Chapter 1: Time Management. You are in charge of your time management. Everyone gets the same hours in a day—24. What you do with your time in college is key to your success. Plan daily and plan intentionally for each hour of your day. Time is a very precious commodity.
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You are in charge of your time management. Everyone gets the same hours in a day—24. What you do with your time in college is key to your success.
Plan daily and plan intentionally for each hour of your day.
Time is a very precious commodity.
Discuss areas that need improvement.
Starting today, what are three things you could do on a daily basis to better manage your time?
What have you learned from this exercise?
Discuss what you have learned with a peer and develop goals for improvement.
What are suggestions you can apply?
Mark each tip with either + (presently using) or – (could improve/begin using).
How do you learn best?
Based on the text, what is your learning style?
Write down five sentences
about how you learn best.
Take a class poll.
Poll all class members on their preferred styles. Have each member share one tip about how they learn best/strategies that work.
Form small groups and review suggestions on page 19 of the text. Make a list of the most effective study strategies. Seek input from upper-class students and college graduates.
Discuss the purposeful study habits that are critically important to succeed in college.
How have your study habits changed and/or improved since high school?
Think carefully about the information from this chapter related to learning styles as well as study habits.
What are your top three goals for personal improvement?
Practice using the SQ3R method found in the text. Use it while reading text material.
List ways you can use this technique in your studies.
Use the mapping technique as an active reading strategy with text material.
How can you use this in the future to enhance your reading?
Mark each tip with either + (presently using) or – (could use in the future).
If you need to improve your reading skills, where can you get help and assistance on campus?
Review “Be an active reader” (page 25).
List three to five tips for becoming a more active reader.
What can you learn?
In small groups, list ten or more things
you can learn through writing papers.
Share your top three advantages with the class.
Categorize your assignments, such as reaction paper, research paper, opinion piece, and so on.
What do you need to do to plan for these assignments and do a quality writing job for each one?
Think about a career you are considering.
How will you need to use writing in this career?
Do you prewrite/write/rewrite?
If not, try this technique on your next writing assignment.
Locate and discuss your campus policy on plagiarism.
One of the most important skills you can develop in college is to be able to critically evaluate sources—to separate good information from bad. As students living in the “digital age,” sorting through the abundance of information you encounter each day can be challenging. How do you know if what you see, hear, and read is true?
What can you tell from a citation? Is there sufficient evidence here for you to consider this as a scholarly source?
Performance of College Students: Impact of Study Time and Study Habits. Nonis, Sarath A.; Hudson, Gail I. | Journal of Education for Business | 2010-0485:4, | 229(10) |ISSN: 08832323
Using your campus library resources, find two sources on first-year student success.
How do your selected sources fare against the Initial Appraisal and Content Analysis processes presented in the chapter?
Which of the following would be the most acceptable sources for a college-level research paper?
Discuss why you eliminated any sources.
Book: Kuh, George, Jillian Kinzie, John Schuh, and Elizabeth Whitt. 2010. Student Success in College: Creating Conditions That Matter. San Francisco, Jossey-Bass.
Magazine: Sharon Cotliar, “People Chooses Five for Teacher of the Year,”People, October 8, 2012.
Journal Article: Kuh, George and Frank Ardaiolo. “Adult Learners and Traditional Age Freshmen: Comparing the "New" Pool with the "Old" Pool of Students.” Research in Higher Education, vol. 10 (1979): 207-219.
Journal Article: Kuh, George, Jillian Kinzie, John Schuh, and Elizabeth Whitt. “Fostering Student Success in Hard Times.” Change Magazine, vol. 43, no. 4 (2011).
Blog Posting: John N. Gardner Institute for Excellence in Undergraduate Education; “Policies Make a Difference in Student Success,” blog entry by John Gardner, 2012.
Think about your present campus-based experiences.
Divide your paper into two columns.
Record your experiences with diversity in the first column and what you learned from them in the second column.
What can you do in college to increase your learning about diversity?
Identify three ways you can add more opportunities related to diversity in your campus goals/activities.
Discuss them with your peers.
Prior to your next class, choose two of these suggestions and complete them as homework. Write a paragraph about what you did and what you learned.
Make a personal plan to engage in community service this semester.
Summarize your plan and share it with a peer in your class.
Rate your present note-taking practices: excellent, good, mediocre, poor?
Indicate why you gave yourself this rating.
List three to five ways you can improve your note taking based on information in this chapter.
Review all tips on pages 70-77. Mark each tip with either + (presently using) or – (not using).
List three goals for improvement.
Form three small groups and review the note-taking methods in the text: Cornell, Sentence, and Outlining.
How can these help improve your note-taking skills?
Using content from the textbook, practice using each of the three techniques: Cornell, Sentence, and Outlining.
What are your preferences and why?
Try using a preferred method for one week.
Report on what worked well and what remains challenging to you.
What is the significance of “critical-thinking skills” in your
How can these skills inform your studies?
Based on your work on pages 78-79 in the text, create your own definition of critical thinking.
Going through each of the 20 tips, mark each of the 20 tips with either + (presently using) or – (could use in the future).
Think about how you could improve your own critical-thinking processes.
Write out a plan for improvement/extension of your present practices. Include three to five suggestions.
Investigate two credible web-based sources that help you learn how to improve your critical-thinking abilities.
What works as effective strategies for test-taking?
In small groups, list five highly effective strategies from the text or personal experiences.
Review the test prep tips on pages 94-95.
Select two and create a plan to improve your skills based on these tips.
If you’ve experienced test anxiety, share any tips you’ve used to manage it.
Review and evaluate the tips on page 96.
In small-group discussion, list three to five ways you can enhance your learning and test-taking skills after the exam. Implement these suggestions.
Prior to the next class period, survey two upper-level students. Ask for their best advice regarding test preparation and test taking.
Share a list of these suggestions with the class.
Individually, write responses to the basic questions at the top of page 103.
Share and discuss your responses with a peer.
Based on the prompts on page 103, develop three goals that you can implement this month.
One month from now, assess your progress and refine your goals.
Develop a daily, weekly, monthly, and semester schedule. List each step of this process; analyze the tasks required for completion.
Carefully planned and researched internships add considerable practical value to your studies.
List five reasons why planning an internship is beneficial to your academic career.
Identify upper-class students who appear to have well-focused goals.
Talk with them about goal setting and planning, then list three to five of these tips that you can implement in your studies.
When you were young, what did you want to be when you grew up? What influences did you have on what you wanted to be? Did a certain person have a major influence on your aspiring career decision? Whether you wanted to be a doctor or a teacher, a firefighter or president of the United States, try to recall the enthusiasm you had for your future. Are you that enthusiastic about your future now?
What can you do now, in your first year of college, to help prepare you to join the workforce after you graduate?
Critically review and complete the “Budget Breakdown” on pages 144-145.
Make a list of five areas that you can work on to improve your overall financial health.
Share your self-assessment with someone you’re comfortable with; ask them for suggestions on how to improve your financial habits.
Review the tips for “Becoming a Savvy Spender” on pages 146-147.
Highlight areas where you can improve your spending habits.
Research two reliable websites with information on how to use credit cards responsibly. Research two additional sites about how to achieve and maintain a good credit score. Make a to-do list of ways to improve your practices in both areas.
Study your school\'s financial aid website. Write down questions and suggestions for applying for or enhancing financial support.
Create an action plan to become more knowledgeable about your financial aid situation.
What are the six areas of wellness? Review the chart on page 153. What are two suggestions for
improvement in each of these areas?
Make a list with twelve
actions in total.
Explore the mypyramid.gov website referenced on page 155.
List five nutrition-improvement
suggestions from the site.
Have a frank and open discussion about alcohol and other substance-abuse issues on your campus.
What are the problems and challenges?
What are the supports on your campus?
Review and complete the questions asked on page 126. Give honest and thorough responses to each guiding question.
Develop a plan for personal improvement
based on your self-assessment.
Review the section of the text addressing choosing a major on pages 173-175.
Analyze and list the tasks associated with identifying a major or reassessing your