Your College Experience: Strategies for Success

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About this product Product Information Written by the leading authorities on the first-year seminar and grounded in research, "Your College Experience" by John Gardner and Betsy Barefoot offers today s diverse students the practical help they need to make the transition to college and get the most out of their time there. While maintaining its hallmark theme of goal setting, the Eleventh Edition reflects a focus on practical strategies across all topics of the book to help students be successful from the start.

Chapters on Time Management, Communication and Information Literacy, and Careers and Majors have all been thoroughly updated to fully incorporate the tools and strategies students use on campus right now. A full package of instructional support materials including an Instructor s Annotated Edition, Instructor s Manual, PowerPoint slides, videos, and a Test Bank provides new and experienced instructors all the tools they will need to engage students in this course and increase student retention. See what's in the LaunchPad".

Additional Product Features Dewey Edition. Show More Show Less. Any Condition Any Condition. Compare similar products. You Are Viewing. Trending Price New. Show less Show more. Ratings and Reviews Write a review. Most relevant reviews. Best Selling in Nonfiction See all. Burn after Writing by Sharon Jones , Paperback 2. Save on Nonfiction Trending price is based on prices over last 90 days.

Conceptual Physics,12th Ed. You may also like. College Paperback Educational Textbooks in English. Books Erle Stanley Gardner. College Education Textbooks. Paperback Cookbook. Philosophy Paperback College Textbooks. Students may begin to laugh as they hear the sounds of multiple pokes throughout the classroom. Make sure it is quiet before moving on to the next question. Consider adding more questions regarding additional topics that have been addressed in class. Questions for Paper Cup Activity o Have you gone to all your classes so far?

After you have finished reading all the questions, tell students to look at their cups. For fun, consider asking them to place the cups above their heads and pretend that you are about to go around and pour water in their cups. Ask them to imagine: If their cup represented their college life and the water that filled it represented their success, how are things looking right now for them? Are they successful so far? Are their priorities focused on college?

If they have a bunch of holes already, what is the likelihood of having more holes later? Remind them to 5. Discuss how they might change their priorities. After generating a discussion on how much of their time your students are spending online, you can segue into a dialogue about daily planning e.

Step 2 Classroom Activities a. Lecture Review from Last Class Students were told that the next class would be about managing their time. If you asked them to bring all of their class syllabi, have them create a schedule of all their term assignments and exams. See Figure 2. If you have a peer leader, you may consider having him or her lead this activity. Use the Lecture Slides for Your College Experience to complement a minilecture on all or some of the lesson topics.

Use the other classroom activities to support your minilecture or as a method to teach some of the other topics. Focus on Key Lesson Themes 1. Managing Your Time 2. Taking Control of Your Time 3. Using Time-Management Tools 5. Procrastination 6. Overcoming Procrastination 7. Dealing with Distractions 8. Setting Priorities 9. Find a Balance Stay Focused 6. Appreciating the Value of Time Creating a Workable Class Schedule Scheduling Your Classes in Blocks b. Self-Assessment Have students take the following self-assessment quiz before reading the chapter, using the 5-point Likert scale.

Each question is closely linked to a section within the chapter. I hand my work in on time.

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I am an independent person who needs little to no direction. School is always my first priority; everything else I do is based on my school schedule. I am not a procrastinator. I have strong organizational skills.


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I have a to-do list that I update on a regular basis. I am good at avoiding distractions. I am good at balancing my time among college, work, family, and social activities. When you read this chapter, predict what each section is about before you read the details. Additional information on the topic may help you get over any obstacles.

Since you may find most of the material new, start by looking at the outline of topics or by flipping through all the pages in order to read the headings ; these are the main ideas that you need to learn more about. Read the whole chapter, and try to summarize each section in your own words. If you need additional help, seek out resources on your campus that can help you with this subject. Have students list twenty tasks they need to complete in the next two weeks. They should number the tasks 1—20 in no particular order.

In his book, he talks about how the activities we do can be categorized into one of four quadrants: I. Urgent and Important; II. Urgent and Not Important; and IV. Not Urgent and Not Important. Have your students place the numbers 1— 20 representing each of the tasks they wrote on their numbered list in the appropriate quadrant based on urgency and importance. Facilitate a brainstorming session on ways to readjust how they manage their time.

But it is important early in the term for students to understand differences in expectations between high school and college and to understand that teachers who assign the equivalent of 6 hours of reading and homework per week for a three-credit-hour class are not overloading them. In high school, students spend 6 or 7 hours per day in class; in college they may spend as few as 2 or 3 hours per day in class. It is important that as students plan their time, they acknowledge that they bear more responsibility for their own learning in college than they did in high school. Students should draw up a plan for the term and enter their weekly commitments into the calendar, highlighting their most important deadlines and activities.

They should also transfer the information into Outlook, iCal, or a similar ShareWare program. Encourage students to try out the to-do list functions as well. Explain that for this one course, they need to do In other words, this one course will be their test course to get rid of bad habits and to practice good habits like using a calendar or planner.

Within each group, assign roles.

Your College Experience Strategies for Success

One will play the role of a student trying to study. The others should provide potential distractions—a roommate who wants to chat, a floor mate who stops by and invites the student out for a pizza, an old friend calling on the phone, and so on. As a group, these students should work together to create a skit illustrating how the beleaguered student could gracefully but firmly!

Have each group perform their skit for the entire class. In the small groups, have each student share his or her current class schedule with the other student s. Students should discuss how they would arrange their schedules differently for the next term. Peer Leader Assistance These exercises are identified for classes that are using peer leaders as coteachers.

The instructions are directed toward the peer leader; instructors, however, can use these exercises themselves by changing them slightly. This will be a nice resource for them to keep, since it will allow them to see what papers and tests they have during any given week for the entire term. You may give extra points for this exercise. Give a testimonial on how good time management is a major reason for your success as a student. This would be a good time to remind students about the numerous support services that are available on campus. Additional information is provided below.

Examples of such criteria would be planning to get to class on time; finding time to eat and exercise; using time between classes wisely; scheduling time for studying; avoiding distractions; and so on. Then have them identify two measurable objectives for achieving each of the goals they have set.

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It may be helpful to identify an example to present in class. It can also be helpful to ask students to write an evaluation of the usefulness of their planner as they currently use it and to brainstorm other ways that maintaining a planner can assist them in organizing and controlling their time.

If students already maintain a planner many have developed this habit in high school , consider giving them the option of photocopying a week from their planner, adding any required information that is missing, and turning it in as an assignment. Retention Exercise Retention exercises, created by John Gardner and Betsy Barefoot, were designed to highlight a retention strategy specific to each chapter and to help students persist in the first year. Help students become more aware of how they manage their time by using a weekly timetable see example in Figure 2.

Your college experience: strategies for success - John N. Gardner, A. Jerome Jewler - Google книги

Tell them to fill in every time slot. At the end of this week, ask students to count how many hours they spent on various activities. How many hours did they spend studying? With family?

Your College Experience: Strategies for Success / Edition 12

By themselves during personal time? Doing household chores such as laundry or dishes? Watching television? Reading for pleasure? Talking on the phone? What activities merit more time? Which activities should take less time? In what ways did students waste time? And this schedule is not an exaggeration. Tina commutes 75 minutes each way to attend classes. She is a single mother; her son and daughter are both in elementary school and are active in athletics, scouts, and church activities.

Tina works full-time to support her family and pay for school. She is taking 15 credit hours, including a laboratory science. Tina says she is so stressed that she is afraid she will never make it to final exams. Discussion Questions 1. What are some of the things that Tina can do to keep from feeling overwhelmed? Are there any campus resources that Tina can use to help ease her load?


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Charlie Charlie has always been a C student. Before coming to college, however, he decided that he was going to work harder and reach for higher grades. At first, his mission was successful. But at a Halloween party, Charlie met Vanessa. The two hit it off, and soon they were practically inseparable. Charlie watched his grades decline. He knew he needed to get his studying back on track, but whenever he blocked off study time, Vanessa would either suggest that they study together in which case, Charlie accomplished much less than when he studied alone or go off and pout. What are some things Charlie could say to Vanessa to help her understand his situation?

Should Charlie break up with Vanessa? Friday evening her boyfriend calls and says he wants to drive up and spend the weekend with her. She wonders if he understands how worried she is about her courses. Should Sarah agree to the impromptu visit with from boyfriend? How might Sarah better manage her time so that she can complete her assignments by the due date and still spend time with her boyfriend? Additionally, you may consider showing a video from YouTube. Step 3 Review a. Wrap Up Wrap up the session by reviewing the key themes covered in class and in the textbook.

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