work with, including other staff and clients, safe, on the right track, and out of trouble. An agency’s standards and procedures are so important that it is a good idea to ask for a manual or the code of conduct rules and then study them well.
Some people find it helpful to take notes for future reference about how the agency runs. Policies and procedures manuals also often include an outline of daily duties, the dress code, important phone numbers, the code for the security system, and other pertinent information. The agency may even provide you with your own copy – if not, you might ask to read it during breaks or as a part of your initial duties. After all, agencies always have a set of rules to follow, and it is part of your job to follow them while interning there.
While it is easier to read through this type of material, some agencies are so informal that they do not have much in the way of written policies to show you. In this case, a great way to learn about policies, and to help the agency, is to ask if one of your duties can be to collect them and write a draft of a policies and procedures manual. The agency can then review and revise it for the staff or for a future intern to have. If the site approves this request, the project can also be a good opportunity to start becoming a member of the team.
Fitting in as Part of the Team
Many new interns find themselves wondering where they fit into their agency and its culture. Sometimes trying to determine exactly how to fit in socially and professionally can seem a bit daunting, especially at the beginning. You may experience being nervous or uncertain about how to handle something. These reactions are perfectly normal. For instance, if you think about how many times you have had to start out as a new student, member of a team, or as an employee in your lifetime, you will know that this feeling of awkwardness and uncertainty will pass. As an intern, you also have the freedom to ask for help when needed, to take time to get comfortable, and to feel good when you have mastered the job’s challenges. In many ways, starting the internship is like starting a new job, and you have probably done that before, too. The bottom line is that fitting in usually takes time, which means that it helps to be patient.
It should not take long to get an idea of what the site’s culture is like. Some offices will have a lot of camaraderie and will be a pleasant place to work. Other sites may be more formal and structured. In addition, all agencies have their “pecking orders,” office politics, and interpersonal challenges. All are opportunities for you to learn how to fit into a professional social environment—now and in the future. You also have one important advantage that should bring some comfort: You are expected to be a learner, which means that you do not have to be perfect and your time at the site will have a clear end-date.
Finding Your Own “Place”
During your internship, you may be moved around from office to office or from spot to spot in order to see how different parts of the agency work. Moving around like that may make you feel out of place or in the way. So, it may help to recognize that experiencing different places or locations provides an opportunity to learn more about the job and to add to your developing professional network. Even so, it does help to have an actual office or physical location to call your own as a personal space can provide a sense of familiarity and stability –like a “safe spot.” Some interns are fortunate enough to have an office or desk assigned to them. Most of the time, however, agencies do not have such space available, which means that you need to be more creative. For example, you can bring something to the workplace that makes you feel more a part of it, such as a favorite coffee cup, or you can find a quiet area to consistently use.
Asking for Help
Throughout the course of the internship, you are likely to face situations, conversations, or tasks that you will be unsure about. Sometimes interns think that asking for help is a sign of weakness and will try to avoid it. However, doing so is often a mistake, sometimes a serious one. Interns are not expected to know everything, but should ask for guidance when they need it. That responsibility is a part of your role, not the agency’s. The real danger is not asking when you are unsure because that could lead to even more problems. Since you are dealing with other people’s lives in a human services agency, failing to ask questions could be detrimental to clients and to you!
You may not always know what the right thing to do is, but you can always consult with the staff at the site. Again, that dimension of being an intern is a part of your role and responsibilities. Ideally, you should feel comfortable about initiating a request for assistance with your site supervisor. Since you must rely on a supervisor for guidance, it is a good idea to start building a good relationship with that person right from the beginning.
Most internship courses set aside time to meet with your instructor and fellow interns in the class. If so, you have lots of resources and support available, as well as a time and place to access them. Sometimes, as an intern, you will not feel especially comfortable with a supervisor or have one that is so busy that they cannot give you the time you feel you need. In these cases, there are other options to consider, such as talking with a worker at the site with whom you feel more comfortable or discussing issues with your instructor.
In general, asking for opinions and advice lets the staff know that you appreciate and value their experience and insight. Taking time to ask questions to ensure things are being done correctly also shows people that you are engaged in the experience, respect the facility, and take your position very seriously – just as an intern should. Asking relevant and timely questions may also help create positive relationships and even strengthen your network at the agency. Remember, most people who work at human services agencies like helping people and your role as an intern gives them a chance to show someone else what their profession entails.
Making Comments and Suggestions
Input can also go both ways, so upon occasion it is appropriate to make suggestions to a supervisor or staff member. Of course, there is always a chance that the staff person or supervisor may disagree and say ‘no.’ However, if the comment or suggestion results in a positive response, then it is a win-win for you and the agency. It shows, for instance, that you are paying active attention and trying to connect with the facility. Offering input can also convey the impression that you are capable of independent professional thought. When speaking up, it is important to do so in a timely, respectful, and professional way.
Keeping Busy
Downtime, which is to say periods when you do not seem to have anything specific to do at the site, is likely to happen at various times during the semester. There may be times when neither the supervisor nor any of the other staff members will have the time to assign you to specific tasks. Even though these times may seem confusing or frustrating, they are opportunities to take some initiative at the site. The following suggestions may give you some ideas about how to go about making such an opportunity work for you and the agency:
• This time could be used to start a project that the agency wants to move forward on but has not had time to do yet. Or, you might offer to start one they have not thought about. For example, one student who was visually handicapped asked if he could organize a set of therapeutic and referral sources for therapists to offer visually-handicapped clients who are a part of the caseload. That agency continued to offer these resources for therapists and clients to use long after the intern left!
• Even if such a project “only” involves copying material, organizing a backlog of files, or updating file information, the work has value. Most agencies get behind in such work because it has a lower priority than dealing with clients, yet the work must be done for funding or regulatory purposes. Every time an intern does something like this for an agency, it means that the regular staff can help people more and not be distracted by paperwork. In other words, you are providing a service to the agency it would have to either pay for or pull someone off more important duties to get done.
• Agencies usually have several people doing different types of work. When not engaged in your own duties, it may be a good idea to ask if you can shadow other staff members. This activity not only exposes you to different aspects of the field, but it also gives you a chance to expand your network. After all, most people appreciate it when someone takes an interest in what they do, and you may learn more than you expected.
Be willing to help others. Making yourself available to a variety of experiences that may come along is helpful with your growth. Asking questions pertaining to the job and offering suggestions at the appropriate time are good ways to display a positive behavior and a genuine interest in the agency. The more you show that you are willing to expose yourself to as many areas as possible and a willingness to learn and grow, the more receptive mentors will become.
Responsibilities
Successful interns can usually expect to be given an increasing degree of job responsibilities. Moving from simple to more complex tasks is a sign that you are mastering the duties and growing as a professional. If things go well, you may even begin to feel more like an employee than an intern. These developments mean that your skills are improving, that the agency has some measure of confidence and trust in you, and that you are viewed as competent enough to handle the job.
When performing your internship work, it helps to be responsible and commit yourself to the duties that are assigned to you. At the same time, it is important to seek out new and more advanced experiences to grow with and learn about in the field. However, interns should never overstep their boundaries. Nor should they take unnecessary risks to engage in activities that they do not feel trained to do. In those cases, it is absolutely vital that you are able to say “no.” In the event that you feel like the job is more than you can handle, you can ask for help, discuss the issue with the supervisor, or even simply refuse if you think your well-being or that of a client is at risk. Be sure to discuss such events with your course instructor – preferably in advance.
Of course, how you handle such events or requests matter too. It is better to say, “I’m sorry, I cannot do all of these tasks and continue to be efficient and effective,” or “I don’t feel capable of doing that at this point in my training.” Remember that you are representing yourself and the college during the internship, so how you say “no” is almost as important as knowing your limits.
Making Contributions
It may be easy to overlook the contributions you make at the internship site. For example, you may have “pushed a lot of paper” and feel you did nothing important. Seeing things this way makes it easy to forget your own value. There may, indeed, be times when you feel that the work you are doing is pointless, without value, or contributes nothing to the agency. Keep in mind that the other staff members already have years of experience, education, and training in the field. They had to start somewhere, too, and it was usually at the bottom. Therefore, it is likely that they did the same entry-level or basic work that you are currently doing. It may be helpful to realize that while some tasks may seem small and useless, helping to complete them makes it easier for the agency to keep running effectively, especially if they are short staffed.
Example:
Paperwork, such as filing, copying, or running statistics, may be one of the least exciting tasks that can be given to you. Yet, without proper records, the agency can lose funding, which means that staff lose jobs and, consequently, that clients lose help. As you can see, then, paperwork and other mundane tasks have their own important place in running a successful agency. The same may be said for other, smaller tasks interns often do, such as mailing letters, making phone calls, and looking for resources. All these less prestigious tasks substantially lighten the workload of one or several other employees. The result is that more services are directed to the people who need them the most. While you may not appreciate the value of these smaller things until you have your own caseload, it is possible to take pride in knowing you have contributed toward the greater good of the agency and all who work there.
Working with Clients
Some students have already had volunteer or job experiences that involved working with clients in a human services setting. Many, if not most, have not, so the internship may be the first time they experience direct client interactions as a developing professional. It is important to remember that even as a new human services professional, you are participating in this internship to help the clients of the agency and to work with them. While these duties may involve a lot of new responsibilities, it is important to keep in mind that your previous instructors and course work provided valuable information and knowledge. These resources, along with your own personality, can now be applied to a real-world professional setting and the clients it serves.
Professionalism
Professionalism is listed in the box of key terms for this chapter because it should always be your goal to learn how to comport yourself in an appropriate manner. A professional demeanor for a human services worker includes maintaining agency and clinical standards as well as being courteous, conscientious, punctual, and focused at the workplace. Whether you are dealing with staff or clients on either a professional or personal level, it is important to remember that what you say can affect others. Your words and actions may even follow you for months if not years later, especially if you live in a small town. Knowing that, it is good practice to keep conversations clean, respectful, and appropriate. Always be aware that you are representing the college, the agency, and the discipline, as well as yourself.
Eventually, you will be able to feel more relaxed and comfortable--as well as more professional--at your site. This type of comportment is helpful because new situations can arise at any time, and this manner of self-presentation prepares you to respond appropriately to them. Being open in this way can also de-escalate situations.
Transference and Countertransference
Transference and countertransference are key words in human services. Transference, which involves a client consciously or unconsciously responding to you as a professional, is based on unresolved conflicts a person has from their past. For instance, if you are in a position of authority and are working with someone who has had conflicts with authority figures in the past, that person may “transfer” their anger or resistance to you. This transference causes them to react to you in way you did not intend. If you also have unresolved issues, then you may counter their transference with your own, which is called countertransference.
Your course work should have taught you about these types of relational dynamics and many human services workers are in positions that evoke such conflicts. Sometimes the unresolved issues generate positive feelings, and sometimes they evoke negative ones, which is why they are called positive or negative transference or countertransference. For example, if a person resists your authority by treating you negatively, they may be living out unresolved conflicts they have with their parents. If you, as a clinician, “like” a client because they consciously or unconsciously remind you of someone you care for, you may become too attached to them and extend to them extra time or favors at the expense of others.
Knowing and setting boundaries are standard ways of managing transference and countertransference in the human services settings. Depending on the type of work your agency does, clients do not typically understand this dimension of their interactions with you. One good indicator that negative countertransference is occurring between you and a client is that you find them “getting under your skin.” Another warning signal is finding yourself thinking about them too much. These signs should remind you to bring up the possibility of transference and countertransference with your supervisor or instructor. Doing that early usually helps avoid unnecessary problems. This dimension of human services work is important to know about because it also involves unconscious feelings concerning gender, race, social class, age, and so on.
Example:
Sue, a client you have been working with daily, may not view you as part of the professional staff because you are “only” an intern, and she develops feelings for you. If a client asks for a date, remember to remain professional and establish clear boundaries; be firm but polite in doing so. In Sue’s case, you might explain that dating a client is both unprofessional and prohibited by the agency, and you aren’t willing to violate these standards. If the client continues with inappropriate behavior, be sure to bring that up with your supervisor.
Safety Issues
You may have already learned that human beings are often unpredictable. Therefore, there are many safety issues to keep in mind in most types of human services work, including internships. For instance, if an internship involves in-home or off-site visits with clients, you must remember to be aware of the possibility of danger and take appropriate precautions. Learning, remembering, being aware of, and following agency and instructor safety guidelines are the first steps in this process.
In general, it helps to notice your surroundings whenever you find yourself in an unfamiliar environment. Always note potential hazards and possible alternatives for “escape,” such as the location of exits, phones, and others who can help if you need it. Be careful not to turn your back on people who are angry or impulsive. Always make sure co-workers know where you are. Once in a great while, an intern may be in a situation where they have that “gut feeling” that something is wrong. Do not ignore it! Again, your safety is always a primary concern.
An internship site aims to provide a guided opportunity to obtain the experience necessary to enter your field. Do not be afraid to say “no” if you feel any given situation seems dangerous to you or even just unsafe. Once the internship is over and you have joined the workforce, a supervisor or co-worker will not always be along for all encounters with the public, so now is the time to ask questions about how to handle safety issues.
Limitations
Most people feel a little uncomfortable when taking on new responsibilities. This anticipatory discomfort often comes with being in a new environment or feeling unsure of oneself when other people depend on you to know what you are doing and that you are doing it well. However, if you are asked to do something you are not qualified or trained to do, then it is important to speak up. Failing to do so could put the agency, its clients, the college, and yourself at risk. There may be times when the most responsible thing to do is to acknowledge your limitations and ask someone with more experience to take over.
Example:
You work with a variety of cases, some of which may include theft or other relatively minor violations. However, you find that the client was raped, and you know you are not trained to deal with that. In this case, it is important to let the supervisor know that you need to turn the client over to more experienced staff or have intensive direct supervision. Understanding your limitations does not mean you should never try new things --the idea is to gradually acquire more skills. Although you should not be the primary contact person for the individual in this case, it might be a good idea to see if it is possible to participate as an observer, like a medical student learning how to see people in a physician’s office. Always consider your own limits when determining your ability to help clients. When in doubt, ask for help or advice before jumping right in without the proper preparation.
The Internship and the Classroom: Instruction with Support
As indicated earlier, most internships include some sort of a classroom experience to go along with it. The idea here is to combine theory with practice under the guidance of an experienced instructor and to learn how to operate as a member of a team or group. This standard clinical or professional training format is also a good way for the instructor to monitor progress, head off problems, and facilitate your professional development. Typically, undergraduate or first-time internships provide this level of instruction in a group format. It involves several students going out to their sites during the week and then coming to a regular class meeting to review and discuss their experiences with their instructor and fellow interns.
This format has additional benefits. One of them is to give students the opportunity to learn about or even vicariously experience other internship sites and career possibilities in the field by listening to you colleagues describe their experiences. Having interns share experiences in this way reduces the sense of isolation while offering support since all of you are going through the same learning process but in different settings.
These meetings provide support to you during this process and provide an opportunity for you to share experiences and other events encountered during the week. Questions and concerns are addressed by the instructor, which often benefits other members as well. Remember, instructors do not like to be surprised by problems, especially after they occur, so if one seems to be brewing, it is best to discuss it as early as possible. After all, even basic problem-solving skills include knowing that it is easier to deal with minor problems early in the process than after they have become major problems later.
Student Colleagues as Resources
When settling into the internship, it is helpful to realize that your fellow students in the internship class are a part of your network both in and beyond the course. During the semester, they can also become an important resource for your development as a professional. Providing the rules of confidentiality set down by the college, instructor, and site are appropriately honored, talking with classmates about your experiences at the site provides an opportunity to compare individual internship environments as well as opportunities in a field. For example, work environments can be as small as a single office in a courthouse or as large as an entire floor of a building. The inner workings of each facility will differ as well.
By talking about the styles of supervisors, roles of staff members, and the unique aspects of each facility, these discussions may provide insight into numerous areas within the field. If there are several people in a class working in a similar setting, you may also see that they vary considerably by how they approach helping people. In some very real sense, the classroom portion of the internship experience is like having several internships at the same time. After all, you can learn from the experiences your colleagues share and come to know things about different types of sites as career possibilities. Such groups may also help you prepare for something called “team meetings.” These are times when the staff members of an agency come together as a group to help clients by reviewing notes, establishing comprehensive treatment programs, evaluating client progress, discussing client issues, and so on.
Professional Presentations
Human services professionals are often expected to make presentations at their site and in the field. The audiences for those presentations can vary, from presenting a case at a team meeting to presenting information to a large group of professionals. Many instructors help students prepare for this part of the job by having them learn how to do a report on their agency and present their role in it to the class as a part of the internship. Sometimes, especially in more advanced internships, the agency may ask the intern to develop and lead a presentation either at the site or in a field setting.
Since many people feel uncomfortable with public speaking, it is best to practice a presentation in a safe setting first, such as a class or a small-group meeting. Practicing a professional talk often means doing some research on a topic or service your agency specializes in, developing a PowerPoint presentation, and then taking the class through the slides so that you know what to do when the real world calls on you to make a formal presentation in the future. Here are steps to keep in mind while preparing a presentation:
• First, pay attention to how you present yourself. The way you dress for a presentation is the first impression your audience will have about you. Professional dress can vary, of course, but it typically includes dress pants/slacks, a blouse/dress shirt, a suit or an appropriate skirt, and appropriate footwear. Your demeanor is also one of the first things your audience encounters, so make sure it is positive. Remember, people look better when they smile, so do your best to “be” the part as well as to “look” like the part.
• Second, having visual aids for the presentation not only adds interest, but it also helps the audience better understand what is being said and keeps the audience’s attention. There are some general rules to consider. One is that PowerPoint presentations are helpful because they add a visual element to the talk, which makes it more stimulating. But remember, PowerPoint is meant to guide you through a presentation, not “be” the presentation. Make brief points on the slides for reminders as to what to talk about, so don’t include a word-for-word script of what will be said during the presentation. Yes, the bells and whistles are fun, but they distract both the presenter and the audience. Be sure to keep the PowerPoint simple and to the point. Putting too much print on a slide or just reading them to the audience may cause what is called “Death by PowerPoint.”
• Third, preparing handouts in advance allows the audience to take something away from the presentation. This technique also allows them to reflect on what was said and to remember it better. However, it is also important to give your audience some time to look at or read the handout before going over it. If you do not, you are likely to find that the audience is paying more attention to the handout than to you!
• Fourth, show up early anytime you are giving a presentation. This simple courtesy shows the audience that you are dedicated, conveys a sense that you believe that what is being presented it important, and it also lets the audience know their time is respected. Showing up early also enhances preparation time, allows one to check equipment, and make last minute adjustments, if necessary. Sometimes, it seems like there is a cosmic “law” that says, “If something can go wrong it will,” and showing up early helps to prevent that from happening. Finally, an early arrival allows you to begin the presentation on time, which helps reduce worries about time constraints.
• Rehearsal: Many people benefit from rehearsing their talks because that ensures you know what you are going to show and learn what needs to be cut or expanded. After all, practice makes perfect. Others find a rehearsal too constraining or that it reduces their ability to be spontaneous during the talk. In that case, preparing good notes or outlines may be helpful since “winging it” is a last resort and not recommended. It is also a good idea to prepare for questions at the end of the presentation. If you do not know the answer to a question, do not panic. Instead, be honest by saying, “I don’t know,” and then follow up with, “I will find out and get back to you on that.”
• Finally, pay attention to the details and be flexible. Whatever the details may be, whether a time limit, a small space or a small audience, or a surprisingly large one, be sure to keep these presentation tips in the back of your mind. If you worry about running out of time because you talk too fast and may run out of things to say, then prepare a few extra slides you can use at the end. If you tend to go slow or the questions take longer to answer than you anticipated, know ahead of time which slides you can skim or skip without hurting your presentation. These practices may help you create a professional, formal-sounding presentation. Keeping them in mind can also reduce public speaking anxiety by giving you more confidence.
Confidentiality
Confidentiality is one of the key concepts taught to most human services students because it is a crucial dimension of human services work. The need for confidentiality is also a part of your obligation to the practicum class, as well as the agency and its clients, both during and after the internship. It is likely that you have heard about the importance of confidentiality in your other courses or maybe even know about it from your experience with the health care system’s HIPPA requirements.
Confidentiality is usually a legal obligation, though it may have modified forms, such as in law enforcement, public records, or certain clinical situations involving abuse, homicide, or suicide. When a site indicates that something is confidential, it means just that! However, sometimes students do not realize that this rule may also apply to their training and even classroom situations, especially when they are talking about their clinical experiences or hear others talk about theirs. Consequently, it is important to remember to “disguise” your training experience when talking about them. Common ways of protecting confidential information include omitting or substantially changing names and identifying information of clients, staff, and agencies – sometimes even your own site!
Example:
One intern mentioned in the classroom portion of their practicum that a staff member at the site said that she had just found out she was pregnant at age 43. The intern mentioned the woman’s first name and added that the individual was distressed by the news and did not want to tell her family about it until she figured out what she was going to do. Unknown to the intern, the woman was the mother of one of the other students in the class, so that student had just found out -- a long with everyone else in the class -- that the student’s middle-aged mother was pregnant.
The same type of guidelines may apply to agency material, such as handbooks and policies. Caution is especially important when it comes to using social media because once something is online, it is impossible to fully erase it. If you must make a reference, say something such as, “at work.” It is also important to make sure not to gossip in the classroom about happenings at the site if they are not relevant to the course. After all, there is a difference between professional dialog and just spreading gossip. Confidentiality is so important that colleges may even dismiss students from an internship or even the program for sharing confidential information. Be sure to understand expectations concerning confidentiality with your instructor as well as your supervisor. Finding out what the rules are and adhering to them are part of what it means to be a professional.
Progress Not Perfection
Although you may have years of schooling and other job training, they are not likely to have fully prepared you for your first internship. Your education has helped to develop ideas about how things work and armed you with information about effective approaches. However, many real-world problems that people face during their internships will not always fit textbook definitions. After all, there is a difference between theory and practice. Similarly, someone who has performed quite competently in previous jobs may find the tasks assigned and carried out during an internship significantly different.
In general, the process of acquiring new and complex skills moves slowly, which means you do not have to learn everything overnight. Instead, it is best to try to keep an open mind about your progress. For example, keep in mind that when your instructor or supervisor critiques your work, it is because they care about it and see potential in you. Similarly, it is just as important to acknowledge and accept positive feedback because this helps reinforce growth and build confidence. If a supervisor takes the time to tell you that you are doing a good job, it means you earned the compliment, so enjoy it!
Challenges Along the Way
Along the way you will encounter obstacles that will make starting the internship seem difficult. One common problem is finding yourself in the situation where you must start at the internship site later than other students. This predicament is particularly frustrating because it forces you to get the required hours done in a shorter time period and puts you behind on gathering information for your presentation, paper, or whatever closing activities are required for the site or course.
Another example is that even if you find and start an internship early, not scheduling hours effectively can put pressure on you near the end of the semester when time is running out. Sometimes, students encounter problems because they complete the required hours at the site too soon in the course and then have nothing left to contribute to class discussions. Instead, it is best to try and space your internship hours out evenely during the semester, though it is also a good idea to finish at the site a little before the end of the semester so that you are not overburdened at the end. Pacing is important, as learning takes time, not just work.
Finally, it may be of value to try to schedule your days at the site when there are richer training opportunities. For example, a site may do individual work on one day, group work on another, and schedule team meetings or training on a third. Finding a way to be exposed to all three opportunities would create a more meaningful internship experience than just participating in one or two of them. Sometimes agencies offer special continuing education activities for staff or take them to local, regional, or even national conferences where major speakers present material. Talking with your supervisor about attending these higher-level professional opportunities is a good idea because what they offer can be added to your resume as additional forms of advanced training. Remember, no one will know that you are interested in attending such events unless you bring it up.
Tools for Chapter 3
Activity 1: What Would you Do?
While interacting with a client, they begin to ask questions that you are uncomfortable answering. The questions could be about your family, your school, or any other details about your personal life. You want to respond without being rude or too revealing. There are four courses of action you can take. Think about or discuss the advantages and risks of each choice.
• Kindly let the client know that those are questions that you do not feel comfortable answering.
• Ask the client why those questions are important to them.
• Share what you are comfortable with if it will benefit the clinician-client relationship without oversharing.
• Talk with your supervisor about the interaction.
Activity 2: Testing your knowledge (True or False)
• Since you are not an employee, it is unprofessional to offer a suggestion to the organization.
• If you are unsure of a task, you can always ask your supervisor.
• Bringing visual aids to a presentation is not a good use of your time and is, therefore, discouraged.
• Once you get familiar with your internship site, you are then allowed to work without supervision.
• It is your responsibility to track your hours.
• Wearing a smile is a good way to present yourself when meeting someone.
* Answer key:
1. False 2. True 3. False 4. False 5. True 6. True | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Succeeding_at_Your_Internship_-_A_Handbook_Written_for_and_with_Students_(Mruk_and_Moor)/03%3A_Getting_Started_at_the_Site.txt |
Introduction
This chapter provides a look at the relationship between you and your supervisor at the internship site. Along with their other professional responsibilities, this individual may be the director of the agency, a department head or simply a staff member whose duties include helping interns learn about the work along with all their other professional responsibilities. For our purposes, the supervisor is the one who works with you the most at the agency and who usually is the one with whom the instructor communicates in terms of your performance or evaluations. During the internship, you will go through the different developmental stages of a professional supervisory relationship and how it pertains to your learning experience. This chapter will also discuss such things as setting goals for an internship, ideas on how to manage conflicting goals should they arise, and the purpose of assessment.
Key Words
• Style: A particular way of perceiving, understanding, and expressing oneself that is characteristic of a person and the way they either react to or go about dealing with a situation, task, or activity. Everyone has a unique style and each one has a set of related strengths and weaknesses.
• Supervision: The process of observing, supporting, or directing what someone does or how something is done by another. May also be seen as a resource, especially in an internship.
• Supervisor: In the case of human services workers or interns, the individual at the site to whom one reports or who is responsible for one’s work, or the course instructor.
Supervision
What we call internships today have their historical roots in apprenticeships. These are teaching and learning relationships in which the student learns an art, trade, or job from a skilled professional. This type of learning environment usually takes many years. It begins with a selection process, such as having a certain ability or grade point average. It involves finding someone to guide you through the learning process (e.g. an experienced craftsman or instructor). The apprenticeship often concludes with some sort of “final examination” that ends in graduation and the apprentice’s recognition as a professional. As with teaching relationships in general, this one can also be mutually beneficial as most people like to share their expertise with others, and teaching often “teaches” the teacher, as well as the student.
Supervision is at the heart of fieldwork. In this sense it is like an apprenticeship although you are likely to continue to have supervisors if you go on for a graduate degree or license. Learning how supervisors interact with coworkers and clients gives you an opportunity to observe and even model similar behaviors as you start to turn theory into practice. Supervisory insight, experience, and involvement with your education will help you develop a sense of what it means to be a professional in your field as well.
Occasionally, a supervisor can also become a mentor, which is a special type of teaching-learning relationship and can have a positive impact on one’s career. Most times, a supervisor will schedule individual time with an intern to go over the student’s duties, clients, and caseloads. However, sometimes supervisors are too busy to give interns as much direct supervision as interns would like. While disappointing, it might be helpful to remember that supervisors usually sacrifice productive work time and space to make room for interns. So even if your supervisor does not seem to meet your expectations, that does not mean they do not care. Similarly, not all supervisors have the same style or approach, so be prepared to be as flexible and realistic with your expectations as possible.
The Supervised Internship
Internships are an efficient and effective way of learning because they provide professional guidance. Often, supervisors can work one-on-one with you in ways that are compatible with your learning style, which is more difficult to achieve in a classroom environment. Although course work gives you an idea of what to expect, it is the guided experience that turns theory into knowledge and knowledge into ability. This fieldwork setting is like a laboratory where you can test ideas and techniques without, hopefully, things “blowing up” in your or your client’s face. Similarly, supervised experience allows you to test theoretical concepts and perspectives in a real-world environment and to find out which techniques work best in various situations. During this learning process, you are also beginning to develop your own style as a helping professional.
Knowing Your Role
Beginning the internship can be stressful if you have not prepared for it. Researching the site and the kind of services it provides can prepare you and give you a sense of what to expect. By understanding your role as an intern, you also show the supervisor that you are a team player who will try to enact the supervisor’s suggestions. Accordingly, it is important to respect the boundaries of being a student in training. Even if you think you know how to handle a situation, the supervisor ultimately makes the call as to whether you are ready to handle a client alone.
Paying attention to the daily activities in the office will help you anticipate tasks and make yourself more useful when the supervisor is busy. Offering to help with duties that are not defined on your list shows that you will be easy to work with. When the supervisor is overloaded with duties you cannot perform, you can still network at the facility. Asking questions is often a good way to interact with others and shows that you are interested in knowing what to do and how to do it.
Developmental Stages in Your Supervisory Relationship
Like most relationships, the one that occurs between an intern and a supervisor is constantly evolving. Ideally, the quality of the relationship will improve as the degree of communication does because that allows both parties to better share information and develop interpersonal connections. Trust builds over time and helps you to talk more freely, examine your strengths and weaknesses, recognize your mistakes and achievements, and do the type of exploration that is necessary for professional development to occur. Unless the relationship is problematic for one person or the other, it usually goes through three stages: the novice stage, the learning stage, and the independent stage. Each one has its own distinct characteristics.
Novice Stage
This stage begins when the student and the supervisor first meet and start to form impressions of one another. First impressions do matter, so be sure to dress appropriately, be friendly, and try to conform to the role of an intern, which is somewhere between a student and a professional. This stage is a bit awkward at first for the intern because everything is so new, but the supervisor is likely to be aware of that and try to reduce your anxiety. The same type of exchange goes on in many types of relationships, such as with instructors or bosses in classes or jobs you have had, so you are not as ill-equipped as it might first seem. Of course, such factors as age, individual preferences, maturity level, personality, and interpersonal skill level also play active roles in the process of forming a relationship, so they are likely to be alive here as well. Also remember, in addition to what is said, how it is said also conveys information in a relationship. Your tone of voice and other nonverbal communication cues matter, too. Over time, you will both have a better understanding of how you work together in the roles you play as supervisor and intern.
Clear communication and goal setting are crucial parts of the novice stage. It is helpful to be prepared with questions prior to the beginning of a shift. For instance, you can ask about the day’s responsibilities, which tasks need to be addressed, and what expectations people have for the projects that are assigned to you. It is also helpful if you communicate what you wish to learn at the site in terms of your goals and expectations.
Learning Stage
The next stage revolves around learning your roles, acquiring the skills necessary to fulfill them, and establishing relationships with your co-workers. Progress in these areas is usually accompanied by an increase in trust between you and your immediate supervisor, which is a two-way street. If things are going well, your development as an intern should include moving up to increasingly complex assignments or tasks and an increasing degree of responsibility or functional independence.
Supervisors usually encourage and welcome questions because they help them assess your progress and bring attention to areas that they can assist you with as you improve your abilities. Consequently, it is important that you realize it is a good idea to ask for help or at least clarification if you are unsure about how to proceed. This practice also reduces the need to have information repeated or doing an assignment poorly and then having to do it over again. Of course, timing is important when asking a question and so is the way it is framed. There may be no stupid questions, but there are poor ways to ask them!
In this stage, your ability to communicate with staff and clients improves as you learn your way around the agency and your duties. This growing sense of competence also increases learner confidence and is rewarding as well. Similarly, as you become more familiar with the agency’s rules, functions, and interpersonal culture, you are likely to expand your role and make it more your own. Some indications of progress at this level are asking to or being asked to take on more responsibilities, being treated like a member of a team, and offering to help when you see something that needs to be done instead of waiting to be told to do it.
Independent Stage
This stage is characterized by having a more advanced set of skills, demonstrating a higher degree of decision-making ability or autonomy, and having more comfortable or friendly interactions with your colleagues at the site. A good indicator of reaching this level is the quality of the communication between you and your supervisors, as well as other members of the staff. Another one is feeling less anxious about your place in the agency and your ability to complete jobs assigned to you. At this point, successful interns usually find themselves doing the duties of an entry-level employee at the agency.
Assuming your skills have progressed, the supervisor may offer opportunities for you to work more independently, which is to say with less supervision. You may find yourself, for instance, spontaneously asking for extra assignments, though it is important to make sure you are competent enough to succeed at them. Making sure that you have already demonstrated some of the skills necessary to succeed in those tasks helps both you and those you work with, including your supervisor, see that you are ready to take the next step. Finally, it is usually good to be flexible as an intern. Not only is flexibility an important asset in human services because it helps you “go with the flow” when the need arises, it also reduces tension.
Accommodating Supervisor Style
Every supervisor is unique in that each has their own clinical and supervisory style. A skilled supervisor will teach, guide, and sometimes even mentor you in order to better prepare you for your future in the field. However, it is important to remember that even the best supervisors may not always be as accessible as you would like, so try to be patient when necessary. Remember, they have many responsibilities at the site, including overseeing your work. Supervising your growth is an additional duty, not one that replaces another.
While it is most desirable to have a supervisor with qualities and teaching methods that mesh well with your style, sometimes those styles may conflict with one another. In order to solve conflicts in general, it is important to have good communication skills and be willing to find common ground. In this situation, the same relational dynamics that you have experienced with differing supervisory styles in the past may help here. For example, if you find yourself in an internship site where there are difficulties with supervision, try not to get discouraged. Also, seeing things from different perspectives can help. Finally, your colleagues and instructors can help you during class meetings or office hours. You may find that you are not alone when facing such a challenge. Your peers may even help you understand the strengths and weaknesses of your style, as well as those of the supervisor. Your instructor and classmates can also help you come up with ideas on how to improve or at least better deal with the situation.
Keep in mind that your supervisor has their own personality and style, too. Generally, supervisors are happy to help because they want to see you succeed. After all, they became professionals for the same reason most of us do, which is to have the opportunity to help others. However, occasionally, a supervisor may have a difficult problem or be dealing with a stressful day and seem irritable or even short-tempered because of it. No matter what kind of day it is, do the best job you can. Remember, although you supervisor’s style may be irritating to you, it is not your role to change it.
It is, however, your job to learn how to deal with different styles, which means that this situation can be a learning opportunity. Although unpleasant, having a difficult supervisor is valuable because learning about different styles, and how to cope with them, are likely to come in handy in the future. This type of awareness can be an essential skill that can be carried throughout your entire career, so even a poor supervisor may turn out to be a good one in the long run, even if it is only to show what not to do! After all, there is no guarantee that says you will always have a good supervisor or boss.
Everyone has communication and relational styles. Some common examples of how they appear in the supervisory relationship are provided below. Each one is accompanied by its strengths and weaknesses. It may be helpful to try to identify your style and that of your supervisor so that you are better equipped to make appropriate adjustments when necessary.
Examples of Supervisory Styles
• Over-Involved Style: Manifested by micromanaging or sometimes by being “buddies.”
• Authoritarian (Controlling) Style: Needing to demonstrate they are in charge, demanding perfection, having strict rules, showing a low tolerance for individuality
• Laissez-Faire Style: An attitude of letting things take their own course without interfering. May appear under involved, offering little direction.
• Authoritative Style: Knowledgeable, appropriately assertive, and open to suggestions when appropriate.
Examples of Student Styles
• Passive Style: Accepting or allowing what happens to happen. Tends to avoid active input, responses, or resistance.
• Aggressive Style: Pursuing one’s interests too forcefully, sometimes unduly so or without listening to others.
• Assertive Style: Having and showing a confident, energetic, goal-oriented approach.
• Realistic Style: A person who accepts a situation as it is and is prepared to make the best out of the circumstances.
Preparing for Success
The site supervisor plays an essential role in the professional lives of internship students, so they can be one of the keys to having a successful internship experience. There are several things that can be done to increase the chances of a positive relationship. For example, simple things, such as being prepared and being courteous, can go a long way to help this process. Trying your best to stick to the established schedule is important because supervisors, and sometimes even clients, count on you being there at the appointed times.
Still, life is complicated and unexpected events, such as sudden illness, bad weather, family emergencies, and so on, may happen. Thus, it is best to establish procedures to follow and to avoid schedule changes or problems as much as possible. It is a good idea to have a backup plan in place. For instance, if you have children or care-taker responsibilities, then having alternative arrangements made with someone in advance can help. If your work schedule changes, give the site or the supervisor as much advance notice as possible. Above all, avoid simply not showing up. While most supervisors are understanding, you alone are accountable for your decisions. Requesting a day off for an activity is significantly better than calling off at the last moment or just not showing up.
Staying on Track
Some people look at time requirements of the internship and its schedule as an intrusion because of family, school, or employment responsibilities. However, sometimes it is possible to coordinate schedules in advance. For example, many schools have spring breaks that may make it possible for you to increase hours at the internship site, which reduces their impact on the rest of the semester. Working weekends may be possible at some sites, such as a residential program, if the time is supervised. This type of schedule balancing or time management also facilitates the development of a good working relationship with those at your site and fosters a sense of working with someone, as opposed to working for someone.
The ability to settle into a routine quickly helps facilitate movement through the developmental stages of the internships. Supervisors and other coworkers know that you are there to learn. They want you to feel included and part of the agency or team. If you are shy, keep in mind that many others have been through the same experience, including the people you work with. After all, they were interns or beginners at one time, just like you!
Contracting to Meet Student Needs
It is important to have an idea about what you would like to achieve during the internship because it will help you focus your time in those directions. You should, for instance, be able to describe what your goals are so that others can help you identify opportunities or assignments that will help you reach them. This type of planning and prioritizing allows you to play an active role in your education and helps others know what to do to help make the internship a good one for you.
Internship Forms
Your college, the placement site, or both may have certain legal obligations or routine requirements that must be met. One of them, for example, may be the need for a formal legal agreement between your educational institution and the placement site. Another one could be a written plan detailing such things as who you will be working with, what duties you will be performing while at the site, and the educational objectives you, the site, and your instructor feel are important for you to master. One of the most empowering ways to achieve your goals is to draw up an internship or educational “agreement.”
This type of agreement is often developed in written form so that the college, agency, supervisor, and student are all quite literally on the same page in regard to expected duties, requirements, and objectives. Another benefit of a written agreement is that it allows you to track progress and provides you standing if the agency points you in directions you did not intend or agree to go.
In other words, these agreements are better handled by spelling them out on paper so that they can be used as a guide to help create a good internship plan and to maintain this focus throughout the internship experience. in this sense, the internship agreement is like a contract that you may refer to throughout the process. It should also include such information as to what your expected duties will be, the number of hours you will work, and who will supervise your time and work at the placement. Most colleges do not permit students to drive clients in their own or even agency's vehicles because of liability issues. However, some colleges will provide professional liability insurance to cover your interactions with clients. If these matters are not spelled out, you should talk to both the superviosr and your instructor about them.
Sometimes, especially when things are busy for everyone at the site, it may seem as though the supervisor or the staff does not care about what happens to the intern because they are a lower priority. However, you have some responsibility for making the internship a good training experience as well. So instead of showing up and simply following someone around, you may need to be flexible and even creative. For example, if you spot something that needs to be addressed and feel doing so is within your range of abilities, you might volunteer to take on the project. In addition to filling in hours that otherwise might go unused or be less than educational, you will also show that you have initiative and the willingness to help where you can.
Good contracts provide the foundations for a good internship experience. Consequently, your goals will also be reviewed by supervisors and agencies who will have some sound ideas and suggestions regarding your expectations and limitations. Sometimes they even see more potential in an intern than the student does. This situation can create the opportunity to grow beyond your expectations. Accordingly, sometimes it is best to modify an agreement. In that case, changes should be approved by the intern, the supervisor, and the instructor. Occasionally, a college or site will not use a contract but have only a verbal agreement with the intern. Although this isn’t the best situation, at least you can document what you agree to do, and not do, and then discuss that with your instructor.
Although rare, sometimes an internship does not work out well for a variety of reasons. For example, there may be a sudden change in supervisors or insurmountable interpersonal conflicts. Though no one wants to see things go in this direction, the clinical editor of this book has found that it is always possible to find alternatives, sometimes including finding a new site, without penalizing the student, unless they are responsible for the conflict. Your instructor may also find helpful ways of dealing with this situation if you bring it up to them.
The Classroom and Classroom Discussion
Most internships are accompanied by a regular group meeting, class, or some other type of regular gathering. That practice is important because it is a conducive environment where students can describe their learning experiences, express how they feel about something connected to the internships, ask questions, seek help, as well as offer and receive support to and from their colleagues. This part of the internship is valuable because it is part of what case management theory calls “monitoring” (Moxely, 1989). The purpose of monitoring involves gathering information and receiving feedback about what is going on for students and how they are progressing through the stages of the internship process. This information, in turn, allows the instructor to assess the development of the intern, offer helpful guidance when needed, spot problems early on, and intervene when necessary. Even internships that do not have a regular classroom component have some sort of monitoring built into them at the site or with the instructor of the course.
Consequently, it is beneficial to attend classroom discussions as that is where people hear about, reflect on, and offer ideas to each other concerning the experiences they are having at their individual sites. Not talking about the positive and negative experiences of interning may even hinder your development and interfere with your ability to grow as a professional, not to mention limiting your ability to help your colleagues. In addition, class discussions or conferences with your instructor (if you do not have a class meeting associated with your internship) act as a support group where you can talk about your experiences--good or bad--and the group can help you effectively work through them. Talking through certain scenarios will also show the instructor signs of your growth.
Similarly, there may be times when you feel stuck, are uncertain, or face a problem at your site. Your classroom colleagues can be an important resource for such things as brainstorming solutions and suggesting different approaches to the problem. This aspect of the internship also gives you an opportunity to see the growth process from different perspectives as everyone goes through it a little differently. Sometimes just knowing that others are dealing with the same issue is helpful all by itself.
Example:
You have a question about your site that could not be addressed on the day you were there. One thing you can do is to remember that you will have time to discuss these uncertainties with your classmates and your professor. Furthermore, it is important that you share your questions and concerns so that your professor can make suggestions and offer you guidance. Of course, it is also important to realize and honor the confidential nature of these discussions.
Goals and Obstacles
You may encounter problems reaching some of your goals during the internship. Typical issues include not feeling you are learning as much as you expected, feeling lost, or feeling like a burden. Such problems can be discussed with the supervisor, with the professor, and with classmates. Classmates and professors are an outstanding resource and can be used as an information tool for self-monitoring and reflection during the internship and may help you find ways to make the experience more satisfying. Often, people use role-playing scenarios in the classroom to help deal with a problem concerning one’s supervisor or a given staff worker. The goal of a good “working alliance” with your supervisor is to create an atmosphere where both of you feel free to talk to one another honestly.
Being Under-Challenged
Sometimes students find themselves feeling like they are not getting the type of experience they expected. For instance, it may be that their priorities or goals have been pushed aside or their work at the agency has become routine. These situations arise for several reasons, most of which are not the students’ fault. For example, it could be that the agency’s busy season is at another time of the year or that the funding streams have changed in ways that make original agreements untenable. In general, the agency’s priorities come first, so the intern needs to adjust, not the other way around.
The professor and your peers can help you adjust your goals or find new ways of meeting them during the remainder of the internship. Brainstorming ideas may help you know how to approach the supervisor, find other alternatives to meet your goals, and restructure your goals.
Example:
Jane is interning at a crisis center and has the goal of working face-to-face with clients in crisis. Unfortunately, since starting her internship, she has been unable to sit in on an intake session for various reasons not of her making. Instead, Jane’s work has been focused on organizing paperwork and making copies for her supervisor. While Jane understands the importance of the work she is doing, she fears she will go through the entire internship missing out on other valuable experiences. Jane discusses her concerns in the classroom, and classmates encourage her to have a discussion with her supervisor. Jane then makes some suggestions to the supervisor about how to include more client contact into her routine without dumping all the paperwork on someone else. The supervisor tweaks the suggestions a bit and together they find a strategy that meets Jane’s goal of increasing her clinical skills with clients in crisis while still meeting the clerical needs of the agency.
Setting up Self-Directed Goals
Often, a supervisor will help set up a work schedule but then become too busy to adjust it in ways that lead to increasing degrees of training and skill acquisition. At that point, it may seem like they are just keeping you busy with mundane tasks to simply fill up your time to meet the hours. If you feel that the internship has lost its sense of direction or that you are not progressing any further, it is important to think proactively. Instead of complaining to the supervisor, you might consider presenting them with a plan that would move you toward your goals or increase your level of responsibility or involvement. If you have trouble formulating one, it might be a good idea to share your situation with your instructor or classmates since they are part of your network and can act as resources who can help you generate possible solutions.
Example:
Mohamed is working at a busy mental health facility and found himself underutilized. Since he is interested in doing community work, he proposes to create a book of community services that can identify resources people can use to find assistance with housing, transportation, utility services, job training, food, childcare, and so on. The result of his efforts is a set of Facebook pages that list basic human services, names to contact, phone numbers to use, and active links to click on that can put clients in touch with those who can help them. The supervisor valued his contribution enough to assign someone to maintain the site even after Mohamed graduated.
Developing More Challenging Goals
Sometimes interns reach the point where they feel they have met the goals that were set down in the original educational agreement and have time to do more. Of course, it is wise to make sure you have met those goals before discussing the situation with your supervisor. Take a moment to make sure that all expectations have been met and then try creating a goal or set of them that you think would help you grow while also offering something of value to the agency. Next, approach the supervisor with a tentative plan. If the supervisor feels that you are ready, and if there is no longer a need for you to continue to perform your current duties, you may be able to take the next step in your professional development.
Every person with whom you have contact may be a source of education and opportunity. Getting to know others within the agency allows you to discuss career interests with them and learn about career possibilities associated with their roles at the agency. Offering to help others in their work and creating new tasks are just a few ways to take things into your own hands when there is nothing to do or when your jobs have become routine. Taking the initiative in learning about the agency and the services it provides often makes a good impression and opens new doors.
Example:
Rosetta works at a center that focuses on dealing with substance abuse. In her downtime, she did research on other agencies in surrounding counties because she saw that clients often move from county to county. Consequently, Rosetta identified, compiled, and printed out a list of AA/NA meeting schedules for each county so that clients would have the opportunity to continue to attend meetings after they moved.
Evaluations
A good supervisor will regularly assess your ability to take on new tasks. However, it is important for interns to evaluate themselves from time to time as well. Most interns will want to review their objectives periodically and conduct reflective self-assessments. This process can be done informally, or through keeping a journal, a file on a computer or phone, and so on. Near the end of the internship, the instructor often requests that the supervisor do a final report, evaluation, or summary of the student and their performance at the site. Of course, you are likely to have a general feel about how things are going based on the supervisor’s reactions or meetings regarding your work performance. So, if the internship does not seem to be allowing yours goals to be met, requesting time for a meeting before the semester is over can prevent problems.
Regardless of how challenging the tasks may be, always do your best work. If you take pride in your work, coworkers and supervisors will notice. Remember, these people are now in your network. When it comes to future jobs, they could be potential references.
Handling the Discomfort of Negative Feedback
It is also important to keep in mind that no two interns will progress at the same rate. Sometimes interns feel that they are not given the freedom to develop more fully. Other times they may feel they were asked to do too much. You may look at the situation and feel discouraged or lose confidence in your abilities. It is important to discuss this reaction with your supervisor and ask for suggestions for improvement. Learning how to accept constructive criticism is a crucial component of this process, especially if you are a beginner. Try your best to listen, but also realize that the supervisor is looking at the bigger agency picture that you cannot see.
In situations where it seems that the supervisor and staff are talking about you in a way that does not feel good, be sure to avoid forming any cognitive distortions or irrational thoughts about it. Avoid overgeneralizing, personalizing, and surrendering to emotional reasoning. Be sure to look those terms up if they are unfamiliar to you (Mruk, 2013). After all, they may be discussing progress as well as the lack of it and your potential rather than your limitations. If you feel that the discussions are taking place in a negative way, or if it seems that the problem is a personality conflict you are having with the supervisor or their style, it is advisable to talk with your instructor about it. After all, the instructor is the individual who oversees your internship and who has the responsibility to make sure it is progressing properly. It is also likely that the instructor is more interested in your professional development than anything else.
Embrace Learning Opportunities
It is a good practice to experience as many dimensions of the internship and agency as possible. In addition to the supervisor, other staff members and your duties are opportunities for you to learn something new.
Learning from Co-workers and Supervisors
Talking with co-workers at the internship site is a good way to build rapport and to network. They can teach you about diverse community resources. Office staff also tend to have the benefit of direct contact, can offer insights, and have more time for you than supervisors. They might even take a liking to you and become an informal mentor. This person might be able to teach you many aspects of the job that your supervisor does not have the time to do. Consequently, make sure you ask to be introduced to other co-workers. Often, they know more about “office politics” than anyone else and can offer insights or support about this more subtle and informal dimension of the agency. Talking with people in the break room or at lunch can be instructional if you approach it as a potential learning opportunity!
Example:
A supervisor was constantly busy dealing with different departments but made time to have the intern attend a professional team meeting. The intern watched how co-workers conversed with each other about different cases. They were able to support one another in finding solutions for different situations when dealing with clients and found the experience of working with others beneficial. One staff member at the meeting with whom the intern had little previous contact seemed to respond very positively when the intern volunteered additional information about the client. After this meeting, the intern made it a point to seek out that staff member and began an amicable, professional relationship that blossomed over time.
Learning from Clients
The clients at the site can also be a source of learning, perhaps even the greatest one in the long run as they should be the focus of your work. Clients usually have their own perspective about the site and how it works. Learning about how someone else experiences the process is another opportunity to gain insight. In fact, client perspectives are necessary to appreciate if you truly want to grasp the whole picture. Positive and negative client-related experiences can be some of the most instructional ones you have as you learn how to become a professional. Most of us in the field, including the clinical editor of this book, still remember what we learned from clients many years after the interaction or relationship ended.
Observing and Modeling Others
Being a student in the internship course offers an opportunity to observe the instructor, supervisor, and the staff around you. The internship gives you a chance to see first-hand how people in the field dress, greet people, comport themselves with colleagues, contact other agencies, as well as their clients. You will also have the chance to form interpersonal relationship with staff at the facility during your lunch and break periods. Reflecting on what you observe is a good source of insight or learning that cannot be found in classrooms or textbooks. If you happen to find yourself admiring someone's professional capabilities, interpersonal style, and ways of approaching the work, you can experiment modeling your own behavior after theirs. Learning what feels good to you, what is compatible with your style, and then trying it out can be a great way of increasing your skill set and confidence.
Challenges Along the Way
Often unexpected circumstances and events happen when working with the public. Although they may cause anxiety in the beginning, these are times when you can start relying on your developing professional skills. Observing how your supervisor handles delicate situations, for example, may help you navigate your way through a similar situation or task. Seeing how someone handles an irate, sad, frustrated, or anxious client effectively gives you a larger range of possible responses when you encounter similar situations. Therefore, part of the learning process involves noting good professional skills in action, including such things as the individual's mannerisms, tone of voice, non-verbal behaviors, and so on. Observing and reflecting on this type of information may help prepare you for the unexpected situations you encounter at your site and later in your career.
Example:
When the family of a client demands information and answers to questions that they are not privileged to, the family member may become demanding and agitated toward you. In this case, if possible, you might remember how someone else at the agency handled the situation effectively. For example, listening intently and responding in a calm, clear manner is often helpful. Be sure to report such situations to staff or your supervisor and document everything that transpired. Then reflect on what you learned from the experience.
Tools for Chapter 4
General Suggestions
• Be prepared before meeting with your supervisor by making a list of personal goals you want to achieve at the site.
• Ask to be introduced to other co-workers who can provide information and support when needed. Be sure to note their names and titles for future use.
• Listen for new learning opportunities and experiences.
• Learn to speak up when appropriate so others know you want to be involved at the site.
• Feel free to ask questions when needed.
• Be sure you understand what is required before you take on a task.
• Try to have patience and understanding with others.
• NEVER put yourself in danger or in a situation that feels threatening.
• ALWAYS try to do the best you can. Do not just put forth the minimum effort required to get the job done.
Going above and beyond the minimum effort and taking pride in your work is noticed by others. If possible, find time to talk with your supervisor, instructors, and colleagues about the postive and negative events that stood out to you in the last week or so. This type of "debriefing" allows you to examine the experience, reflect on it, make observations, and consolidate your learning. It also helps to review the objectives of the internship every so often and evaluate your progress.
Activity 1: What would you do?
You have been at your internship site for a few weeks now. You and your supervisor have a good working alliance, and she is entrusting you with a small set of duties each week. As you are reporting to your supervisor, she seems almost annoyed if not angry that you are telling her about your day-to-day experiences at the agency. Your supervisor did not finish listening to you before she gathered a stack of papers from their desk and told you they had to go. These are the courses of action you can take:
• Follow her out of the room and demand an explanation.
• Talk to her about it when you come back next time.
• Talk to co-workers about your supervisor.
• Do not let it get to you; she is a busy lady, and she could just be running late.
What do you do? Why? Discuss the options with your classmates.
Activity 2: True or False?
• You should be angry when your supervisor is too busy to help you.
• You should meet with your professor and go to the classroom session if you have any problems at your internship site.
• You can discuss case information with a client without supervision because you are providing the service.
• You should not talk to your supervisor about future career plans.
*A. False, B. True, C. False, D. False | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Succeeding_at_Your_Internship_-_A_Handbook_Written_for_and_with_Students_(Mruk_and_Moor)/04%3A_Using_Supervision_Effectively.txt |
Introduction
Chapter 5 discusses ethics in the human services setting. It is likely that the topic and importance of ethics were mentioned in several of your classes. The internship involves working with other people who are being offered a service of one type or another, so ethical principles and practices must be a focus of the experience. It is your responsibility as a human services intern to uphold them in everything you do and say.
Key Words
• Code of Ethics: A group of principles that guide an individual or organization and their practices. The principles act as guidelines or rules based on the values of an organization or individual that set the limits for such things as how to identify conflict, how to avoid, or how to deal with problems.
• Competence: Possessing the skills, knowledge, or abilities necessary to successfully or efficiently form various tasks associated with a discipline or position.
• Conflict of Interest: A relationship or situation where one’s own activities or interests can be advanced at the expense of another who has less power, authority, or resources. Often associated with an imbalance of equity.
• Cultural Diversity/Multiculturalism: The variety of different values, preferences, practices, and behaviors that exist between groups. Multiculturalism is an alternative, more inclusive term.
• Dual Relationship: A relationship between a human services worker and another person or group that involves a conflict of interest. Common examples include dating a client or using a client for the clinician’s own personal or financial gain.
• Ethics: A system of moral principles to guide behavior
• Ethnocentric: A conscious or unconscious belief that one’s own ethnic group or culture is inherently superior to another. An inclination toward viewing others from one’s own cultural or ethnic perspective. Extreme forms include such things believing that one’s own group is better than others and acting on this position, such as in the case of racism.
Ethics and Laws
Ethics are the rules of conduct. Often, they are recognized as the best practices based on the underlying principles of a given profession. Ethics are not laws, which are actual regulations one must comply with because they are established by an authority with judicial responsibility and the power of enforcement. In the most basic sense, ethics are principles, and laws are requirements.
At many internship sites, one may see dedicated people working in ways that are consistent with a code of ethics that they take seriously. Typically, their mission is to ensure that people are treated fairly, equally, and respectfully. It is easy to understand how ethics and laws, such as licensing laws, protect clients as they help ensure clients of reasonable treatment.
However, it is almost equally important to realize that ethics and laws also protect the workers. They provide rules that may be helpful in guiding us through difficult or risky professional situations. In addition, new circumstances are constantly emerging and must be examined by the professions and courts, sometimes resulting in revised or new codes of conduct, laws, and regulations. Understanding these issues ensures the clients’ safety and keeps a worker out of future legal trouble. Staying up to date and adhering to the standards of practice might be the only defense from a lawsuit. Most professions will offer classes or continuing education that focus on existing ethics and laws, particularly those that require credentialing. Students should ask instructors and supervisors about the practices that apply to their profession and their placement site and what the laws are and why they are in place. Moreover, the instructors and supervisors should advise students on how to handle ethical issues when the students encounter them.
Codes of Ethics and Human Services
Each human services discipline has its own code of ethics and some of them have licensing laws as well. Ethics are usually specified by the profession and based on professional values while laws are made by states, although there is often overlap between the two. For instance, the National Association of Social Workers (National Association of Social Workers, 2019) offers a code of ethics summarizing ethical principles that reflect the profession’s core values and uses them to establish a set of specific standards that should be used to guide social work practice based on the identified value. Some examples include:
• Value: Service
Ethical Principle: A social worker’s primary goal is to help people in need and to address social problems.
• Value: Social Justice
Ethical Principle: A social worker challenges social injustice.
• Value: Dignity and Worth of the Person
Ethical Principle: A social worker respects the inherent dignity and worth of the person. Again, each discipline will have its own professional code of ethics that embodies the values the discipline embraces and includes a set of behavioral guidelines as well. They can be found in counseling, criminal justice, psychology, social work, as well as in other areas. It is incumbent upon the intern to know about them. Your instructor and supervisor should make a point of helping you know where to look.
Agency Ethics
Ethical codes and licensing laws are intended to protect the client, the practitioner, and the agency by ensuring that clients receive the best treatment within a set of behavioral boundaries. Sometimes the ethics of two professions or agencies may conflict. For example, Catholic Charities offers behavioral and mental health services that do not include abortion, while Planned Parenthood provides women’s wellness programs that emphasize choice. If you find that the views of an agency conflict with yours, it is important to think seriously about those conflicts, perhaps even re-evaluate the selection of that site if the conflicts seem to be insurmountable. In general, if you agree to be an intern at a site, you have also agreed to act in ways that do not contradict its prevailing values and standards unless they are illegal. Should you decide you cannot do that, then you should discuss the problem with your supervisor. If a compromise is not possible, then the ethical path for all concerned may be for you to consider another type of agency.
Personal Codes of Ethics
In addition to having a thorough understanding of the ethical code in your profession and the facility in which you work, it is important to become aware of and develop your personal code of ethics. Professionally, a major reason for this general rule is that, in practice, your ethical principles might be challenged or come into play, often quite unexpectedly.
The more you know about what you believe and value in advance, the better prepared you may be when this time arises. Consequently, self-awareness is helpful in these situations. After all, people are rarely simple, and a client’s behavior may evoke conscious or unconscious feelings or reactions based on your experiences and background. Though this process is mostly an introspective one, it is often helpful to discuss these issues with others, such as your colleagues, instructor, and supervisor. Taking the time to develop a clear and reasonably articulate ethical foundation will help you face challenging situations in the future, and often will provide a sense of direction. Having a firm grasp of your personal beliefs may also be of value when making rapid decisions, such as in a critical relational moment or when dealing with a crisis.
Example:
You are a social worker at your local agency and someone you dislike walks through the door looking for help. Perhaps you are a criminal justice major who has just found out that you will be dealing with someone you grew up with but have not seen in years. Maybe you are a case manager driving a client to their medication appointment and you think you smell marijuana coming out of the apartment when the individual opens the door. Perhaps your next client is accused of child, spousal, or elder abuse. All these situations are examples that are likely to stir up conscious and unconscious reactions that challenge your ability to conduct yourself in a professional manner. The more you know about your personal values and ethics, the better able you will be to conduct yourself in accordance with your professional ethics and obligations without being overly judgmental or jumping to premature conclusions.
General Ethical Guidelines
There are many ethical concerns when it comes to clients. A few things to keep in mind are listed below:
• Be committed to helping people at the site, regardless of your personal preferences, no matter who the client may be. It may be helpful to keep in mind Carl Roger’s notion of unconditional positive regard, which means that you value everyone’s essential humanity, though you may not necessarily agree with or approve of their behavior.
• Having cultural awareness is necessary. Always remember that every culture handles situations differently. Educate yourself on the different cultures that the agency will be working with as that type of information will give you better insight, understanding, and direction on how to proceed with a client. Similarly, educating yourself about a client’s respective culture before meeting with them can help you achieve a rapport with the client and avoid creating unnecessary obstacles in your work.
• Conflicts can and will arise. Some of them might be unethical or even illegal to engage in. If a situation presents itself and you begin feeling uncertain, make sure to inform a supervisor and instructor as soon as you can to examine possible responses before making any decisions.
• Always be as proper and respectful as possible. Choose your written and oral words responsibly. Be aware of facial expressions and other non-verbal signals you may be conveying to your client. If non-verbal signals do not match what and how you are saying something, it may be more difficult for the client to believe what you are saying is true.
• Pay attention to ethical and legal mandates. Most human services professionals are mandated-reporter occupations. States have laws concerning when and under what circumstances situations need to be reported. Suspicions can be based on circumstances that would cause a reasonable person in a similar position to suspect that a client has suffered or faces a threat of physical or mental harm. This practice is especially necessary if the situation involves a child under the age of 18 or an intellectually challenged, developmentally disabled, or physically impaired person under the age of 21. It also may apply to suspected spousal or elder abuse. Suicidality and homicidality are other possibilities to be aware of. If such situations arise at the site, they must be taken seriously and should be discussed immediately with your supervisor.
• A good ethical and professional guideline is to remember The Golden Rule: Treat others the way you would want to be treated.
Practicing Ethics at the Site
Maintaining professional ethics is not always easy. For example, it is important to remember that although you may not agree with all your workplace’s codes, you are usually obliged to abide by them. Learning how to integrate the ethics of the workplace and profession with your own is helpful and could enhance your professional image. For instance, you can fulfill your corporate social responsibility by recycling goods on site. Embodying ethics in this way may also serve as a role model for clients, especially children, who often look to you for guidance.
Dual Relationships
Part of a professional code of ethics and law that can cause people considerable trouble concerns avoiding dual relationships, especially if one is living or working in a small town. Dual or multiple relationships occur when a professional has more than one type of relationship with a client. More specifically, the relationship must be such that there is an unequal distribution of influence or power between the provider and the recipient of the services. For example, having a friendship is usually based on an equal distribution of influence, but having a professional relationship with a friend is not. What makes dual or multiple relationships unethical is the chance that the client might be exploited, and, as a result, potentially harmed. One clear violation of the code of ethics in most disciplines is that a provider and a recipient of services cannot have a sexual or financial relationship with one another.
Countertransference
Countertransference, or the professional’s conscious and especially unconscious reactions to the client, should be something you learned about in other classes or coursework related to your major. Risks of countertransference are especially high when the clinician projects their unresolved conflicts and interpersonal issues onto the client. At times, for instance, a client might remind you of a person who you are close to, such as a parent, sibling, partner or ex-partner. Depending on your degree of self-awareness, sometimes you might not even be aware of it as the process often happens unconsciously. That is what makes the situation especially difficult or even dangerous. Self-awareness helps spot these possibilities before they become a problem, but general awareness of them helps too. One way to increase this ability to spot these problems is to ask yourself if the person you are working with reminds you of anyone else in your earlier or current life. If the answer is “yes,” then countertransference is likely to be a part of the situation. As you continue the internship, keep in mind that your job is to help the client in an appropriate way, with the emphasis on appropriate.
Even though you may believe you have a clear understanding of what countertransference is and how it works, it remains tricky because countertransference always happens in our psychological blind spots. While working with the elderly, for example, it is very easy to find yourself responding too much to a client, until you realize that they remind you of your own grandparent. Once again, if someone really irritates you, it may help to ask yourself who else have you responded to in this way from your childhood or from a current relationship. While such self-awareness might seem simple, it is difficult to achieve when countertransference is occurring.
Example:
An older person you are working with reminds you of someone you once knew and always makes you smile. They seem so “nice” and need a little money for rent or medications. You think nothing of offering to “lend” them some or even pay for it because you are supposed to help those in trouble, and, after all, it isn’t that much money. To do so, of course, would cross ethical lines. Once that happens, it is easy to form an attachment that could lead to other things, such as dependency, unrealistic expectations, and problematic behaviors that compromise your position when your behavior becomes known to others. In this way, a well-intentioned, but ill-considered action may lead to an ethical mess.
Confidentiality
Confidentiality, as most interns know, is a key ethical responsibility. There are many dimensions to this issue, such as keeping client and staff information confidential, as well as conversations and observations made at the site and in classroom discussions. Another dimension of confidentiality to consider is outside of your work and academic environments.
Most people have a natural desire to talk about their experiences, particularly meaningful ones, with others. Always check with the supervisor to find out the limitations as to what can and cannot be discussed within and outside of the workplace. Keep in mind that when talking outside of the workplace, a person’s real name and identifying information (information that can be used to identify someone such as gender, age, physical characteristics, behavioral history, place of residence, occupation, and so on) should never be used. The same rules apply to journals, notes, and, of course, social media. In fact, it is probably best not to even think about “discussing” anything from your practicum using social media as that record never goes away.
Example:
You are in your practicum class and say, “I was taken by surprise at my internship site when Suzie, my best friend from high school, came out of the therapist’s office who treats only opioid addicts.” It may seem like you have “permission” to share this information at your classroom meeting because there are many Suzies in the world, and you did not mention a last name.
However, that would be a mistake because you have revealed what is called personally identifying information, in fact, quite a bit of it. For example, you identified the person as having a common name. Furthermore, you also specified a location and a relationship. Together, these three bits of information are more than enough to identify someone. In this case, someone in the class may have known a Suzie in your high school and that she had a best friend who had your first name! Or, perhaps the school’s social media pages showed a picture of you and Suzie together at an event.
HIPPA regulations concerning client confidentiality often apply to human services settings, too. HIPAA is an acronym for the Health Insurance Portability and Accountability Act that Congress passed in 1996 and is a compliance requirement for any health professional or setting. Most human services professionals talk about these requirements when discussing ethics, but it is also the law, which makes honoring these rules more than just an ethical obligation. These rules apply to all forms of information, including paper, oral, and electronic forms. Furthermore, only the minimum health information necessary to conduct business is to be used or shared. Criminal justice settings may have different rules concerning confidentiality because some records are open to the public for the asking, such as crime reports, so it is always advisable to discuss the rules with your supervisor early in your internship.
Dependency vs. Empowerment
One of the more challenging ethical issues that many interns in the helping professions face is the tendency or inclination to do too much for clients. In the extreme form, such practices involve going far beyond what is required to help the individual such that the client becomes dependent on you and expects you to do the work for them. This is a common ethical dilemma because the helping profession tends to hire workers who genuinely want to help the lives of others, and the clients generally do need help. However, crossing this line may lead to major problems, such as loaning people money, buying them things, and, on rare occasions, even taking them home, which usually leads to people being fired!
One way of preventing this type of ethical dilemma is to constantly involve the clients in the helping process as active participants so that they may learn to help themselves. For instance, if a client is looking for housing, you can involve them in the process of finding a home, which includes learning how to find advertisements, make calls, get references in order, have a bank account, and so forth. The proverbial Biblical story that discusses the difference between giving a person a fish and teaching them how to fish comes to mind here: “Give a man a fish and you feed him for a day. Teach him how to fish and you feed him for life.” Even though well intended, doing too much for a client is unethical or at least detrimental.
If you find yourself in a situation where the client has become dependent, then appropriate action needs to be taken. You can help the client to recognize and rely on their own strengths thereby fostering their independence. Encouraging clients to develop their own plans, getting them to identify goals, and directing them to the appropriate resources is a win-win for both of you in the long run.
Sometimes you and your client will disagree on a plan, goal, or resource. Try to be professional when these situations come up and remember that often people learn by making mistakes. If they are small ones, you can think about stepping back a bit and allowing the client to figure out what happened in order to avoid the error in the future. Small mistakes can be used as learning tools and build up confidence, if you continue to be supportive. Supervisors, of course, may sometimes take the same approach with you!
Client Resistance
Sometimes you may encounter a client who seems unwilling to help themselves. This situation may be especially frustrating to interns because we all want to demonstrate that we do care, are competent, and can do the work. Before doing anything, be sure to reflect on whether there is a cultural issue involved. It may be that the client is doing what they think they should be doing from their cultural perspective. For instance, most Americans expect eye contact and plenty of dialogue to occur when interacting with other people. However, in another culture, maintaining eye contact with a person in authority or speaking up is considered impolite or even rude. So, if an American is dealing with someone from that culture who appears politely reserved, we might regard them as depressed, bored, or resistant when they are not. Cultural competence is important in the human services field because we deal with human diversity all the time in our work.
However, sometimes the client is just not prepared for change or really does not know how to start the process. It is important to do your best in these situations and offer support and guidance to the individual even though the person may not accept it until later. Of course, there are other types of resistance, some of which concern personality conflicts, differences in individual styles, and mental health issues, all of which should be brought up to your supervisor when they occur.
Referrals
Sometimes referring the client to a different case manager or specialist is what the client may need. For instance, if you are working in the area of domestic violence and find that a client is an alcoholic, it helps to refer the individual to someone who specializes in doing therapy with people who suffer from addictions. There are several other reasons a referral may be necessary, such as having to end the internship experience before the client’s needs are completely met, a therapist changing jobs, or taking Family and Medical Leave Act (FMLA) leaves, to name a few.
One of the most delicate situations is when you and the client come to an impasse. Massive transference or countertransference problems, a lack of training and skills in an area that must be addressed in order to move forward, or a client’s resistance to change all create special problems in treatment. In general, it is important to realize that the client should never be abandoned. Instead, you, the supervisor, or the site should set up an alternative pathway to get clients the help they need and deserve.
Sometimes clients may also ask to be referred to someone else. Try not to be offended if that happens. There are plenty of reasons why a client may ask to be referred to another professional and not many of them have to do with you or your style, though that can happen, too. Be sure to discuss the issue with your supervisor. That way you may be able to find out what went wrong, if anything, and gain knowledge.
Asking for Help
If you ever find yourself in a position that you are not sure how to handle, ask the supervisor or your instructor for guidance. If you are at the site and the supervisor is not available, it may be possible to check with one of the other staff members. If no one is available and you must act quickly, you will probably have to make the best decision you can based on your training and individual principles. These situations may be intimidating, but they can also be great learning opportunities. Afterward, you should process the experience with the supervisor and ask questions. Although there may be dumb questions somewhere in the universe, it is not during the internship.
Documentation
Documentation, or an approved way to record events and transactions with a client(s) is extremely important in most human services settings. From mental health to criminal justice settings, documentation is valuable in at least two ways. First, it lets others know what transpired if you are not available. Imagine what being in a hospital would be like for nurses if there were no charts on the patients to turn to as you come on your shift! Second, documentation often has legal standing. It is a record of what you saw and did in response to a client. Good documentation not only protects the well-being of the client, but it protects you as well, as it can show that you followed appropriate procedures in your work with the individual.
Some people like to say, “If it is not on paper, then it didn’t happen.” Although that may be an exaggeration, the concept is a good one. Always follow agency policy on taking detailed notes and on documentation. Also, if a situation with a client occurs, or if you are injured in any way, tell the supervisor, and keep clear documentation of the incident. These are standards of practice at most agencies. Your internship site and your role there will determine such things as how to record information, what to write, how detailed it should be, and which format to use. Be sure to ask about these things if you are not told about them.
Depending on the agency, you should be cautious about signing documentation. After all, if you do sign something, it can be understood to mean that you agree with what is written. Therefore, if you must sign a document, make sure that it is accurate or that you agree with it. If you do not agree, it is important to see your supervisor and discuss this problem with them before signing.
Identifying and Dealing with Dilemmas
Being able to identify legal or ethical dilemmas is the first step toward properly handling them. Most likely you have already heard of some potential issues and some examples which have occurred with other interns or professionals. You should expect to experience dilemmas as well. One of the more common ones occurs when witnessing someone else doing something that you feel is wrong. Like it or not, once you have knowledge of the issue, an ethical burden lands on your shoulders. Since these situations are often difficult, it might be a good idea to spend some time considering how you might handle them in advance. For example, you may want to explore ethical dilemmas in the classroom component of the internship. It is also possible to review some hypothetical situations with your supervisor at the site. Such “imaginal variation,” as it is called, may help you handle yourself in a professional manner when such situations arise.
If something like this does come up, remember to pause and take a deep breath before responding to a situation. Self-monitoring is important, as sometimes the first thing out of one’s mouth does not necessarily come out as intended. It is also always important to protect the interests of the client. While you never want to act without thinking things through, choosing to do nothing is still a choice. Failure to act is a decision, and, like all decisions, it has its own consequences.
Critical Thinking and Decision Making
Knowledge of ethical standards only goes so far. Sometimes, you will have to rely on your own ability to deal with dilemmas that are not always clear-cut. Making an ethical decision is complex and difficult, but sometimes it simply must be done. As with any type of problem-solving, it is a good idea to view it from multiple perspectives because different points of view reflect different interests and priorities. Ideally, of course, you should discuss the situation with your supervisor or coworkers and take time to come up with the best solution. Keep in mind, though, that there will be times when you must act immediately and use your best judgment.
As discussed earlier, reflecting on your own code of ethics as well as knowing those of the agency and profession in advance helps. Staying calm is usually beneficial in these situations as well. Having a realistic view of yourself will help, too, as well as being aware of such factors as tone of voice, timing, non-verbal expression, and word choice. Once you successfully face a few of these situations, your confidence in your professional decision-making process is likely to increase.
After the Decision
It is not unusual to dwell on a difficult decision you made after the event is over. Having a good working alliance with your supervisor, colleagues, and instructor are especially helpful. These relationships can allow you to talk through issues and gain different perspectives on them. You may receive some constructive criticism about your decisions from time to time. After all, no one is perfect; otherwise, if you were, why would you even be in an internship? Try to understand this feedback as a part of the learning process that is concerned with helping you become better prepared for future situations. Learning this way may also help reduce second guessing yourself. While difficult, partial successes and failures can be the most valuable parts of an internship because they show you some of the more complicated facets of working with human experiences before you are accountable in the way that a full-time employee would be.
Self-Care
Self-care is essential in all helping professions due to the possibility of burnout. Burnout is a type of exhaustion that has a negative impact on physical, mental, and emotional health because it saps your energies in all three areas. It is easier to fall prey to burnout if you are not routinely trying to take care of yourself in these ways. Luckily, the reality of burnout is becoming more and more recognized every day, but you still must be active in identifying your own vulnerabilities. Though you may feel that you are “just an intern,” the need for self-care is still essential because your clients depend on you, and this level of responsibility should be treated respectfully. Also, interns are regularly juggling many demands while serving internships, such as class, family, and job obligations.
Ethics and Continuing Education
From social work to police work, human services usually require professionals to stay informed about up-to-date practices in order to deliver better service. Though each career has its own standards, keep in mind that it is your responsibility to understand and fulfill requirements and that those requirements frequently change. That is the reason that most human services professions, as a rule, offer and require continuing education credit. Most internship sites will have some of these professional educational opportunities, and it is a good idea to at least sit in on them. Another advantage is that sometimes sites offer access to high-level seminars, workshops, and programs. All can add to your growth and knowledge as a human services professional.
Some of these events may include the opportunity to learn from outstanding experts in your field. If your agency is offering one of these events or sending people to a regional or national convention or workshop, try to be included. Sometimes training certifications are awarded, and each one of the higher-level events can become a resume item, not to mention a wonderful networking opportunity.
Asking for and Giving Help
It is important to remember that while at your practicum site, you can be an asset to the team. First, remember to always ask for help if you need it. This could be asking for help from your supervisor, coworkers, or any colleagues with whom you have worked. Second, remember you are at your site to gain knowledge and experience as a helping professional. Third, try to move toward increasing degrees of reasonable independence as your internship progresses. Finally, take advantage of any downtime to do or learn something new. Nonprofit internship sites always have work that needs to be done and showing initiative in this way is usually a win-win for all concerned.
Tools for Chapter 5
Activity 1: What Would You Do?
In the helping professions, you will often face problems without clear-cut solutions. Consider the following scenario:
Funding sources have recently changed at the non-profit organization where you are employed. You are the one responsible for telling a few fellow employees that if they wish to continue in their positions, they must accept a significant pay cut. You are close with these individuals and you know some have families and that others are already struggling financially. There are four courses of action you can take:
• Look into transferring the employees. (The closest opening is 100 miles away).
• Ask for additional funding. (Grant writing takes time and is usually competitive)
• Choose who goes and who stays.
• Hold a staff meeting to discuss funding cuts.
Now, what do you do? Why? With your classmates, discuss all the options provided. Did you or any classmates include standards for ethical practice?
Activity 2: Caring for Your Most Valuable "Tool"
Believe it or not, you are your most valuable tool in any human services field because all of them require that you rely on your ability to understand people and respond to them appropriately. Just like any other tool that is important for your work, you must take advantage of it, which is why self-care is important. It is also different for everyone and what works for you can change day to day. Here are some practical strategies you can use to reduce stress:
• Recognize stress: Identify those situations that make you most vulnerable to stress so that you may minimize them or at least anticipate them and act to lessen any negative impact.
• Try to get more or better sleep: It is no secret that as you try to juggle your personal and professional life, you will find yourself growing busier by the second, so getting enough sleep is key for overall work productivity.
• Talk it out: Your site supervisor and professor overseeing your internship are also valuable tools for you. Good mentors will understand your stress and be patient with it. Also, remember that asking for assistance when you are struggling is not a setback, but a way to be better in the future.
• Try mindfulness meditation: A lot of research supports the idea that mindfulness meditation (Kabat-Zinn, 2019), when done on a regular basis, is a low-cost and effective way of reducing or at least managing stress. There are many online videos and phone applications to guide you through 10- to 15-minute sessions of mindfulness meditation. Mindfulness meditation is simple yet powerful. The more you practice it the more effective it is at reducing stress.
Activity 3: Exploring Ethics
Make a list of your personal ethics. Next, compare them with the standards offered by your profession or internship site. Note any similarities and discrepancies. The similarities may help give you more confidence when dealing with an ethical dilemma, and the discrepancies will give you something to think more about. Either way, you gain something. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Succeeding_at_Your_Internship_-_A_Handbook_Written_for_and_with_Students_(Mruk_and_Moor)/05%3A_The_Importance_of_Ethics.txt |
Introduction
This chapter discusses how to become more culturally aware and inclusive in our work. As a human services professional, you will interact with clients who come from a myriad of backgrounds, so it is important to be knowledgeable about such differences. Physical challenges, educational backgrounds, criminal histories, as well as citizenship status, can also contribute to differences, which can make interactions between human services workers and clients more complex.
Key Words
• Cultural Diversity/Multiculturalism: The variety of different values, preferences, practices, and behaviors that exist between groups. Multiculturalism is an alternative, more inclusive term.
• Ethnocentric: A conscious or unconscious belief that one's own ethnic group or culture is inherently superior to another. An inclination toward viewing others from one's own cultural or ethnic perspective. Extreme forms include such things believing that one's own group is better than others and acting on this position, such as in the case of racism.
• Self- Monitoring: The process by which an individual becomes sensitive to, reflects upon, and analyzes one's own behavior and actions. Involves self-awareness, introspection, and reflection or contemplation.
Developing Cultural Sensitivity in the Internship
During the internship, you will have an opportunity to interact with clients who have different cultural backgrounds and experiences. Consequently, it is important to be able to demonstrate culturally competent and appropriately inclusive behavior when interacting with people from cultures and backgrounds different from your own. Utilizing your internship site to appreciate the types of diversity that are present in your community may help you determine what type of cultural skills you need to develop. For instance, if your site assists the Amish and Mennonite communities, you may wish to learn the differences between the two groups to better tailor your approach and services.
Of course, knowing all the nuances for every culture is impossible. However, familiarizing yourself with those cultures you are most likely to encounter is a reasonable expectation for interns, agencies, and clients to have. If the type of internship you select is like your own cultural background, you may want to consider volunteering at an agency that is more diverse.
Keep in mind that you are still in a learning process, which means it is appropriate to ask the supervisor about the suitable methods of interaction with various types of people or groups. The willingness to understand, appreciate, and experience cultural diversity will help you develop greater communication skills and cultural competency. Your internship may even be a platform for expanding your cultural awareness and ability to work with people of different perspectives and orientations. Indeed, the experience may even help you identify personal biases. Becoming aware of them is often the first step in overcoming and preventing the types of countertransference that can arise based on such things as how one sees gender, ethnicity, socioeconomic status, and so forth.
The Reality of Cultural Differences
Cultural diversity is a much broader concept than just differences based on race or ethnicity, as it may also include equally powerful and important differences in gender, religion, and socioeconomic status. Sometimes these differences are obvious and can even be expressed by the type of clothing that is worn. At other times, the differences may be far more subtle, such as in the way conversations are held, how frequently people touch others, or how much interpersonal space they prefer.
Example:
In Western culture, patting a child on the head can simply mean “Atta boy” or “What a sweetheart,” whereas, in some tribal cultures, touching a child’s head signifies that you have a negative or even evil wish for that child.
Preparing for and gaining knowledge of cultural norms prepares you to notice important differences, increases your understanding of those you work with, and helps you to communicate more effectively. What human services worker would not want those types of skills in their work with others? Cultivating a culturally sensitive approach is vital to having a successful client-human services worker relationship and benefits both professionals as well as the clients they serve.
Developing Cultural Awareness
When experiencing cultural differences at the practicum site, you may come to have new or uncomfortable emotions. As a human services worker, one way to prepare yourself for these new experiences is to become more aware of your own cultural preferences and habits, both positive and negative ones. Knowing your cultural practices better helps you assess whether they are appropriate in a situation and better enables you to adjust, if necessary. Otherwise, you may appear naive, underprepared, insensitive, or even ignorant.
Each one of us is a partial product of our biology, gender, age, and social class. If all we had to do in life is interact with people who have the same backgrounds, there would be little need for cultural awareness, sensitivity, and competence because we would all reflect similar environments and could take them for granted. However, that is hardly ever the case in the real world. Instead, one thing all of us can do is to become aware of, and learn how to recognize, our own culturally-based perceptions, expectations, and reactions and then make appropriate adjustments when dealing with others from different backgrounds.
Learning about the various cultural differences of the people you are likely to encounter or work with will assist you as an intern. Becoming more culturally competent will also help you in your career. After all, consciously or unconsciously holding on to thoughts, ideas, jargon, or mannerisms that one’s culture is superior to another will certainly be noticeable to clients. Such narrow views may create unnecessary barriers in your work that only make it harder for both parties.
Self-Awareness
In order to appreciate cultural differences, it is often necessary to enhance your own self-awareness. To be effective in the field of human services, professionals need to be aware of the dynamics of power that are associated with privileges that you may have based on your race, ethnicity, gender, age, or social class, including education and income. The first step in that process may be to recognize that historical inequality does exist in these areas. Every culture has a hierarchy of power and privilege. Awareness of your own biases, power, and preconceived ideas of various populations is essential to be an effective culturally-competent worker. By recognizing your privileges, you can begin to understand the disadvantages other cultures experience.
Example:
In Western cultures, privilege is often given to people who are heterosexual, white, young, tall, Christian, wealthy, educated, healthy, and male. Conversely, any person who does not fall into one of the favored or privileged categories may suffer some type of social, emotional, or economic disadvantage. It is also important to realize as a human services worker that even if a client does fit into a “privileged” category, it is still necessary to treat that person as an individual and not as though they are “privileged.”
Activity: At this point, it might be worth reflecting on what you have experienced that could be a privilege in your life, stemming from such things as your race, ethnicity, gender, or age. What about your socioeconomic status, including that of your family, your current social class, level of education, and so on might be important to know? Do you have any privilege based on these factors? What are your feelings about these factors in relation to others, especially the client population you are working with? Remember, you also can have unconscious feelings and beliefs about these things. Knowing about them is important because they can give rise to both transference and countertransference when dealing with others. If you like, make a list of those you are likely to encounter in your internship and what you feel or believe about them, and then reflect on that list.
Personal Style
Everyone deals with cultural diversity differently. Therefore, it is important to pay attention to one’s verbal and nonverbal ways of reacting and communicating. Personal style, or the way you characteristically perceive, react to, and attempt to deal with the world, is going to affect how you comport yourself in cultural situations. If you find yourself reacting or acting uncomfortably or anxiously in a situation that has strong cultural undertones and do not feel able to navigate this territory appropriately, then talking to co-workers, teachers, or a supervisor may be the best course of action. After all, they might have experience in that area and could make helpful suggestions. It may seem as though these encounters are uncomfortable at first, but the reason for doing an internship is to gain knowledge. Part of that process involves finding one’s own strengths and weaknesses so that you can maximize the former and minimize the latter.
An ethnocentric individual often judges other people and groups by comparing them to the culture that the person grew up in or favors. Fortunately, this type of bias can be moderated by increasing self-awareness, avoiding stereotypes, and being open minded, all of which help a person to step out of their cultural box and see people as individuals instead. Appreciating diversity in this way can benefit any agency, organization, or nation. Hence, it is best to try to respect and appreciate the diversity in one’s immediate environment. After all, every culture is unique and has its own strengths.
It does take time and effort to gain a deeper understanding of other cultures. Yet, the more you learn about clients and their cultures, the better able you are to help them. Probably the most effective way to increase your awareness and appreciation of other cultures is through direct experience and observation. However, indirect methods help as well. For instance, reading books or articles, watching movies, viewing internet videos, listening to TED talks, and so forth are effective ways of accessing cultural information. In addition, your practicum supervisor may have some suggestions about expanding your awareness while at the site. You may find it useful researching certain cultures to avoid the uncomfortable feeling of offending someone by unintentionally saying the wrong thing or acting inappropriately.
Relating to Other Cultures
As an intern, you are likely to meet people who are different from you every day. There are many ways to react to these differences, and your ability to display a non-defensive posture, to learn about the client, and to become aware of your own reactions will need to be developed. Most human services workers will try to learn about the client population in a variety of ways to improve the quality of the services they provide. The better the intern can relate to the client, the more likely the client is to develop trust in the intern and share their concerns and problems. Continuing Education programs often help professionals learn more about how to effectively deal with cultural diversity and inclusion or multiculturalism. Once a professional relationship begins to form, some clients are willing to discuss their culture and belief systems, especially if you have expressed interest in learning about them.
Acceptance and Cultural Competence
Successful internships usually require developing some degree of skill in cultural competence. After all, one mission of human services is to empower the client, so knowing how that works in each individual’s environment is important. Each discipline, from social work to law enforcement, will require its own set of skills. However, some things are important for all of them. In general, the principle of acceptance is part of a foundation for building a working relationship between the client and the human services worker. Although it is not necessary to agree with any given practice, acceptance usually involves some degree of empathy or concern. Mutual respect is also established as a result of affirming someone’s individuality and recognizing the strengths of the person, including those of their cultural background. In a sense, successful human services workers embrace each person’s unique contribution to humanity.
Self-Monitoring
It is important to be aware that your personal views and beliefs may have an impact on your client’s life. Consequently, it behooves you to practice monitoring your own reactions while interacting with them. After all, you will probably express your own beliefs nonverbally through such things as facial expressions, speech patterns, and the like. People pay a lot of attention to nonverbal signs, so it is important to self-monitor (the process by which an individual analyzes their own behavior and actions). This activity involves self-reflection so that you can identify times when who you are either helps or hurts your work. Such awareness increases your chances of responding more effectively in the future. Self-monitoring, then, is an important skill to have, and your internship is an excellent place to begin to acquire this ability or improve it.
Dealing with Mistakes
Mistakes are inevitable. However, each one is also an opportunity to learn. As a student, you are in a unique situation to take advantage of this possibility because you are under an umbrella of protections provided by your professor, supervisor, and your role of being a learner, and not a professional yet. This status allows you some room to stumble as you learn to walk, so-to-speak. Indeed, the internship may be the last time in your career you have this much room to learn without suffering serious consequences.
As an intern, if you find yourself in an awkward situation you do not know how to handle, it is not the end of the world. This status also permits you to be honest about mistakes, apologize for them if necessary, and then discuss them with your supervisor or instructor so that you can move forward by learning from the situation. Dwelling on the mistake is not going to change it, so it is helpful to focus on how it can be handled better next time.
Doing a little homework is another way to deal with being new or inexperienced. For instance, if you know that some duty or interaction is likely to be challenging for you, then it may help to prepare for it. Role-playing is often helpful because it allows you to practice alternate ways to deal with such situations and learn what feels most comfortable or compatible with your personality and style. A colleague or coworker may be willing to assist with this role-playing activity. It also helps to know that interns are seldom in situations where what they do can result in serious damage or harm, providing they pay attention to safety.
Typical Examples of Diverse Human Phenomena
There are many cultural, racial, and ethnic differences to appreciate in understanding human behavior – far too many to consider in any book, let alone one this size. Fortunately, your other classes should have discussed many of these issues as they affect people’s perception, experience, and behavior. In addition, it is important to remember what we said about the four great “isms” that we are all prone to, consciously and unconsciously: racism, sexism, ageism, and classism. Your internship is likely to be focused on or deal with certain groups more than others. However, there are some general forms of diversity we can at least point out here. Before you read through some of the possibilities that follow, it might be a good idea to reflect on your own conscious and unconscious views and feelings about each one. That way, you may also gain some insight into your worldview.
Differing Age-Related Perspectives
Age is something we all deal with when it comes to diversity since each developmental stage involves facing its own challenges. Further, as we move through the life cycle, our perspectives change. For example, a child sees things differently than an adult and an older adult may see things differently than a younger one. These are age-related factors you may encounter in your internship, which create a diversity of perception and experience. Many internships involve working with just a portion of the life cycle, such as agencies that specialize in various age-related populations ranging from children’s services through geriatric services. Other internships involve a wide range of ages. Whichever the case, this aspect of the internship becomes more complex when there is a significant gap in the age of the intern and the clientele the agency serves.
Working with Children
Agencies that provide services primarily to children, such as those in daycare or educational settings, are the most likely to have clear guidelines and rules governing internship behavior. As a group, children share more similarities than adolescents, adults, or the aged because they have not had as much time to differentiate themselves. Still, depending on how diverse the center’s clientele is, there may be many differences you encounter because parenting expectations and practices reflect cultures as well as backgrounds.
Because children are a vulnerable population, you are likely to encounter such things as background checks, state rules, specific agency requirements, and close supervision in these settings. In addition, most students who intern at these sites either have experience with children or a strong interest in them. If sitting on the floor, getting down on your hands and knees, participating in spontaneous play, and dealing with rapid changes in behavior are not a part of your personal style, then this type of setting may not be for you.
Working with Adolescents
Adolescence is often a time when young adults struggle to do well in a given area or areas, and the clinician can point them in a positive direction. However, working with adolescents is sometimes said to be similar to walking a tight rope: If a professional leans too much in one direction, they risk appearing authoritarian, which may lead to a loss of trust or even rebellion by the adolescent. If the professional leans too far toward being a buddy, then they will likely lose their authority, which means they may not be taken seriously. Effectively dealing with age-related diversity requires keeping a good balance between what is needed for the client to succeed and helping that adolescent take the necessary steps they need to get there without doing it for the individual. Walking this tight rope can be difficult and exhausting at first, but like many things, ability comes with practice.
When working with adolescents, it may help to think back to your adolescent years, especially if they were challenging. For example, it might be a good idea to remember what it was like to make decisions on your own for the first time. Sometimes adolescents feel that they know what is best for them, and they perceive everyone else as stupid, especially adults – which can include you! In this case, telling someone what to do is unlikely to be helpful.
Simply asking questions to ensure that adolescents have thought things through fully might be more effective. Sometimes, of course, the decisions adolescents make are not the best choices. When that happens, be careful not to be quick to judge but instead to view this development as an opportunity to talk to them about what they have learned from the decision. When working with adolescents, it is easy to feel like your work does not matter because no one is even listening. However, it is often the case that they may be paying more attention than meets the eye through such processes as observational learning or modeling!
Working with adolescents is a skill that comes with education, practice, and field experience because, in part, different cultures expect different types of interactions with adolescents. Are you a human services worker aiding a family that expects children to be seen and not heard? Or, are you working with a family that gives children and adolescents free reign to express themselves in whatever manner they choose? In either instance, it may be helpful to realize these cultural and socioeconomic differences are active in each family or social situation. Similarly, it is important to know about and to recognize adolescent subcultures that affect your client. Learning subculture and counterculture behaviors may assist with better understanding and provide more accurate and appropriate methods of helping the client.
Working with the Elderly
There are at least two important factors related to age to keep in mind when working with older populations. One is that people become increasingly diverse in terms of their background and preferences as they age. After all, they have had more time to experience the possibilities life has to offer! Everyone has their own story that they have played an active role in creating. The other dimension to consider is that for the most part, the intern is much younger than the client in this setting. That difference creates special challenges. The greater the age gap, the more drastic the differences can be. Some cultures genuinely appreciate the elderly. In general, however, ours tends to value youth more than the aged. Like any other challenge, differences in age can be worked through. In addition, working with a population that is further along on life’s timeline than you are can be viewed as an important learning opportunity. If the human services worker is considerably younger than the client, the client may have difficulty seeing the intern as credible. How could the client trust what the human services worker is telling them if that person has not lived as long and experienced what they have? Sometimes an interesting reversal occurs when an intern happens to be older than the supervisor or instructor. In either case, the general guidelines are the same: Be respectful, keep an open mind, and focus on the matter at hand. Sometimes it is helpful to acknowledge the age difference and talk about it as a way of bridging these gaps.
Differing Socioeconomic Perspectives
Socioeconomic status includes such factors as the income level and social class in which clients are raised, their educational level, their occupation (or the lack of one), etc. All these phenomena can affect an individual’s perspective on the world, how they view others, their personal and social expectations, mannerisms, language, and more. For example, a client who is constantly dipping below the poverty line will have problems and face decisions that more economically-secure clients may never face. Understanding the reality of a client’s life will help you to establish greater credibility and rapport. Maintaining an open mind by discarding preconceived notions you may have about people in various socioeconomic situations will help.
Of course, social interaction always goes two ways. Thus, you may want to be aware of how the client views you in terms of differences as well. For example, a struggling client may resent a human services worker who seems to be living a more “luxurious” lifestyle. Someone else might “fall between the cracks,” meaning they make too much money to qualify for a program but still need help. A wealthy client may become uncomfortable about working with someone who makes much less money than they do. Right or wrong, these reactions happen all the time and will need to be addressed. These situations and many others may make it difficult for clients to open up to you.
Differing Gender Perspectives
The roles of men and women have changed over time, but there have always been distinct differences between the two. People are trained in their gender roles from birth, and gender role expectations are reinforced throughout one’s life. This gender training eventually results in a personal view of masculinity or femininity and an idea of where the individual and others fit within that framework. Sometimes people develop certain ideas about what jobs men do and what jobs women do, especially those who come from a traditional background or culture. Thus, they may be surprised when they encounter people working in fields that challenge these fixed notions of gender roles.
Marital therapists often deal with differences between the communication styles of men and women. For example, men are often found to focus more on concrete issues, problem-solving, and action. Women tend to place a greater emphasis on interaction and on the emotional aspects of a situation. These differences in both verbal and nonverbal communication styles can also influence even the way men and women explain a given situation. Because of these differences, each member of a partnership may describe the same incident in an entirely different way.
Example:
When behaving similarly in identical situations, a man may be described as assertive, whereas a woman might be described as aggressive. Similarly, behavior seen as sensitive or nurturing when carried out by a woman may be perceived as weak or effeminate when carried out by a man.
Differing Religious Perspectives
The religious beliefs of a client population can vary tremendously and may range from outright fanaticism to complete atheism. This type of diversity often reflects the nature of the community an individual inhabits and ties into ethnicity as well. Many, if not most, clients rely on their religiosity to guide them through difficult times or when making important decisions. Sometimes, this dimension of their lives involves groups or community, such a church, synagogue, or mosque. Though it is often best not to pry, human services workers should try to develop a basic understanding of a client’s religious views. Not only can doing so demonstrate interest and respect, but it can also help one develop a better sense of who a person is, what their social resources are, and how they cope with problems. Ignoring one’s religious beliefs may also seem offensive to some.
As a human services professional, you’ll want to understand how spirituality is formed. Some people are born into a faith and are immersed in it from a young age. Others may develop a connection with a religion later in their lives. Often, people start off in a certain religious direction but later in life move away from it. Occasionally, people have conversion experiences, which are very powerful and often transformative. The bottom line, then, is that it is important to work within a client’s own belief system rather than ignoring or “fighting” with it.
Example:
In some cultures, a female has little “voice,” meaning that many decisions are made for her in life, often by a male figure, whether it be a husband, a father, a grandfather, or an uncle. Although acceptance does not necessarily mean agreement, not understanding or appreciating these cultural practices may make work very difficult for the human services professional and could even be destructive to the relationship.
Differences in Family Perspectives
Human services workers of all types, including interns, may encounter ways of viewing the family that are unfamiliar to them. Every family unit is unique and not all relationships within families have the same type of impact on their family structure. Someone who is married may have a very different expectation about their personal relationships than someone who is single. Divorce is becoming more prevalent today but there are also some groups and individuals who look down on it. Part of our responsibility is to become familiar with individuals and not stereotypes.
Each family is unique and can be its own “mini culture.” Since family plays such a large role in forming an individual’s personality, worldview, values, and behaviors, understanding a client’s family of origin can help you to understand the client. The same holds true, of course, for the individual’s current family situation. Therefore, knowing about the role the family plays in a person’s life is important.
If, for example, a client is close with their family, they are more likely to have a strong support system behind them. Sometimes, however, the client has no family and their only support is their case worker. Frequently, the family is the source of many of the client’s current problems. In small towns, even the family’s reputation may be important to know about, as others often make assumptions and treat people based on that reputation, for good and for ill.
The Single “Family”
A single person is not, by definition, a “family.” However, they do come from families. They often see friends as family and the “single experience” is becoming far more common as a preferred choice. Often, being single means having to deal with other people’s biases about families. For example, a single person’s family of origin may exert pressure on them to have a family. Friends and family often ask single people when they are going to get married. Married people all too often think that everyone wants to be married just like them. Including a single friend in group activities can make the friend feel like the odd person out. In addition, employers may “expect” more from them because they do not have a spouse, partner, or child to take care of after work. The result for the single person may be working longer hours, more evenings, on more holidays or weekends than those who are married and have families.
Single people must deal with both positive and negative perceptions. For example, people only see their freedom or think that single people are lonely, sad, or that there is something “wrong” with them for following this lifestyle. The fact of the matter is that some people just do not want to get married. In other instances, single people see marriage as a possibility but not a priority as their careers or personal interests might be more important to them.
Couples Without Children
Approximately 10 percent of married couples do not have children. About half of those cannot have them biologically. Some who want children, then, may adopt while others do not. Either way, other people may judge these couples as having a deep flaw in their biological makeup or character. However, not all individuals or couples are ready or interested in becoming parents. In fact, many couples who choose not to adopt or have children of their own are quite happy, even happier than couples who do have children because children often decrease marital satisfaction for a good number of years. In addition, times are changing, and it is becoming more common to be unmarried or even un-partnered. Some people are dedicated to their work. Others are involved in meaningful activities that tie up much of their time. Some couples are simply happy with one another and do not feel that they need anything else in their relationship. It is important to be free of pre-judgments when assessing any families. There are so many factors that influence the life decisions we make, and it is our job to be open and understanding to these varying conditions.
The Single Parent
There are also single parents who are judged in negative ways by others. It is interesting when some people see or hear about a single dad; they think that the man must be a good dad for stepping in and taking care of his child. Yet, when they see a single mom, often society looks at her very differently. The fact that moms do not get as much credit as single dads do is a problem. Sometimes they are often seen as women just wanting to get money from the government, and, at other times, single moms are pitied for having a child with a “father who does not have any involvement with the child/children.” Of course, many people also look down on “deadbeat dads,” who fail to live up to their parental responsibilities.
The fact of the matter children constitute the largest number of poor people in America and most of them live with single parents. Most single parents are younger, poorly educated or trained women. It does not take much thought to realize under these conditions that being a single parent is incredibly difficult, especially if you are among the so-called working poor who earn too much money and do not qualify for welfare or childcare benefits. Imagine how hard it would be to take care of small children, survive on a minimum wage without health care benefits, and try to better yourself all at the same time!
The Blended Family and “Nonstandard” Parents
Blended families come in all shapes and sizes. In fact, they may even become the norm soon as the nuclear family declines. Blended families include divorced and remarried parents, homes that care for foster children, as well as situations where relatives are raising another family member’s child(ren), such as grandparents parenting their grandchildren. In addition, many couples today live together without being married, but still have children. No matter how blended families are put together, they face the same challenges that other families do and often even more.
Same Sex Couples
People hold different views on same sex marriages. Some accept same-sex marriages (and parenthood), believing that you fall in love with who you fall in love with. Others believe that same sex relationships are wrong based on religious beliefs. However, it is important to realize that same sex couples may face the same interpersonal, financial, and social problems so-called “straight” couples and parents do, and sometimes even more.
Differing Gender Orientations
Sexual values and orientations are based on the personal beliefs of an individual, and one’s attitudes or feelings about sex and sexuality. People hold different beliefs about sexual values and practices based on such things as their backgrounds. No matter what one’s sexual values may be, unless they involve abuse, a human services worker should keep an open mind on the matter. It is not up to the human services worker to judge the client but to help the client to the best of the worker’s ability. If an intern is not able to separate their values from those of the client when it comes to sexual values and orientations, then they should discuss the matter with the instructor or supervisor.
Issues involving sexual orientation can be intense and emotionally driven. Sexual orientation does, however, have a great impact on an individual’s life and how they experience the world. As a society, the United States does not uniformly accept homosexuality. Because views on homosexuality are strongly influenced by family and religion, it is difficult to alter these perceptions. Some sex researchers use the term non-heterosexual rather than homosexual because that term is more inclusive. For instance, non-heterosexual includes transgender and non-binary persons as well. Regardless of one’s opinion, a human services worker must do their best to treat everyone equally. Even though same sex marriage is legal in an increasing number of countries, including the United States, there is still discrimination against the LGBTQ+ community.
Sexual identity, orientation, and behavior are sensitive topics at the personal, interpersonal, and social levels. Therefore, you may want to think about how you would respond if a client shared this kind of information with you. Reacting negatively or carelessly may irreparably damage your relationship with a client.
Geographic Perspectives
Like many countries, the United States has several regional cultures. Typically, they include New England, the South, the Midwest, and Southwest, and the West and East coasts, though it is possible to break the country into even smaller geographic regions if desired. Typically, they include historical, socioeconomic, cultural, political, and linguistic or “accent” differences. People are heavily influenced by their environments, especially their places of origin. Even when we move to a different geographical region, we often retain the values and ways of life that we are accustomed to after even becoming “acculturated” to the new region. For example, people from the North, especially New York City, usually talk, walk, and live life “faster” than those from the South, particularly the Deep South. American Indians have several geographic tribal regions, each of which has its own customs.
There are at least two good reasons to do some research on your client’s geographic background. First, if you are not familiar with their customs, you may strongly offend them and damage any future relationship. Second, by becoming familiar with their customs, the human services worker will build rapport with clients, who, in turn, may become more likely to trust the worker and be more open to assistance.
Physically Challenged Perspectives
When encountering someone who is physically or mentally challenged, people often react with a sense of pity, superiority, or ignorance. Sometimes people even feel frightened or worry that something similar could happen to them and pull away from those who are challenged. The most common reaction, though, is feeling awkward and uncomfortable. It can be difficult to know how to act or what to say when you encounter clients with these challenges.
People with physical and mental challenges are often labeled. If they have a physical or mental handicap, they are sometimes seen as incompetent or even dangerous as in the case of an intellectual disability (formerly known as retardation) or schizophrenia. Seeing these possibilities instead of the individual is likely to cause unnecessary problems for the intern and the client. One of the key things to remember when you encounter someone with a physical or mental disability is that the disability is only one aspect of the person’s life. Each person with a disability is a distinct individual with a unique personality and set of life circumstances.
It is also important to realize that a disability affects each client differently depending on a variety of factors, including how long the person has dealt with the disability, the severity of the disability, and the individual’s personality and coping style. Keep in mind that people with physical and/or mental problems and disabilities are fully human: We all have dreams, fears, challenges, and hopes that puts us in the same boat. Though they may look or act differently, each client has their own thoughts, feelings, issues, strengths, and ideas to bring to the table, just like any other person. Sometimes the client’s ideas, adjustments, and solutions may be better than yours!
Persons with a Criminal Background
Some internship sites focus on working with people who have criminal backgrounds. In some agency settings, you may encounter clients who also have a criminal background even though your work focuses on helping them in other areas. Some clients may have committed crimes for typically criminal reasons like greed. Others may have done so in relation to a mental health problem like addiction or poverty. People who have a criminal past but have reformed oftentimes still carry the stigma and bear the prejudice of being an “ex-con.” Sometimes interns need to “get used” to these kinds of criminal backgrounds if they have never encountered them before. Still, all human services workers must still see these individuals for who, not what, they are if they come to you for help.
It may help to remember that prison is not a nice place. Sometimes crimes are committed there as well, which means that your client may have suffered in some terrible ways, such as being raped, but did not report it. Regardless, trauma is trauma and will have deleterious effects on whomever suffers it. For the most part, clients with criminal records need to be treated as just another person who needs assistance, unless, of course, they pose a risk to one’s safety.
Example:
An intern is working at a place such as Job and Family Services. The intern feels that since they follow the law, it is unfair to get an ex-con a job while there are people on the caseload with no criminal records who need the same help. In this case, the intern may need to examine their values and look for the possibility of countertransference, especially if the intern happened to be a victim of a crime. After all, someone with a criminal background who is trying to reform means fewer tax dollars spent on crime, and more tax revenues, which benefit society overall. In addition, many recovering addicts have a criminal past, and helping them become fully engaged citizens brings similar benefits.
Undocumented Persons
Undocumented persons create a unique situation for some interns. If one comes across a client who is an undocumented person, the clinician should first make sure he or she is familiar with the agencies policies on that matter. If there is no policy, the clinician should then talk to the supervisor as to what to do about the situation. Remember, there are some legal and ethical issues associated with this area of human services work, such as the risk of deportation if authorities find the client is here illegally.
Be sure to consider your own views on these matters and do some research on the issues as some beliefs are not supported by facts. For example, sometimes people think that those who illegally enter this country are here to steal jobs or commit violent crimes. However, it turns out that most of the jobs that undocumented persons take are difficult, undesirable, and pay low wages, even below minimum wage. Moreover, illegal immigrants have a lower incidence of violent crime than legal citizens since they have much to lose if they become involved in the criminal justice system.
Challenges Along the Way
Scenario: A young man, around 25-years-old, comes into the agency. He happens to be an immigrant from Iraq. The intern had a family member die in the 9/11 attacks and has strong anti-Muslim feelings. In this case, the intern should probably reflect on the situation. If they realize that their personal issues may have a negative impact on the work, then the individual should talk with the supervisor about the possibility of countertransference and how to handle it.
Tools for Chapter 6
No matter what the person’s life story may include, clients come from all sorts of perspectives and backgrounds. They come to see a professional because they need help, not to deal with someone else’s biases. Having a strong sense of self-awareness is one way to make sure one provides equal service to culturally diverse clients. Take some time to reflect more on your own thoughts and beliefs about cultural diversity. It may be helpful to write down your self-reflections and even to compare them with those of a colleague or a friend. However, it is important to remember that no one likes to admit biases or prejudices. Though honesty is essential for self-awareness, it also helps to find someone who you trust to discuss sensitive issues.
Activity 1: What Would You Do?
Today you are meeting a new client, and your job, according to your supervisor, is to help the man get a job. As you read over the file and all the information about the individual, you wonder why a man in his mid-thirties has had only two low-paying jobs before. Then you learn that the client has three criminal charges for a non-violent crime. As you talk to the client, you learn that he is a recovering addict and committed these crimes to support his drug habit. There are four courses of action you can take:
• Tell your supervisor you refuse to take this case for “personal reasons.”
• Figure out how to get this man a job, so you can tell your boss this case is completed.
• Push this file to the back burner until you find a more deserving client a job first.
• Tell the client he is on his own and check in on his progress from week to week.
What would you do? Why? Discuss your thoughts on all the options with your classmates. What would you do if the individual was convicted of a violent crime such as robbery, assault, or domestic violence?
Activity 2: Self-Reflections
Go back through the various areas of diversity and identify which ones apply to you or your internship. Then reflect on your own views as well as reactions to them. It might be helpful to do this activity with a friend or in a supervised small group situation like your internship classroom. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Succeeding_at_Your_Internship_-_A_Handbook_Written_for_and_with_Students_(Mruk_and_Moor)/06%3A_Appreciating_Cultural_Diversity_(Multiculturalism).txt |
Introduction
Chapter 7 discusses the ability to continue improving and developing competence while facing challenges at the site and in the field. Further, we look at some of the other dimensions of human services work, particularly those that have an impact on the intern or workers and how to cope with them effectively. For example, the emphasis is placed on the importance of developing a protective barrier to insulate yourself against the difficulties that may affect the emotional or psychological well-being of those who work in these fields. This chapter also offers suggestions and tools that service professionals can use to encourage and maintain a consistent perspective.
Key Words
• Burnout: Physical and/or mental fatigue resulting from excessive stress over time. Also known in human services as “compassion fatigue.”
• Emotional “Heat” Shield: A personal set of self-care techniques and practices aimed at protecting the individual from stress and preserving a sense of well-being concerning negative emotions.
• Style: A particular way of perceiving, understanding, and expressing oneself that is characteristic of a person and the way they either react to or go about dealing with a situation, task, or activity. Everyone has a unique style and each one has a set of related strengths and weaknesses.
Competence, of course, concerns the ability to face various challenges and to do something well. It is closely related to the developmental idea of mastery, which begins in the first moments of life and does not stop until death. In this sense, we all face the challenges of living and, hopefully, learn to increase our skills and abilities to deal with them.
Similarly, the internship and work in your field will present a never-ending series of challenges that you will be able to deal with effectively as you master your responsibilities. In other words, it is an environment that supports the development of the abilities and skills necessary to function competently in each domain of human services work. Because many of these skills are personal and interpersonal in character, the internship experience may also help you grow as an individual.
In addition to training you, the internship also offers other benefits. For example, it may provide opportunities to do work that you can add to your developing resume and present to future employers. If you conduct yourself wisely, some of the people you meet at the site may serve as future references. Each new duty at your internship is an opportunity to learn something new and to increase your skills. One small but important sign of increasing competence is not having to ask as many questions, because you already know what to do and that you can do it. Over time, this “I can do that” attitude often results in a feeling of self-confidence as well.
The internship is an excellent place to upgrade your interpersonal skills. The experiences you have will help you ask increasingly sophisticated questions as you move to the next level. Your ability to observe how people respond to situations will also grow as you begin to understand why the agency, staff, and clients operate the way they do. Making sure that you do your best to act as a professional is also important, but do not attempt to do too much too soon. Although there may be important learning opportunities often described as “trials by fire,” it is best to take things one day at a time as developing competence in the workplace usually requires patience.
Your questions, observations, and discussions, will also help you gain insight, see things from different perspectives, and with practice, increase your ability to be tactful, all which comes with experience. New experiences will give you an opportunity to implement what you learn as you take up increasingly sophisticated duties. These developments are also indications of increasing competence.
Maintaining Perspective in Difficult Situations
One thing many people in human services have in common is the desire to make a difference in their communities. At the same time, human nature is such that some areas will be more attractive to you than others. For instance, someone who has experienced a very painful loss may find working with survivors rewarding. If you choose to work in an area that is personally meaningful in this way, you will need to pay attention to the possibilities of countertransference a bit more than in other areas. However, your experience might also be an advantage as it gives you more credibility than someone without it.
Working in human services means helping people face a variety of difficult challenges. Some will be straightforward and have a relatively simple solution. Others may be far more complicated and difficult to solve. Occasionally you will also encounter situations that are genuinely heart wrenching. Many of these will be difficult to deal with, especially if they are new to you, and may create some stress.
Sometimes people have complicated problems that cannot be easily solved, so it is easy to feel overwhelmed at first. It helps to realize that change does not happen overnight, so developing patience is important when working in the field. It also helps to know about problem-solving, emotional coping, goal setting, and so on; all of which should have been taught in your coursework.
The internship is the time to apply theory to practice. If you feel insecure or overwhelmed, there are several things you can do to help make the situation more manageable.
• Self-awareness is the key: The more you are aware of your own reactions, tendencies, beliefs and style, the better able you will be to set limits, avoid traps, and hold a steady course at the internship and beyond.
• Stay calm and focused: An overwhelmed client may lead to an overwhelmed intern. You are usually not alone in the internship, so help is available – you do not have to do it all!
• Boundaries are important: Always maintain appropriate boundaries and try to avoid taking your work and emotions home. If your internship has a classroom component associated with it, that can be a good place to process your reactions and experiences.
• Utilize teamwork: You are part of a team and do not have to figure things out alone.
• Support is available: As an intern, you can readily turn to others for help.
Examples of Skill Development in Specific Areas
Human services has many branches, and each one involves mastering a set of skills. Your internship will introduce you to them in appropriate ways. The next few pages present some personal and professional challenges that interns may face in different settings. However, the number of examples is far from exhaustive. Instead of trying to cover every area you might encounter at an internship, we focus on becoming more competent in areas that most interns are likely to face.
Staff Conflicts
There are disagreements and sometimes even conflicts in every workplace. Stressful situations like these can bring out the worst in people, including staff as well as clients. Consequently, it is important to know about your conflict style, especially its strengths and weaknesses. Knowing how to talk about and deal with different points of view is an essential skill because it can help us de-escalate situations and reach reasonable solutions. However, acquiring this ability takes time. If a stressful situation occurs among coworkers, try to stay within your role as an intern. Doing so will help you remain neutral and reduce the risk of contributing to the situation.
Working with Abused or Neglected Children
Child abuse and neglect is an area of human services that some professionals struggle with because the cases can be emotionally powerful. Protecting children is something that most professionals in this field see as a priority. Legally, a professional is obligated to report instances of child abuse. Yet, many professionals struggle with their own feelings when working in this area as they can range from outrage against the abuse to fear about some form of retribution by the alleged abuser. Consequently, it is important to remember that you are the voice of the child, perhaps the only one in this situation.
If you are working in a setting where you are likely to encounter abuse, it is important to develop some skill in detecting abuse and knowing how to handle or report it properly if it occurs. After all, children typically do not question the actions of adults, especially their parents, and child abuse occurs predominantly within the home. In addition, the children are often coached about what to say and how to answer in the event of an intervention. You need to be aware of this possibility and know how to address it. Fortunately, there are training sessions and continuing education courses where these skills can be developed, and you should be ready to take advantage of them.
Placing Children
Working with children in your internship can be particularly painful because it often involves watching children experience the loss and separation of one or both parents. The child may even become a ward of the foster care system. To be effective in this area, you must develop some sense of clinical objectivity. If you find yourself getting angry with the parents of abused or neglected children, it is time to re-examine your perspective. Blaming behaviors will only make the situation worse. Instead, try to follow procedures, document events properly, and adhere to your role. After all, that is what you are there for. Of course, in these situations an intern is likely to be only an observer, so use the opportunity to see how clinicians respond so that you can decide which behaviors to model.
Adoption
Some children are placed for adoption for a variety of reasons. One of the most common is that the birth parent(s) believe that it is the best way the for the child to have a chance at a better life. Closed adoptions, which means that even as an adult the adopted child cannot learn about their biological parents, were common at one time. However, that practice has been replaced by what is called open adoption. Open adoption allows the birthparents, the adoptive couple, and the child to know more about their genetic histories and have an ongoing relationship with each other if they choose.
Open adoption can also be done in a semi-open form, which allows for minimal contact between the child and biological parent(s). For example, letters and pictures may be shared through the adoption agency. In-person meetings are also scheduled if the birth parents agree to them. Of course, it is important to be able to maintain a professional demeanor and to follow the policies of the agency where you intern. Your role is to observe, learn, and model as you acquire the necessary skills to meet the needs of the clients.
Poverty and Homelessness
When a family has little money, necessities such as food and temporary shelter often matter more than anything else, sometimes even more than a permanent home. The number of people living in poverty is constantly on the rise. Poverty often continues generation after generation and breaking the cycle can be very difficult. Poverty also tends to make dreams and aspirations seem unattainable. Some parents even discourage their children from having dreams of greater economic status to protect them from being disappointed.
Poverty is a major contributor to many of the problems that a human services professional will encounter when working with people in a mental health or juvenile justice setting. Many clients simply do not have the means to provide for certain basic needs. This situation is often complicated by the fact that many people hesitate to ask for help. This factor can be moderated by providing a more compassionate atmosphere for such clients and guiding them toward resources that are available to them.
Human services workers often work with the homeless, families in shelters, and outreach programs aimed at helping so-called “street-people.” Homelessness is a problem that most people do not want to think about. Having a primary residence is often taken for granted by most people and the thought of losing such a necessity is so frightening that many prefer to ignore it. People react differently to homelessness. Some even assume that homelessness is a choice or “deserved” when, in fact, it often is due to such misfortunes as fire, illness, or the loss of a job.
Many interns are poorly prepared for their first encounters with those who are genuinely homeless. That can be a very humbling experience and leave the intern feeling inadequate or incompetent. Even professionals working in this area may feel that their contributions are only drops in a great bucket. However, it is a growing problem that needs to be addressed with compassion, understanding, and dedication. Dealing with the homeless can be one of those opportunities to receive more than what you are giving, if you are willing to learn from the encounter. This population provides you with an excellent opportunity to see how harsh life can be, to learn how to respond compassionately, and to remember to treat people with dignity.
Part of becoming competent with this population is to learn about things like emergency shelters and transitional housing. Knowing what resources are available in your community and understanding how they work is a good way of increasing your competence. For example, many transitional homes include programs to help with finding employment, learning how to set up budgets, and finding a place to live.
Mental Health Issues and Settings
Many human services aim at helping with mental health issues. Typically, they offer outpatient services for children, adolescents, adults, and families. Often medications will be involved along with day-treatment and other wrap-around services. Sometimes more serious conditions, such as schizophrenia, also require agencies to work together. For example, many homeless people suffer from the debilitating effects of chronic schizophrenia. This problem was made worse by de-institutionalization, which you should have learned about in your other classes. As a result, it is not uncommon to find mental health agencies interfacing regularly with police departments.
It takes time for interns to become accustomed to dealing with those who suffer serious mental illness such as schizophrenia. However, learning how to see the person who has the disease, and not just its manifestations, can go a long way in getting past these initial barriers. Learning about the major mental illnesses, seeing how professionals relate to the people who suffer them, and modeling your interactions after those clinicians who seem to make a positive difference are steps you can take toward becoming more competent with this population.
If you have never taken a class in abnormal behavior, it will be more difficult for you to make connections, so be sure to either take such a course or do some intensive reading, including the Diagnostic and Statistical Manual for Mental Disorders or DSM 5 (American Psychiatric Association, 2013). It may also help to watch videos and movies, especially those that show both the symptoms of mental disorders and stories of recovery. Remember, over the course of a lifetime, one in every two Americans will suffer a diagnosable mental health condition.
Criminal Justice Populations
There are many types of criminal justice settings that employ human services workers. They include police work, probation services, victim rights advocates, and juvenile systems. Some involve counseling services or protective services as well. Many mental health and substance abuse centers will have clients and programs that serve people who are in or who have been through the criminal justice system. Ex-convicts are a particularly important population because we all have a stake in helping them complete their parole and become fully integrated citizens. Yet, these individuals have the odds stacked against them in terms of such things as obtaining decent housing, finding jobs, and so on. Sometimes communities establish community-based volunteer programs dedicated to supporting people in this situation. If one is connected to your internship, attending a few of these meetings can increase your understanding of this population and perhaps your competence.
Chemical Dependency and Substance Abuse
Chemical dependency and substance abuse are on the rise, especially regarding opioid use, though alcohol remains a chronic problem. Therefore, you are likely to encounter clients who deal with addiction in one way or another. These difficulties range from a client having a problem to having a family member who has a problem, which can occur in any type of human services setting where you are interning. Moreover, some engage in criminal activities to get drugs. Chemical dependency and substance abuse can affect anyone regardless of age, race, or socioeconomic standing, and can, of course, involve criminal activity.
There are many types of treatment programs for such individuals, including Alcoholics or Narcotics Anonymous and support programs for family members, such as Al-Anon (support for families of alcoholics) and Nar-Anon (support for families of addicts) as well as professional programs. Our understanding of these issues has grown significantly over the years, but successful recovery is still difficult, and relapses are a part of the process. Human services workers in general should have some knowledge about addiction because the program affects so many, especially if families are included. Fortunately, most colleges have courses on addiction and recovery that are helpful in this regard.
Death and the Process of Dying
We do not usually like to think about the unpleasant reality of death. Losing a loved one can cause depression. Most people turn to their religious communities when dealing with these issues and hospices are now common. If you are interested in this type of work, these sites usually are cautious about taking on interns because the patients and families are having a difficult enough time. However, some facilities offer internships for especially mature students and usually have them go through a rigorous sensitivity training as a part of the process.
Countertransference (Again)
Each one of the internship settings and occupations mentioned above can trigger countertransference for those who work in them, especially interns. For example, children are extremely vulnerable and innately appeal to our capacity for nurturing. If we have unresolved issues in that area, then it is easy to become over-involved. Dealing with child abuse invokes strong feelings of anger and disgust in most adults, but if you have been abused yourself, then the risk of living out unconscious issues and feelings is even higher. Many of us have mental health issues in our families and some of us have been in treatment ourselves. People who suffer from these conditions can affect us in many unconscious ways as we try to help them. Addiction, adolescence, crime, and death are all areas that effect our life experiences at deeper levels, especially if it is a part of our past or is a part of our current experience.
As mentioned earlier, increasing your self-awareness, especially your ability to monitor your reactions and responses is the key to dealing with countertransference. Knowing which types of personalities, issues, and populations “trigger” countertransference responses can help you avoid them. Talking with your supervisor or working through your own issues, which often means talking with a therapist, are usually helpful too. However, there are some other general behaviors to cultivate that will help you become more competent in this area as well, whether you have issues or not.
Establish and Maintain Clear Boundaries
Most of us who work in these fields care about people enough to take the lower-than- deserved salaries that usually come with such work. We often see or feel ourselves called to the field, perhaps because in some ways we have been on the other side of these experiences. This combination of factors can create a situation where we are tempted to do as much as we can to help someone who is without a home, with little income, or in some other condition of need. Since we are human as well, it is easy to overextend ourselves, be too generous, offer to do too much, and so on. At other times, we can be tired, frustrated, or discouraged about a person’s reaction, slow rate of progress, and so on. Both conditions make it easy to slide down the slippery slopes of countertransference, poor judgment, and mistakes.
One thing that helps to avoid this situation is to establish and maintain clear professional and personal boundaries. For example, you should not do “special favors” for a client, give them money, offer belongings, or take them into your home, all of which are ethically problematic behaviors that could lead to serious entanglements. Some situations encountered during an internship can be heart wrenching. You may even encounter a situation where you may be helping someone you know personally. Learning how to monitor yourself in such situations, especially for the possibility of countertransference or personal biases, is part of becoming more competent in terms of self-awareness. If you have difficulty maintaining a professional attitude and boundaries because of these or other factors, then it is important to talk with your supervisor or instructor about the situation.
Paying Attention to Safety
Violence can occur anywhere and at any time. Even though most people do not encounter violence at the workplace, human services workers often deal with individuals who have cognitive and behavioral limitations, including poor impulse control or aggressiveness. Sometimes our clients are desperate, or our site is in an area that is economically distressed, even dangerous. And, of course, some sites deal with risky situations, such as those associated with taking children away from parents, home visits, or criminal justice settings.
There is always a possibility of encountering some form of danger in these and other situations. Therefore, it is imperative to follow the safety policies proscribed by your site, especially as an intern. Be aware of your environment, avoid potentially dangerous situations, and carry a cellphone. If you feel uncomfortable, remove yourself from the situation if possible and discuss it with the supervisor or instructor later. Remember, you are there to learn, not to put yourself in harm’s way.
Professional Style
By now it should be clear that many human services professionals encounter a variety of difficult and complex situations. Each one is unique. As an intern, of course, no one would expect you to have a fully developed professional approach or even to have a clear idea as to what your general style might be. However, the internship gives you a chance to start discovering one, and it will be based on your personality, beliefs, experiences, attitudes, abilities, as well as experiences at the site. Developing your own style may seem awkward at first, but it will become more natural as your confidence in your professional work grows. It is also important to realize that every one’s style has strengths and. Of course, it is best to be aware of both.
Example:
The concept of style or approach is often difficult to understand because it is something we take for granted, that we automatically do, and are not necessarily aware of. Accordingly, we often use metaphors to help people identify their style. For instance, the clinical editor of this book once described his style as like a dog at work. That may seem like a derogatory metaphor at first, but dogs have great abilities: They are loyal and have extremely sensitive noses that allow them to track scents no matter how subtle. Moreover, once on a scent trail, dogs are famous for being diligent in their untiring pursuit of the goal. Sometimes we even describe this behavior as “dogged” and may admire a person for their ability to focus on a goal until it is reached regardless of the obstacles they encounter along the way.
Being motivated, dedicated, diligent, and persevering or dogged are all positive qualities that can be helpful when dealing with problems, whether one’s own or someone else’s. Such strengths are desirable in most fields and many areas of life, including being a good student. However, each style also has weaknesses. For example, once a dog gets on a scent, it does not easily break off of it, which connotes a certain rigidity that is likely to cause difficulty from time to time since flexibility is important.
Animals, insects, trees, plants, historical figures, and other characters can be used as metaphors to help you cultivate self-awareness. For example, knowing your style can increase your awareness of your strengths, which may help you develop them further at your site. Since every style has weaknesses associated with it, too, knowing about those tendencies can help you minimize their impact on your work. If you cannot find a metaphor for your own style, ask someone who knows you well to come up with one to describe you.
Problem-Solving Skills
Above all else, a human services professional is a problem solver. Therefore, becoming more competent at solving problems in your area is a primary goal of the internship, as well as a large part of your workday. The types of circumstances you may encounter could be difficult, which is why the experience provided by internships is so important. It allows you to test your wings and act on your own while still having the support and guidance of a professional. Consequently, it is a good idea to interact with as many people and experience as many situations as possible. They will help you understand the differences between theory and practice.
Knowledge, information, experience, flexibility, and creativity are all necessary for effective problem solving. Some of that can be learned in the classroom. However, the agency and clients will provide you with lessons about how to deal with real-world problems. Turning theory into practice increases both your competence (i.e., the ability to help) and confidence (i.e., the feeling that you are equipped to deal effectively with various possibilities). Flexibility helps you adjust when necessary, and creativity is oftentimes the only way to address an issue as there is no textbook or policy that always works.
In addition, there are some very good problem-solving techniques you can easily learn as well, such as one developed by D’Zurilla & Goldfried (1971). Theirs is a 4-step easy-to-learn process that begins with making sure that you understand the real problem and thinking about possible solutions. Those two steps are followed by selecting the best solution and then developing a detailed step-by-step plan of action to reach the goal. Remember, having a clear plan is a good starting point and the steps you begin to take can be modified as new information emerges.
Developing an Emotional “Heat” Shield
Most experienced human services workers will tell you that the work is very rewarding but stressful. Just ask some of the people who work at your internship sites. The stress of the work comes in many forms: low wages, difficult clients, case overloads, lack of staff, high “failure” rates, agency turmoil, lack of appreciation, and more. These things can occur at the end of any day, build up over time, and eventually lead to a condition referred to as “burnout,” although compassion fatigue may be a more accurate description. In short, it is best to be proactive and develop some ways of dealing with stress in the near and long term.
One helpful tool is to create something akin to a “heat shield.” Among other things, a heat shield is a device that protects objects from damage or harm caused by heat from combustion, friction, or high temperatures. For example, the exhaust system of a car has a heat shield to protect passengers from hot fumes and the space shuttle had ceramic tiles on its underside to protect the crew from the heat caused by friction as the vehicle re-entered the earth’s atmosphere. The shield stands between something that is crucial in a system, in our case, the individual, and the source of the heat, in this situation, the stressors associated with working in human services.
An “emotional” heat shield (Murphy & Dillon, 2011) works in the same way. It is a behavioral and psychological set of practices that protects human services professionals from the everyday stress of the job and decreases the risk of negative consequences related to stress that could build up over time. After all, dealing with a steady flow of emergencies, child abuse, fear, loss, poverty, and so on can take a toll on anyone over time.
Of course, since everyone is unique, a person’s “heat shield” may take many forms. Some people are good at leaving work at the office. Others exercise, have hobbies, or belong to support groups. Many people meditate or have “me time,” and so on. The internship experience is a good place to figure out what elements may be helpful in the construction of your own heat shield. A personal heat shield will not only protect you from getting “burned” by the stress of the job but will also help prevent you from becoming too attached or connected with the clients. Each of the following can be a component of an effective “heat shield”:
• Maintaining a positive attitude by focusing on what is possible, not what is not.
• Count the positive more than the negative: Make a list (mental or written) of all the things you did to help someone that day or week, especially those that were successful.
• Cultivate and use positive relationships with co-workers to provide a good system of support, advice and a safe place to vent when needed.
• Keep things in perspective. Remember the internship (or job) is only one part of your life. Other parts can be important, too, and provide a sense of balance.
• Set aside time for yourself to recharge your batteries and prevent burn out. That is one reason clinicians have down time between appointments.
• Learning proper meditation or exercising can be a way of discharging stress daily.
• Do not let paperwork build up! Your supervisors depend on proper paperwork, such as intake information, case notes, documentation, and so on. Develop a system of getting it done before it becomes overwhelming. Make sure all the required documentation is done before you leave the office or, if that is not possible, arrive early to complete it the next day. These are excelent habits to develop because they are proactive ways of reducing stress.
It is not always easy to deal with stress, but the attitude you bring to the internship is something that is completely within your control. By focusing on the positives, keeping goals in sight, trying to maintain an attitude of confidence and flexibility, and counting your successes more than failures can help make your experience a good one and that is what the internship is all about.
Practice Good Self-Care
Interns generally do not have to worry about burnout or compassion fatigue because it usually takes many years of working in the field before that is a problem. However, you will be involved in stressful situations, or at least witness them, at the site. In addition, these days, many students are already dealing with some substantial stressors themselves, such as attending classes, raising a family, holding down a job, paying off loans, all while interning at a site for no pay. Therefore, you may want to start developing good self-care habits that reduce the buildup of stress on your physical and emotional well-being. Here are some of the more common self-care strategies professionals often use to get away from the stress of their job.
Hobbies: Having a hobby is a good way to relieve stress because it creates a positive state of well-being called flow which makes us feel good, alive, and competent. The hobby can be something as relaxing as knitting or as adrenaline pumping as racing. Whatever it is, it should be something you enjoy, that helps you unwind, and that may even give you what positive psychology calls a sense of “flow.”
Taking Breaks (Pacing Yourself): If you begin to feel like you are losing perspective during the internship or hating what seems like an endless amount of work, then it may be time to stop for a few minutes and regroup. Do something simple that you find relaxing and enjoyable. Perhaps you can catch a few minutes alone or take a walk. Some people like to have a snack, although you do have to watch that one for obvious reasons. Consider this time as an “earned” break and try to build it into your day.
Meditation/Contemplative Prayer/Exercise: Considerable research on such calming practices as meditation show that there are easy-to-learn techniques to reduce stress and improve well-being. Building such practices into your daily routine are all good ideas. Finding the one that works best for you and practicing it regularly is one of the best forms of good self-care.
Staying Connected: It is easy to feel lost when starting something new. Socializing and staying in contact with supportive and helpful people can create feelings of belonging, reduce stress, and increase self-confidence. Talking to other staff members when feeling stressed may help you feel connected, realize that you are not alone, understand these types of feelings as being normal in this line of work. Sharing experiences with your colleagues in the class (if there is one in conjunction with the internship), is an excellent way to find some relief by “sharing the burden.”
Tools for Chapter 7
Activity 1: What Would You Do?
A longtime client has asked you to buy a bottle of soda and a pack of cigarettes for her before you arrive for a home visit. You have formed a good rapport with the client, and you know she would not ask unless she really wanted them. You also know all the stress she is under with her health problems, lack of work, and custody issues. You have even witnessed that a bottle of soda helps with her migraine headaches.
There are several courses of action you can take:
• Buy the cola and cigarettes. It is only going to cost you \$5, and you know it will calm her for the visit.
• Empathize with her and politely tell her that the job will not permit you to do so; it is against policy, and you are prohibited from paying for a client’s personal items.
• Just buy her the cola. You were craving one yourself anyhow, and you know a bottle of cola will help her get rid of the migraine she has and make her more cooperative during the visit.
• Just plan on telling her you forgot all about it when you arrive at her house. She will have to understand.
What do you do? Why? Discuss the options with your classmates.
Activity 2: Matching
Match the vocabulary word with the scenario that best matches it:
1. _____ Competence
2. _____ Style
3. _____ Burnout
4. _____ Emotional “heat” shield
5. _____ Self-care
A. A co-worker seems to be lacking motivation. She used to come in every day cheerful and ready to start the day. Now she comes into the office a little late and seems like she is ready to go home immediately
B. You decide to take a moment to yourself and practice meditation or mindfulness, while on your break because you are stressed. You may even plan for a weekend out after your long week.
C. One of your peers seems to be able to handle most of the issues that come their way and has no trouble asking for help when something is beyond the person’s ability
D. You have reached a point in your internship where you have found what your strengths and weakness are when it comes to different situations. You even found a metaphor that fits both your strengths and weaknesses.
E. You have learned that the next client you are to work with is often irritating, annoying, and critical. You do not enjoy dealing with these behaviors, but you know they are part of the job. Instead of taking the client’s complaints home with you, you decide to focus on the good things that happened at the internship that day because they reduce negative feelings.
Answer Key: 1C, 2D, 3A, 4E, 5B | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Succeeding_at_Your_Internship_-_A_Handbook_Written_for_and_with_Students_(Mruk_and_Moor)/07%3A_Learning_to_Be_Competent.txt |
Introduction
This chapter focuses on the processes that occur as your internship comes to a close. The focus is on ending well with your clients and colleagues, final evaluations, and dealing with separating from the site. The material also includes some tips on how to handle a critique of your work.
Key Words
• Foreshadowing: To suggest in advance or beforehand, such as providing a hint, suggestion, or intimation about a future event.
• Assessments and Evaluations: Assessments and evaluations are two ways of determining current status, especially the strengths and weaknesses, of an individual, process, or organization. They may take one of two forms. A formal assessment is often used at the site or by the instructor as a way of determining one’s degree of progress or overall performance at the site. An informal evaluation involves a more qualitative evaluation, such as a discussion or interview.
The Process of Ending an Internship
Ending an internship is a process, not just a single event that happens on the final day. The process of completing an internship can be both exciting and sad, meaning you may have mixed feelings about leaving. If so, that is known as “separation anxiety” and is entirely normal. In fact, having mixed feelings is often a sign of a good internship because, in that case, one is happy to move on but sad that many positive relationships may be ending. In this sense, the ending of an internship is more than just an end date.
Typically, interns experience four major transitions when ending an internship: foreshadowing the end, assessment and evaluation, saying goodbye, and moving forward.
Foreshadowing the End
Even though you knew at the start that the internship must end, you may find yourself handling this transition differently from what you anticipated. For example, while your supervisor and co-workers will likely be aware of your end date at the internship site, your clients may not. Depending on the level of involvement you had with them, the clients must be made aware of your temporary position as a student intern. This awareness may have an impact on the short-term nature of your relationship with them, but providing clients with this information may help them prepare for this inevitable event.
Even though you knew at the start that the internship must end, you may find yourself handling this transition differently from what you anticipated. For example, while your supervisor and co-workers will likely be aware of your end date at the internship site, your clients may not. Depending on the level of involvement you had with them, the clients must be made aware of your temporary position as a student intern. This awareness may have an impact on the short-term nature of your relationship with them, but providing clients with this information may help them prepare for this inevitable event.
The end of an internship usually occurs in one of two ways. Traditional endings are the most common. They typically involve a final evaluation of some sort, short good-byes, and little or no future contact with the agency as the contract period ends.
Non-traditional endings can take place in several ways. One is when a student is offered a job at the site after the internship ends. Another would be when a student is asked to volunteer after they complete their hours. Of course, an ending can occur when a student needs to change sites partway through the internship, although that situation is unusual.
Positive non-traditional endings can make the ending process for the student intern even more rewarding. For instance, sometimes interns are offered an actual position at the site, which creates a pleasant transition rather than a definite ending. Those who end traditionally can also have a good experience even if there is no job offer. After all, a formal conclusion usually signals that you have done good work and taken another step toward your goals.
If you want to reinforce how the site is a part of your network, it is possible to make sure that the supervisor has an updated copy of your resume when you leave. After all, that individual will have contacts with other supervisors or agencies, and having a copy makes it easier to pass along when you are looking for jobs!
Self-Evaluation
Self-evaluation is essential throughout an internship because this process allows you to notice your style, make adjustments, see your growth, and learn how to better take care of your most valuable tool in human services work, namely, yourself. However, this type of evaluation plays a more prominent role as the internship draws to a close. Naturally, endings invite people to reminisce, evaluate, and reflect on the experience. Hopefully, there were parts of the internship that were enjoyable. Perhaps you notice a substantial increase in both your competence and confidence. Of course, it is also likely that some awkward or unpleasant things happened as well. They are probably best understood as “side effects” of the learning process as they often involve making mistakes or working through a difficult period.
Useful self-assessments do require a certain degree of honesty about yourself and your contributions during the internship -- good, bad, and in between. Being honest in this way also helps one to discover new insights and learn from the success and mistakes made during the internship. This type of openness to your experience is also essential for identifying the skills you have, as well as those that you need to acquire or refine. Being honest with yourself, including not being overcritical, often helps people see and appreciate the strengths and weaknesses of their styles.
Accurate self-assessment can also provide paths to discovering your real interests, talents, values, and abilities. Even an unexciting and unsatisfying internship can be helpful in this regard because sometimes learning what you do not like is important, too. Both positive and negative internship experiences can help you find your way to a satisfying career path.
An excellent place to start in the self-evaluation process would to reflect on the beginning of the internship, back when you are looking for a site. The internship site is supposed to allow you to start getting the experience you need to become a good human services professional. Looking back to the very beginning of your internship experience, enables you to see how far you have come and reflect on what skills you have learned.
Another part of the process can be to identify significant events, interactions, and other “lessons” you experienced or learned at the agency. These types of phenomena are “teachable” (or more appropriately “learnable”) moments. Often, they are the times you discover some things of real value, such as a skill, a way of speaking or presenting yourself, or even clues that foreshadow something that is likely to occur.
Endings are also a good time for reflection. Everyone has a personal style when it comes to dealing with “termination,” as it is called in the psychodynamic literature, and saying goodbye, so it is important to recognize that. After all, you will have many of them in your career, especially with clients. Understanding how you respond to separation will help you deal with the inevitable conclusion of the internship. The most important thing is to deal with this part of the transition with a reasonable degree of tact, honesty, and optimism as these characteristics may make the transition easier for all parties.
Of course, people tend to handle emotions in their own ways. Some individuals may have a harder time leaving the internship site because of the bonds they have formed while working there. A positive way to view these feelings is to remember that you could be moving onto bigger and better things. There are other bonds to be made and more clients that need assistance from human services professionals. Recognizing your feelings allows you to be aware of your compassion as you work in that specialized field. A good self-assessment can help you discover your clinical interests, which can facilitate your professional development.
Formal Performance Evaluations
Some internships include formal evaluations for your supervisor to fill out before you finish at the site. They may even play a part in the grade you will receive for the course. Few people like being assessed by others, so it is essential that during this process you remain flexible and open to the supervisor’s opinions. If the supervisor does not initiate a meeting to discuss the results, you may want to suggest one.
Whether you have a formal or informal performance evaluation, some disagreements at this point are common because no two people will see a situation in the same way. Understanding the reasoning behind the supervisor’s assessment of your performance will provide valuable information and probably a peace of mind as well. You should expect that criticisms are a part of the process, and knowing that possibility in advance can help.
Some individuals find it more difficult to deal with criticism than others. You might want to keep in mind that the site supervisor is trying to help you improve in the areas you are weak. Just remember that the evaluation is not the end of the world. Take a deep breath and listen to what the supervisor has to say. While being critiqued by others can be difficult, it is an effective way to gain insight about your strengths and weaknesses from the point of view of someone with significant field experience.
Seeing how others perceive you can be a valuable source of information, but it is important to remember that many outside factors can influence a supervisor’s evaluation, too. For example, supervisors may have a style that clashes with yours. Like you, they can have a busy or a bad day. Moreover, some students have “A-itis,” which is to say that they think they must always do exceptionally well or something is wrong with them.
Goodbyes
The final stage of ending an internship is making the actual separation. Completing an internship can be accompanied by feelings of loss and sadness as well as satisfaction with a job well-done as you move closer to achieving your career goals. Ending relationships with clients may be more challenging because each client is different. Some may be more anxious about the separation and react more strongly to it than others. If you have any concerns about separating from the clients, bring it up with the supervisor as soon as possible. It could be helpful for you to tell the clients a few weeks before your departure to allow the clients more time to prepare for it. Sometimes, for instance, they may need to be referred to another worker or group to maintain continuity of care, and you can play a key role in that process for them.
It is also time to say goodbye to the colleagues with whom you have been working and learning from over the past few months. Goodbye does not necessarily mean “the end” because every relationship you establish can become a part of your network. However, endings do mean that interactions will likely be less frequent. Never forget to say “Thank you” to everyone who allowed you to shadow them and to those who supervised you throughout your internship time. You may want to send a thank you card to a few key people at the agency. This once common practice has declined in recent years but is still a powerful way of showing respect and leaving people with a positive reminder of you. Remember, the internship may be one of your most valuable learning experiences in the field of human services and can follow you into the future.
Just like ending the internship is a process, so is finishing the classroom part of it. Often, the class will include a final exam, paper, or project. The last meeting of the class may also signify a change in your relationships with your colleagues, especially if graduation follows. Everything we said about endings so far applies here as well. Indeed, you are likely to have spent meaningful time with your classmates and instructor, who are now your colleagues. Colleagues and instructors can be essential parts of your continuing network as you move forward. For example, you may need a recommendation from your instructor someday or perhaps one of your fellow students can alert you to a job possibility in the future. Consequently, it makes good sense to have meaningful and positive transitions here, as well.
Moving Forward
It is natural to form connections and attachments with people and projects as you advance through various phases of life. As you leave behind rewarding experiences and valued relationships, it is well to remember that change is both natural and inevitable. Growing and evolving require moving on and attempting new things.
Remember that there are many new and exciting possibilities ahead, like chapters in a book. They offer different opportunities for positive involvement with new people and new paths for you to explore. With each step taken, you will continue to learn more about yourself and your unique style. As a part of this never-ending process, you will discover things to change or improve on. Your increased self-awareness will help you take the next step in your professional evolution as well. Over time, you will help make the world a better place, especially for your clients and the general public.
Throughout this internship, you may have had to overcome personal, economic, and professional challenges. No doubt you made some mistakes, but you learned a lot as well. It is important to remember the failures, or at least learn from them so that you do not repeat them. However, positive psychology indicates that there is value in focusing on success. It is also important to realize that with each step moving forward, you will encounter a new set of challenges and learn more advanced skills.
When you complete the hours necessary for your internship, it is often useful to look back again at the time you spent at your site. Think of the people you met and the things you learned. If you are not going on to a job, then you might consider volunteering to work at your site or in another part of the agency or field. Volunteering in a variety of settings that interest you might be an excellent way to develop a better sense of what you would like to do, while at the same time adding to your network and resume.
Now the formal evaluation is over, the goodbyes are done, and you have completed your class. No matter where you were at the beginning of the course, you have improved as a professional, and perhaps as a person. It is now time to reward yourself in whatever ways are meaningful to you.
Challenges Along the Way
When you complete your internship, you could be offered a job. However, you have come to realize that this is not the area of human services in which you’d like to work. Of course, it’s acceptable to decline politely. But, make sure that you thank the agency for the opportunity to learn there. You may explain that you wish to continue your education or that you prefer to find a job in a different area of human services. Although you are declining the offer, it does not have to mean you are ending your internship on a wrong note. In short, you want to make sure that you are on good terms with the people at your internship site. They can be a valuable part of your professional network.
Tools for Chapter 8
Activity 1: Self Assessments
Self-assessments come in different formats and styles. Here is an example of a self-assessment questionnaire that is helpful for doing a comprehensive review of your experience.
• Place of internship/Type of organization?
Example: Criminal justice or health and human services.
• Job responsibilities and observations at the site?
Example: Identify or list them.
• Were you able to observe/apply theories and concepts from previous class instruction?
Example: Identify or list them.
• How were you able to assist/benefit the organization?
Example: Describe them.
• Accomplishments/new skills you learned and were able to apply?
Example: Identify, list, or describe them.
• What areas/type of work were you most comfortable with?
Example: Identify or list them.
• Were there any areas or aspects of the work you were not comfortable with?
Example: Identify or list them and then reflect on why they felt this way to you.
• Did the type of work interest you in seeking employment in that area of Human Services?
Example: If so, why? If not, why not?
• Did the internship experience make you want to learn and apply more skills?
Example: Identify and list them.
• Did the internship experience make you interested in pursuing another area of human services?
Example: If so, what area(s), and why did it (they) appeal to you?
• What were you especially satisfied with in terms of developing your professional abilities from this internship experience?
Example: Think about the real “takeaways” from your experience.
• Were you able to create professional contacts and expand your network?
Example: Identify or describe new people or resources for the future.
• Did you meet your personal or educational goals for the internship?
Example: What were they, and how did you reach them?
• List new goals you may want to obtain after the internship experience.
Example: Reflect on future possibilities you now might have in the field.
Activity 2: Separation
Although you may be experiencing mixed emotions about leaving your site, there are many more opportunities in your future career as a human services professional. Right now, however, it is time to say goodbye, and you find yourself struggling with the whole idea of continuing your education and finding someplace to work. Perhaps, you may second guess yourself and wonder if this is the path for you. What can you do to help ease the anxiety you are feeling to carry through with your plans as you say your goodbyes? There are four courses of action you can take. Reflect on them and be sure to identify which one is likely to result in the least benefit.
• Take some time to think about other endings you have experienced (both good and bad) in life. Reflect on them and consider what parts made them difficult, and then realize that more exciting things are on the horizon.
• Think about the internship experience and all the positives you hope to take with you as you continue your education in that field.
• Share the good and bad moments from your internship with your colleagues who shared experiences with you along the way.
• Celebrate the ending, say your goodbyes, and leave.
Activity 3: Dealing with Feedback
Let us say your internship was the first real professional experience for you. Most of the time, you felt overwhelmed but did enjoy the learning experiences you gained and how you were able to apply some of the lessons and theories you have learned throughout your education so far. You found yourself asking lots of questions and took the time to document what you learned after you completed your hours. You were helpful and offered to do extra tasks to help the employees in whatever way you could. Your supervisor’s final evaluation of you, however, left you feeling insecure about your abilities.
When going over the evaluation, you notice that it did not point out anything you specifically did wrong, but it did not offer any positive comments either. Your instructor told you it was not a bad evaluation, and that the site supervisor wants you to continue with your education to develop the necessary skills to be human services professional. You become disheartened. Ask yourself if you are being too sensitive about not receiving positive feedback. Discuss your thoughts with your classmates. What would they do differently? Were there any similarities between your views and theirs?
Activity 4: Matching
1. _____ Non-Traditional Ending
2. _____ Self-Evaluation
3. _____ Foreshadowing
4. _____ Traditional Ending
5. _____ Networking
6. _____ Personal Style
A. You must evaluate yourself and point out your good qualities and the qualities that you could improve on. This evaluation provides you with valuable feedback.
B. You are getting close to the end of your internship, and your supervisor asked you to apply for a part-time position the agency has available. You may be ending your internship hours, but you get to start a job that will help you with your human services career path.
C. This can affect how you say goodbye and the way you deal with endings in general.
D. You know that your time at the site is about halfway over. You also realize that some of the clients seem to have a hard time with endings. In response, you gently start to mention to them that the end of the semester is approaching in a few weeks.
E. You and your supervisor are anticipating your future departure from the agency. You both knew there would be an end and to prepare for it. You make sure they have a copy of your resume and ask the staff for their cards.
F. You finish your required internship hours and choose not to stay at the facility after completion. You say your goodbyes and do not return as you now focus on the next step in your career.
Answers: 1B, 2A, 3D, 4F, 5E, 6C | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Succeeding_at_Your_Internship_-_A_Handbook_Written_for_and_with_Students_(Mruk_and_Moor)/08%3A_Completing_the_Internship.txt |
Welcome to university! Whether this is your first time in post-secondary education, or whether you are returning to studies, you’re arriving with some goals you want to achieve. Perhaps you are taking a focused program to lead you into your desired career. Perhaps you are exploring courses in different areas, providing a foundation for future specialization. Wherever you are in your journey, you find yourself in a learning environment that is different from one you have experienced before.
A good foundation for university is learning how to learn. By taking the time to read this book and work through the exercises included, you are investing in the skills that will support you in all of your classes and future learning. Successful students share a set of skills and habits in common. The good news is that these skills are not a secret; anyone can learn the skills that support successful learning. By taking some time to learn proven study strategies, you will be able to reach your learning goals, and avoid the pitfalls that can take you off-track.
Who is this book for?
This book focuses on the skills you’ll need to be successful in undergraduate courses or other adult education classes. If you are:
• new to university studies
• returning to university after some time away
• a mature student
• an international student
• or a continuing student who wants to improve their current skills and strategies
This book is meant to support you in your journey. In this chapter, you will focus on a skill called metacognition, which you will apply to the learning cycle. These concepts will support your understanding of the study strategies presented in each of the chapters that follow.
01.2: Explore the Planning-Monitoring-Evaluati
What is metacognition? The plan-monitor-evaluate cycle
Have you ever wondered what the most successful students do differently from other students? Students who have developed effective ways of learning have mastered a skill called metacognition. In simple terms, metacognition is understanding your own thinking and learning processes. In other words, it is “thinking about your thinking”. Metacognitive skills include planning your learning, monitoring whether your current learning strategies are successful, and evaluating results of your learning. Improving your metacognitive skills is associated with increased success in all of your academic life.
How do you gain the skill of metacognition? One way to think about developing metacognition is gaining the ability to plan, monitor, and evaluate your learning.
The Learning Cycle (Image Credit: Christina Page)
Planning involves two key tasks: deciding what you need to learn, and then deciding how you are going to learn that material.
Monitoring requires you to ask “how am I doing at learning this?”. In monitoring, you are constantly tracking what you have learned, what you don’t yet know, and whether your study strategies are helping you to learn effectively.
Evaluation involves reflection on how well you met your Learning Objectives after completing a unit of study, or receiving feedback (such as a test or assignment).
Key Questions to Improve Your Learning
At each stage in the learning cycle, there are key questions that you will ask yourself to support your learning process. In the chart below, you will identify the key question for each stage in the cycle, along with the other questions you will want to consider.
Key question Other questions to ask yourself
What do I need to learn? (Planning)
• What are the Learning Objectives for this class?
• What do I already know about this topic?
• What are the concepts I need to master before my next test?
• What do I want to learn about this topic?
• How do I distinguish important information from the details?
How am I going to learn the material? (Planning)
• How can I integrate textbook reading with lecture notes?
• What active learning strategies will support my learning?
• Will I study alone or with a study group?
• What charts or visuals will help me reorganize or process this material?
• What memory strategies can I use to remember key words and concepts?
• How can I connect with my instructor in office hours?
How am I doing at learning this material? (Monitoring)
• What concepts do I understand well?
• What concepts are still confusing for me?
• Can I explain the material to someone else without referring to notes?
• Can I create and answer self-testing questions about these concepts?
• What other strategies could I use to learn this material?
• Am I using the supports available to me (e.g. office hours, tutors)?
• How can I make this material more personally relevant to me?
Did I learn the material effectively? (Evaluation)
• To what extent did I meet the Learning Objectives for this unit?
• What in my exam preparation worked well?
• What in my exam preparation did not go well? What do I want to change?
• How did my exam answer compare with the suggested answer? What key components did I miss?
• How will what I have learned help me in my next courses?
Try it!
Two key questions in the Planning phase of learning are: (1) What do I already know about this topic? and (2) What do I want to learn? In this exercise, you will apply these two questions to your knowledge about learning strategies.
What do I already know about learning strategies for university? What do I want to know about learning strategies?
1. Chick, N. (2017). Metacognition. Retrieved August 31, 2017, from https://wp0.vanderbilt.edu/cft/guides-sub-pages/metacognition/↵/ ↵
2. Tanner, K. D. (2012). Promoting student metacognition. Cell Biology Education, 11(2), 113–120. https://doi.org/10.1187/cbe.12-03-0033↵↵
01.3: Learn How to Use This Book
Photo Credit: Emily Tan
How do I use this book?
If you are new to university studies, or new to post-secondary education in a Canadian context, the best way to use this book is as a guide to your first semester. Take a few moments in the days before class, or your first few weeks, to get acquainted with the material in these chapters. Refer back to chapters along the way to find key information.
If you are a continuing student, you may already be aware of some areas where you want to strengthen your skills. Dive into the chapters that seem most relevant to you.
How is this book organized?
In each chapter, you will see the following features to guide you:
• Plan-Monitor-Evaluate Connection. This helps you to identify where each skill fits into the larger framework for organizing your learning.
• LearningObjectives guide you through what you can expect to learn by reading and completing the chapter exercises.
• Try it! activities allow you an immediate opportunity to put new information into practice in your current courses. You will benefit most from this book if you take the time to try the new skills presented and see how they work for you.
• Extend Your Learning sections provide you with opportunities to continue exploring the concepts you are learning through connections to other helpful information.
Let’s get started! | textbooks/socialsci/Counseling_and_Guidance/Book%3A_University_101_-_Study_Strategize_and_Succeed_(KPU_Learning_Centres)/01%3A_Learning_in_University%3A_The_Critical_Skill_of_Metacognition/01.1%3A_Develop_a_Foundation_for_Post-secondary_.txt |
Even if the university environment is new to you, you already come to learning with a set of skills, strengths, and strategies that can contribute to your success. Before you move on in this chapter, take some time to reflect on the following questions. You may wish to write your answers on this page, or in another learning journal.
1. Consider a learning experience in the past that was successful for you. What were you able to learn?
2. What did you do that helped you to succeed in your learning?
Gardner’s Multiple Intelligences (Image Credit: Graeme Robinson-Clogg)
Often, we associate learning in university with strengths in reading and writing. Though it is true that reading and writing are important skills used in many courses, you can also apply other learning strengths to contribute to successful learning.
One framework for evaluating your personal strengths is Multiple Intelligences, based on research by Howard Gardner. Gardner proposed that there are eight different ways of learning, creating things, and solving problems. Everyone uses all eight of these intelligences; however, in each individual, some intelligences are areas of strength, while others are weaker. This accounts for our different preferences in learning.
Intelligence Description
“Word smart” – Linguistic Intelligence The capacity to use language to express what’s on your mind and to understand other people. People who are high in this intelligence are sensitive to language, meanings, and the relationship of words. They engage easily with vocabulary activities, grammar, poetry, essays and plays.
“Number smart” – Mathematical Intelligence People with a highly developed logical-mathematical intelligence understand the underlying principles of some kind of a causal system; or can manipulate numbers, quantities, and operations. Abstract thinking, counting, organizing; and logical structures are preferred by people high in this intelligence. They also like critical thinking activities, breaking words into smaller parts and reassembling them.
“Picture smart” – Visual/spatial Intelligence The ability to represent the spatial world internally in your mind. Spatial intelligence can be used in the arts or in the trades and sciences. If you are spatially intelligent and oriented toward the arts, you are more likely to become a painter or a sculptor or an architect than, say, a musician or a writer. These people tend to be keen observers, able to think in three dimensions, and like to use metaphors. Learning materials that work well for them include: graphs, charts, colour codes, guided imagery, pictures, posters, and mind maps.
“Body smart” – Kinesthetic Intelligence The capacity to use your whole body or parts of your body – your hand, your fingers, your arms – to solve a problem, make something, or put on some kind of a production. These people have good body control and fine motor skills; and are often active and animated. They need “hands-on” learning opportunities, like shop, labs, games, skits, and plays.
“Music smart” – Musical Intelligence The capacity to think in music, to be able to hear patterns, recognize them, remember them, and perhaps manipulate them. People who have a strong musical intelligence don’t just remember music easily – they can’t get it out of their minds, it’s so omnipresent. People will be sensitive to rhythm, pitch, intonation, and can remember tunes and rhythms easily. They tend to like poems, plays, jazz chants, rap music, songs, and musically guided imagery.
“People smart” – Interpersonal Intelligence Understanding other people. Anybody who deals with other people has to be skilled in the interpersonal sphere. This is a social intelligence and those who are high in this area are outgoing and interactive; sensitive to others’ moods, feelings, and motivations
“Self smart” – Intrapersonal Intelligence Having an understanding of yourself, of knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. They tend to know what they can do. They tend to know what they can’t do, and they also tend to know where to go if they need help.
“Nature smart” – Naturalistic Intelligence The ability to discriminate among living things (plants, animals), sensitivity to other features of the natural world (clouds, rock configurations) as well as a good sense of their surroundings and environment. They are also sensitive to changes around them, both outdoors and indoors.
It is also important to note that we can continue to develop all of our intelligence, and use multiple intelligence to learn content in any course. Our brains continue to grow and develop over time, even into adulthood. Taking full advantage of these opportunities for growth can support your learning in any course.
Try it!
As you read about these ways of being intelligent, what do you discover about your learning strengths? Consider how you can use the theory of Multiple Intelligences to understand your strengths and learn content in any course.
1. How are you smart? Identify your 2-3 strongest intelligences.
2. How will you use these intelligences to learn?
Now, consider how you might use all eight of the intelligences to learn in one of your courses.
Study topic:_______________________________
Intelligence Learning Activity
Verbal intelligence
Mathematical/logical intelligence
Visual/Spatial intelligence
Kinesthetic Intelligence
Musical Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Naturalistic Intelligence
Extend Your Learning
You can find a number of online inventories/tests to help you to identify which of your Intelligences you lean towards using more often. Knowing what your preferences are, and what you may want to grow or adapt, will help you in your educational journey.
1. Adapted from: Armstrong, T. (2017, May). Multiple intelligences in the higher education classroom. Keynote presentation presented at the Learning Specialists Association of Canada National Conference, Montreal, QC. ↵
2. Kwantlen Polytechnic University Learning Centres. (n.d.). Learning with your mutiple intelligences. Retrieved from https://www.kpu.ca/sites/default/files/Learning%20Centres/Study_MultipleIntelligences_LA.pdf | textbooks/socialsci/Counseling_and_Guidance/Book%3A_University_101_-_Study_Strategize_and_Succeed_(KPU_Learning_Centres)/02%3A_Plan_for_Success%3A_Knowing_Yourself_and_Setting_Goals/02.1%3A_Evaluate_Your_Learning_Skills_and_Strengths.txt |
As you become aware of your learning strengths, you will be able to select effective learning strategies. Consider the following questions: Who are you now as a learner? What skills and strengths do you already bring to the study process? As you move to the next phase in your university studies, you already bring a foundation of habits and practices with you. Some may be supporting your success, others may be hindering you from achieving your goals.
In the next learning activity, you will review a chart of helpful study strategies that contribute to success. Put a checkmark beside the strategies you are currently using. How do these practices contribute to your success? You may also observe that you are not yet using a range of effective learning strategies. Don’t worry! As you continue to move through this book, you will be exposed to a number of strategies that can contribute to your success.
Try it!
Image Credit: Graeme Robinson-Clogg
02.3: Set Goals to Move Ahead
Image Credit: Graeme Robinson-Clogg
Now that you have evaluated where you are in your learning journey, you can begin to set goals for the semester ahead. One common tool for effective goal setting is developing SMART goals. These goals are:
Specific: Your goal will clearly define what you are going to accomplish. You will ask and answer the What and Why of your goal.
Measurable: You will identify criteria for measuring progress toward the attainment of each goal you set. This will be the definition of How you will attain your goal.
• How will you know when the result that you want has been achieved?
• How will you verify your achievement/performance of this goal?
Attainable: Is it possible for you to achieve your desired goal? Can you see a path to your accomplishment? You are the Who in this goal setting process. It is your positive attitude that will allow you to draw on your current strengths and develop new ones as you meet your goal.
Relevant: Realistic goals must represent an objective toward which you are willing to work and which are relevant to you. You need to identify Where this goal will take you. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. Just be sure that each of your goals represents substantial progress.
Time Bound: You need to create a sense of personal urgency by setting times for each step along the way. Knowing When you have to accomplish a task keeps to on track and accountable. What needs to be done by when? Be timely! [1][2]
Consider an example. I could say that my goal is to become a better runner. This goal is undefined, and I will not be able to tell if I have achieved it. A SMART goal would be, “I will complete a ten kilometre run in under one hour by the end of June after training with my running group twice weekly”. Note that this goal is time-bound, and includes specific and measurable criteria that help me to know if I have successfully achieved it.
Try it!
Begin to set your learning goals for this semester. Choose one goal, and use the SMART goal system to check that your goal is relevant and achievable. Click here to download a printable worksheet for this activity.
Specific
Measurable
Attainable
Relevant
Time-bound
Extend Your Learning
Goal setting can be challenging, but clearly identifying where you want to go on your learning journey and how you intend to get there will help you in the long run.
1. Doran, G.T. (1981) There's a S.M.A.R.T. way to write management's goals and objectives. Management Review 70 (11): 35–36. ↵
2. Locke, E. A. (1968) Toward a theory of task motivation and incentives. Organizational Behavior and Human Performance 3 (2): 157 ↵ | textbooks/socialsci/Counseling_and_Guidance/Book%3A_University_101_-_Study_Strategize_and_Succeed_(KPU_Learning_Centres)/02%3A_Plan_for_Success%3A_Knowing_Yourself_and_Setting_Goals/02.2%3A_Evaluate_Your_Current_Learning_Strategies.txt |
A Course Presentation (also called a syllabus or course outline) is prepared by your instructor, and is like a roadmap for your learning journey ahead. You will want to look at your course Moodle page before the course starts to see if it is available to you. If not, you will receive it on the first day of class. Sometimes, instructors will email them to you in advance.
Course presentations include the following:
• Course Description:
Description from the Course Outline, plus anything else the Instructor would like you to know about the overall intention of this course.
This is the general overview of what you will be doing in this course.
• Contact Information:
Instructor name, email, phone, classroom, office hour times, office location.
This should contain all the information you need to contact your instructor when you need to ask questions, meet with them, or share information with them.
• Course Materials:
Required and Additional Materials. These may include: reference to handouts, library materials that are used in the course, or other materials.
You will need all of these items. Get them from the indicated sources. To start your semester off in the best possible, you will want to purchase or rent any required textbooks before the first day of class.
• Tentative Schedule of Topics, Classes, and Assignments (may change):
Including times, attendance requirements, external activities, field trips, etc.
This information should go into your scheduling device (planner, calendar, online schedule, etc.). In the next chapter, you will learn strategies to create a semester and weekly schedule based on the information in your course presentation.
• Assignments:
Assignments and due dates specified, may include rubrics / checklists.
Assignment due dates need to be scheduled in advance so you can plan your work, research, and study. Your course presentation may also include some guidelines and rubrics that incicate what is required for each assignment, and how the assignments will be graded. Rubrics and checklists must be referenced for projects to ensure that you meet the specified criteria.
• Tests and Exams:
Exam dates, may include other ways that testing will be done.
Put these test dates into your calendar as soon as you receive them. You will use this information to plan your study times, so you are well prepared for any tests, and can avoid cramming at the last minute.
Image Credit: Rawia Inaim
• Policies:
Kwantlen Polytechnic University policies regarding class conduct, evaluation, testing, late assignments, and plagiarism are observed for all courses. Everyone at KPU must comply with the policies laid out. Make sure you understand any policies that are mentioned in your course presentation.
By getting to know your course presentation, you can help to prepare yourself to meet the expectations of the semester ahead.
Try It!
Find a course presentation for one of your classes. You can find these on Moodle by logging in to courses.kpu.ca with your student number and password. Try to find the following information:
1. How to contact your instructor.
2. What textbooks or course materials you will need before the first day of class.
3. What assignments you will need to complete and what will be required.
4. When your tests and exams are scheduled.
If you have any questions about what you read, e-mail your instructor, or plan to visit them in their office hours. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_University_101_-_Study_Strategize_and_Succeed_(KPU_Learning_Centres)/03%3A_Your_First_Week%3A_Getting_Organized_and_Finding_Resources/03.1%3A_Analyze_Your_Course_Presentation.txt |
A key to your post-secondary success is knowing your instructors and what they identify as important in each of your courses. Developing good relationships with instructors involves good communication in and outside of class times. They are available to meet, communicate, and talk with you, but you must plan how to connect with them during their available times. It is part of an instructor’s job to talk to learners outside class, and most successful learners take advantage of that option. It is your right to visit instructors during office hours and discuss any problems or concerns that you have in their course.
In-Class Communication
To build your relationship with your instructor in-class, consider ways that you can show your interest in the course material. Some ways to do this are:
• Listen actively during class to determine what is most important to the instructor.
• Avoid arguing with the instructor. If you disagree with something said in class, try to ask questions about the topic after class.
• Read the textbook before class and prepare questions to ask.
• Let your instructor know what interests you about the course.
Communicating in Office Hours
Instructors hold office hours outside of class. Whenever possible, try to meet your instructor during these times. You can use office hours to ask questions about the course material, to get clarification about the requirements for an assignment, or to learn more about a topic from the class that you find particularly interesting. Some tips for using office hours effectively:
• Arrive on time to be respectful of your instructor’s and other students’ time.
• Come prepared by bringing your textbook and other course materials.
• Prepare questions ahead of time.
• Summarize key points to make sure you understand.
Communicating By Email
Instructors often receive many e-mails from students. To write an effective e-mail, consider the following:
• Use your university e-mail account when possible.
• In the subject line, write the course name and topic of your email
(e.g. BIOL 1100 Lab Report 2).
• Use a professional greeting in the e-mail (“Dear” rather than “Hey!”).
• Write your question or concern in short, clear sentences.
• End your e-mail with an appropriate conclusion (e.g. “Thank you in advance for your help”, or “Thank you for your time and consideration”).
• Allow time for your instructor to respond – don’t expect an instant reply.
Image Credit: Rawia Inaim
By showing an interest, taking time to communicate with your instructor throughout the course, and using e-mail effectively, you will be well on your way to building a good relationship that will support your communication and learning. [1]
Try It!
If you have already reviewed your course presentation, you will know when and where you can contact your instructor during office hours. Plan to drop by your instructor’s office hours this week. If you don’t yet have a question to ask, consider having a brief conversation with your instructor about one of the following topics:
1. What is one thing I can do to / be successful in this course?
2. How do the concepts I will learn in this class connect with other courses I will take in the future?
3. What can I do to improve my class participation/ writing/ presentation skills?
4. What interests you most about your field?
Extend Your Learning
Communicating with your instructor may seem straight forward, but there are some strategies that can improve your communication significantly and further support your in-class learning.
1. Study Guides and Strategies. (n.d.). Influencing teachers and improving classroom communication skills. Retrieved from http://www.studygs.net/attmot2.htm ↵ ↵
03.3: Get to Know University Resources
One of the benefits of student life at university is the availability of on-campus resources to support you academically, and with your overall personal growth and career development. These include:
• Choosing a program of study, major, or deciding if you should change your current program.
• Choosing a career path and finding work opportunities.
• Accessing scholarships and financial aid.
• Learning to use the library to conduct research.
• Understanding the expectations of your current courses and getting support with challenging concepts.
• Developing your learning and study success skills.
• Managing your physical and mental health.
Within the university, services are available to support you with these concerns. The costs of these services are supported by your tuition, so it is wise to take advantage of all of the available resources. At university services, you will find support from dedicated professionals who focus on supporting students like you. Often, you will also find peer support networks, where other students who have shared your experience can support you in your learning journey.
Image Credit: Rawia Inaim
Available services include:
• Academic Advising provides you with information about how to choose courses. Specialized advising is also available for International students and students with disabilities.
• Career Services can help you develop a resume and find work opportunities to support your career development.
• Co-operative Education provides opportunities to include paid workplace learning in your degree program.
• Counselling provides both personal and career counselling to students.
• Indigenous Services for Students provides support to Aboriginal students.
• IT (Information Technology) can help with student email and accessing software for courses.
• Learning Centres provide peer tutoring, academic skills workshops, and learning strategist consultations to support you as you develop learning skills.
• Library provides research support, training in citation styles, group study rooms, and access to a wide range of books and databases.
• Accessibility Services provide advising and accomodations for students.
• Sport & Recreation helps you to maintain an active lifestyle.
• Student Awards and Financial Assistance provides information on scholarship and bursary opportunities available to students.
• Student Association organizes student clubs, activities, and additional student services.
Try It!
Take some time this week to get to know your university resources. Visit a student service either in-person, or online. Find out how this service can help you with a current concern. If now is the right time, make an appointment. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_University_101_-_Study_Strategize_and_Succeed_(KPU_Learning_Centres)/03%3A_Your_First_Week%3A_Getting_Organized_and_Finding_Resources/03.2%3A_Connect_With_Your_Instructor.txt |
See your semester at a glance
A semester schedule gives you a visual picture of the assignments, projects, tests, exams, and field trips that will happen during the semester. If you are taking a number of classes, this is a tool to be able to see what is coming up next.
A semester schedule includes important assignments, tests, exams, and other key events that will happen in your life during the next months. You may wish to use colour to indicate different classes, or to distinguish between your academic events and personal events.
Look at the example semester schedule below. What do you notice about what the student chose to include? What will you include on your semester schedule?
An Example Semester Schedule (Image Credit: Jarren Ralf)
Try it!
To create your semester schedule, gather the course presentations from all of your courses. These will tell you the dates of examinations, tests, assignments, and presentations. Add all of these dates to your semester schedule. Use colour to distinguish different classes if you wish. Print out this schedule and post it in a place where you will see it often.
Semester Schedule
Time Monday Tuesday Wednesday Thursday Friday Saturday
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 4
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
04.2: Create a Weekly Schedule that Works
Your next step is to create a weekly schedule. This will include your class times and any regularly schedule commitments. A weekly schedule is a good tool to evaluate whether your time use allows you to meet your overall goals. Do you have enough time for study? Is there time to maintain a healthy lifestyle?
The following principles will guide you as you create your weekly schedule:
1. Record class and lab times in appropriate day/hour blocks on a time schedule sheet.
2. Record travel times to and from the university and between classes.
3. Record meal times, family times, laundry times, etc.
4. Record all regularly scheduled personal activities such as meetings, employment and athletics.
5. Record any special activities you need to do or want to do on a regular basis.
6. Schedule a preview time (30 minutes) immediately before each class whenever possible. During the preview, review all or some of your notes in preparation for the upcoming class. If you have two or three classes in a row, preview from last to first class.
7. Schedule a review time immediately after your classes (30 minutes) whenever possible. Use this time to edit and summarize your notes. You can also look over any assignments that were given and begin to plan when and how you will do them.
8. Schedule intensive pre-reading / study / review time for each class. Try to schedule some study time each day for each class. Learning is more effectively and efficiently accomplished in shorter regular sessions than in longer irregular sessions. Also, use more of the day (i.e. morning, afternoon) for studying. Pick the times of days when you are most alert.
9. Schedule to start your study period with the courses you like least or that you’re not doing well in. Try to study the same subjects at the same time each study day. Although this seems to be a mechanical way of scheduling, you will find that such a routine can help you develop a pattern for efficient and effective learning.
10. Schedule a weekly review (WR) for each course. Do it at the end of the week if possible. This weekly review gives you an opportunity to go over the past week’s notes along with the reading assignments to see what you have been learning in the past week during class and study time for each course. You can also look ahead to plan the next week and determine how much reading you need to do, what projects are due, and if any tests are scheduled.
11. Keep open some time for daily physical activity. Remember, research indicates that regular exercise will not only give you a general sense of well-being, but can reduce tension and help you accomplish a tough class, study, and work schedule.
12. Label some empty blocks of time as OPEN for academic or personal needs.
13. Schedule some time during Friday, Saturday, and Sunday for you to play, relax, or do whatever you want to do. This is your reward for sticking to your schedule. In addition, you’ll enjoy your free time more. Because it is scheduled you do not need to feel guilty.
Here is an example of what a completed weekly schedule might look like:
Example weekly schedule (Image credit: Rawia Inaim)
Try it!
Create your weekly schedule for this semester following the principles you have just learned. Follow your schedule as you have created it for two weeks. After two weeks, make any adjustments necessary. Perhaps you need more time to study for a difficult class, or perhaps you would like to add a recreational activity to maintain a good life balance.
Time Monday Tuesday Wednesday Thursday Friday Saturday
7:30-8:00
8:00-8:30
8:30-9:00
9:00-9:30
9:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
12:00-12:30
12:30-1:00
1:00-1:30
1:30-2:00
2:00-2:30
2:30-3:00
3:00-3:30
3:30-4:00
4:00-4:30
4:30-5:00
5:00-5:30
5:30-6:00
6:00-6:30
6:30-7:00
7:00-7:30
7:30-8:00
8:00-8:30
8:30-9:00
9:00-9:30
04.3: Organize Your Day for Maximum Productivity
Image Credit: Rawia Inaim
Now that you can see the big picture of your semester and weekly priorities, the next step is to create a daily to-do list to prioritize your tasks. You may wish to use a paper planner for your lists, or track your tasks on your smartphone. Do what works best for you. Here are some principles to consider as you create your to-do list:
1. At the end of each day’s work, take a few minutes to plan the following day.
2. Write down each task you hope to accomplish. Indicate which tasks are the highest priority.
3. Break large tasks into smaller units. Consider what you will accomplish in one work period (usually about one hour before taking a break). Create tasks that are well-defined; you should know when the task is finished. For example, “work on research paper” does not have a clear goal. By changing this to “find three academic articles for research paper”, or “create research paper outline”, you will be able to clearly see what you need to accomplish. You will also be able to reward yourself for successful completion.
Check off tasks as you complete them. This will increase your sense of accomplishment and create forward momentum. When you have finished the day’s tasks, celebrate with a well-earned reward. Move any tasks yet to be completed to tomorrow’s task list.
Try it!
For the next week, commit to a system for daily to-do lists. Use a paper planner (the KSA distributes these to students for free), or an app. There are many excellent free task management apps available, including Wunderlist (www.wunderlist.com) and Microsoft To-Do (https://todo.microsoft.com/)
After you have implemented your system for one week, re-evaluate. Continue what works for you, and make any modifications needed.
Extend Your Learning
Want to explore further ways of managing your time? The following links will lead you to more information and helpful templates. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_University_101_-_Study_Strategize_and_Succeed_(KPU_Learning_Centres)/04%3A_Manage_Your_Time%3A_Study_Strategies_for_Busy_Students/04.1%3A_See_Your_Semester_at_a_Glance.txt |
What is procrastination?
Definition: To delay an intended course of action despite expecting to be worse off for the delay.[1]
Why do we procrastinate?
Procrastination is not a “one size fits all” problem. We procrastinate for a variety of different reasons. The first step in tackling procrastination is to do some detective work – to figure out – without judgment – why it might be that you procrastinate.
Reasons for Procrastination
People procrastinate for a variety of different reasons:
1. Not being sure of how to do the task at hand. If a task seems difficult, or if you’re not sure you know how to complete it, it is natural to avoid tackling it.
2. The task to be done doesn’t interest you, and it seems preferable to work on tasks (e.g. other courses) that are more in line with your personal interests. You may lack motivation to work on the task.
3. Fear of not doing well on the task. Trying hard at a task and failing might seem worse than failing because you didn’t try. Often a root cause of this type of procrastination is perfectionism.
4. Or, you might fear the opposite. Some people fear being too successful, because the result of this success is that people will expect more of you the next time.
Identifying the cause of procrastination can help you move towards a solution. Here are some suggested solutions for each of the four causes mentioned above:
I’m not sure I know how to do it Look for ways to develop your skills in the areas where you feel unsure of your ability to be successful. For example:
· Make an appointment with a math or accounting tutor to learn how to solve a difficult type of problem
· Make an appointment with a writing tutor to develop an outline for your paper
· Learn from library staff how to use the research tools that are available
· Make an appointment with a learning strategist to learn how to read more effectively
Rather than procrastinating, you can empower yourself to be successful. The skills you gain will help you not only on one task, but on other related tasks in the future.
I’m not interested in this task/ it isn’t motivating for me · Choose to “just do it”, and complete the task, allowing yourself guilt free time after it is done. Consider how continuing to dread the task might be taking away from future enjoyment of other things.
· Consider your attitude towards things that are uninteresting – is your attitude preventing you from finding the motivation you need? Is it realistic to expect that you will always have interesting or enjoyable tasks?
· Consider how the task at hand relates to your long-term goals. For example, perhaps the course is not interesting to you, but it will help you achieve your goal of finishing your degree, and obtaining employment in an area that interests you.
I’m afraid of failing/ I’m afraid of what success might mean · Consider whether you have developed unrealistic standards for yourself. How can you set realistic goals for what it means to be successful?
Getting Started
Imaged Credit: Rawia Inaim
A key aspect of overcoming procrastination is developing strategies to get started. Often, committing to complete one small task can be enough to begin moving ahead. For example, just taking out your laptop, creating a document, and typing the title can create some forward momentum.
A well-known technique for managing time that can help with procrastination is called the Pomodoro Technique. This technique is a method of managing procrastination by breaking down your work periods into small, manageable units. Here’s how it works:
1. Choose the task you want to accomplish.
2. Set a timer for 25 minutes- no interruptions are allowed!
3. Work until the timer rings.
4. Take a short break.
5. Do up to 4 Pomodoros and then take a longer break.
Why the Method Works
The Pomodoro technique can help you push past procrastination and create forward momentum because it requires you to commit to only a small, manageable period of work. In addition, it can help you discipline yourself to work without interruptions, and can create awareness of how much time individual tasks take. Lastly, the method allows you to reward yourself with frequent breaks, which maintains motivation.
Try it!
Take some concrete steps this week to defeat procrastination.
1. Of the reasons listed above, why do you tend to procrastinate? What is one step you will take this week to move ahead on your project.
2. Try the Pomodoro technique once this week. Do you find that it helps you get started and stay focused?
1. Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, 65-94. http://dx.doi.org/10.1037/0033-2909.133.1.65
2. Adapted from: Oregon State University Academic Success Centre. (n.d.) Six Reasons People Procrastinate. Retrieved from success.oregonstate.edu/six-reasons-people-procrastinate ↵ ↵ | textbooks/socialsci/Counseling_and_Guidance/Book%3A_University_101_-_Study_Strategize_and_Succeed_(KPU_Learning_Centres)/04%3A_Manage_Your_Time%3A_Study_Strategies_for_Busy_Students/04.4%3A_Escape_the_Procrastination_Trap.txt |
Photo credit: Emily Tan
You probably already know that you should read your textbooks. However, if you are like many students, reading textbooks might take second place to other priorities, such as attending class and completing assignments. Perhaps it may not seem clear how committing time to weekly reading will support you in achieving your learning goals. Consider the following reasons for committing to regular reading.
1. Reading Textbooks helps you get the most out of your class time. This is especially true if you are able to read your textbook before going to class. Why? Because if you are hearing a lot of material in lecture for the very first time, it can often be difficult to take good notes and understand how all of the concepts fit together. If you are able to read your textbook before you go to class, you will already have a general understanding of the most important topics in that unit. You will already know some of the key words, and you will have a good idea of what you already understand well and what you might not quite understand yet. That way, when you go to class, your instructor’s lecture will support and strengthen the things that you’re already starting to learn. You’ll be equipped to ask good questions and to participate well in class. Overall, you will get more out of the time you spend in class.
2. Most textbooks include some additional resources to help you study. These may include:
• Learning Objectives at the beginning of the chapter. These help you to know right away what are the most important things in the chapter, and what you should be able to do by the time you have finished studying this part of the course.
• Definitions and Glossaries: Often, textbooks will highlight new words. These might be at the side of every page, the words might be in bold, or the textbook might include a glossary of key terms.
• Study Questions and Practice Problems: If you are able to do a few of these every week as you go along in the course, you will be more prepared for exams. This is especially true in classes like accounting, math, or chemistry, where you are tested on how well you can solve problems.
• Online Videos and Quizzes: These can help you to review the key concepts in your class, and to strengthen your understanding of concepts that may be difficult for you.
3. Content from textbooks is often included on exams. In university, in addition to the time you spend in class, you are also expected to spend some time in independent study. Most instructors will include questions from the textbook on the exam, and these things might not have been covered in class. If you rely only on your class notes, you might miss some key concepts that you need to learn in your course.
4. You become a better reader by reading. Learning to read textbooks well prepares you to read other complex material that you will encounter throughout your studies and later on in your career. Reading efficiently is a skill that you will use throughout your life – not just in your current classes. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_University_101_-_Study_Strategize_and_Succeed_(KPU_Learning_Centres)/05%3A_Learn_From_Lectures_and_Texts/05.1%3A_Set_Your_Purpose_for_Reading_Textbooks.txt |
Textbooks require different reading methods than you might use for a novel, magazine, or website. When you approach a textbook, you are using it as a tool to learn the material that you need to know for your course. To achieve your aims, you will want to read with a purpose. One method for reading purposefully is called SQ3R. The acronym SQ3R reminds you of the elements of this reading method – Survey, Question, Read, Recite, Review – that will help you become a more effective reader.
Image Credit: Rawia Inaim
Survey
• Survey the title: Think about what you may already know about that topic.
• Survey the introduction: It gives you an idea about how the chapter is organized, and what you will be learning. If your chapter includes a list of Learning Objectives, you will want to pay particular attention to these. The Learning Objectives outline the key concent you will want to master as a result of your reading.
• Survey anything in bold: Subtitles are labels. Other bolded items may be definitions that you will need to know.
• Survey the pictures, charts and graphs: Glance at these to pick out things that seem interesting or informative.
• Survey the summary at the end: This will review and give you the key points in the chapter.
• Survey the questions at the end of the chapter: These will help focus your attention on the main points.
• Survey your course syllabus/course presentation and see what topics the Instructor is focusing on.
Question
When you have completed your survey, you will begin reading, focusing especially items that you identified as important when you survey. Write “Who, What, Where, When, Why, and How” questions for each subtitle or definition (you can do this as you progress through the reading). These questions will become the headings in your notes.
Read
Read to answer the questions you have created. Once you have found the key information needed, move to the next step.
Recite
• Recite the answer to your question out loud. Do this as if you are explaining to a study partner.
• After reciting, write this information down.
• Repeat this step for each question that you created.
Review
• Stand back and look at the chapter as a whole.
• How do the ideas and facts you learned from each subsection fit together?
• Review your notes to be sure they make sense to you.[1]
Try it!
Open your textbook to the chapter you are reading and complete the steps below. Download this printable worksheet for a template to guide you as you read and take notes.
SURVEY: After surveying the chapter, what do you think it will be about?
QUESTION: Turn the first subtitle into a question.
READ: The section to answer the question.
RECITE: Answer the question in your words. (Repeat for the rest of the chapter)
REVIEW: After reading the chapter, what new things did you learn?
Extend Your Learning
Not all courses use textbooks as primary sources and you may encounter academic journals during your required readings.
1. Robinson, F.P. (1978). Effective Study (6th ed.). New York: Harper & Row. ↵ | textbooks/socialsci/Counseling_and_Guidance/Book%3A_University_101_-_Study_Strategize_and_Succeed_(KPU_Learning_Centres)/05%3A_Learn_From_Lectures_and_Texts/05.2%3A_Read_with_a_Purpose%3A_The_SQ3R_Strategy.txt |
You’ve got the PowerPoint slides for your lecture, and the information in your textbook. Do you need to take notes as well?
Despite the vast amount of information available in electronic formats, taking notes is an important learning strategy. In addition, the way that you take notes matters, and not all notetaking strategies lead to equal results. By considering your notetaking strategies carefully, you will be able to create a set of notes that will help retain the most important concepts from lectures and tests, and that will assist you in your exam preparation.
Two Purposes for Taking Notes
People take notes for two main reasons:
1. To keep a record of the information they heard. This is also called the external storage function of notetaking.
2. To facilitate learning material they are currently studying.
The availability of information on the internet may reduce the importance of the external storage function of notetaking. When the information is available online, it may seem logical to stop taking notes. However, by neglecting to take notes, you lose the benefits of notetaking as a learning tool.
How Notetaking Supports Learning
Taking notes during class supports your learning in several important ways:
1. Taking notes helps you to focus your attention and avoid distractions.
2. As you take notes in class, you will be engaging your mind in identifying and organizing the main ideas. Rather than passively listening, you will be doing the work of active learning while in class, making the most of your time.
3. Creating good notes means that you will have a record for later review. Reviewing a set of condensed and well-organized notes is more efficient than re-reading longer texts and articles.
Effective Notetaking Strategies
An example note-taking template (Image Credit: Rawia Inaim)
While taking notes is helpful, not all notetaking strategies are equally beneficial. Many students try to write down everything the instructor is saying – this is especially true for students who take notes with laptops. Unfortunately, this strategy does not help you to engage in critical thinking and to identify important concepts.
When taking notes in class, focus on writing down key concepts, rather than recording all of the instructor’s words. For many students, this may be a good reason to take notes by hand, rather than with a laptop. In some studies, students who have taken notes by hand have outperformed those taking notes with a laptop on tests. Taking notes by hand also allows you to avoid distracting yourself and others with websites, e-mail, or online chatting during class time.[1]
Rather than taking word-for-word notes, consider writing an outline of the lecture’s most important points and how they fit together. Additionally, watch for other information that your instructor emphasizes, either verbally or with gestures, and add these key concepts to your notes. Leave a wide margin on one side of the page to write down key words and questions after the lecture. At the bottom of each page of notes, leave room to write a short summary of the information on that page. Your page layout might look something like the image on this page.
Use Your Notes to Study
Now that you have created a set of notes from lectures and readings, how do you get the most benefit from them?
If you have been following the methods described in this chapter, your notes will include questions that you have answered by reading or listening. Rather than simply re-reading notes, which is less effective, you will benefit most if you use your notes as a self-study tool. [2]
1. Read the question in your notes out loud. Cover the answer with a sheet of paper.
2. Recite the answer out loud as best as you are able, or jot it down on a piece of paper.
3. Compare your answer with what you have in your notes. If you are correct, move on to the next question. If you have difficulty with a question, review the related material in your notes again. You may wish to use a sticky note or flag to mark questions you need to review again.
As you take good notes, you will strengthen your learning skills as you become more proficient at identifying key information from lectures and texts. By including study questions in your notes as you take them, you will turn your notes into a powerful tool for later review and exam preparation.
Try it!
Don’t just take notes, make notes. This week, try to practice at least one note taking strategy you learned from this chapter. Use the questions you created to review and test yourself throughout the week. How does this method compare with re-reading your notes?
1. Oppenheimer, D. (2017, January). On noteworthy notes: Not all note taking is created equal. Webinar presented at the Learning Specialists Association of Canada. Retrieved from lsac.wildapricot.org/page-18154 ↵ ↵
2. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266 | textbooks/socialsci/Counseling_and_Guidance/Book%3A_University_101_-_Study_Strategize_and_Succeed_(KPU_Learning_Centres)/05%3A_Learn_From_Lectures_and_Texts/05.3%3A_Take_Notes_from_Lectures_-_That_You%27ll_Actually_Use.txt |
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