A Guide for Successful Students 2nd ed.

A Guide for Successful Students 2nd ed.

Irene Stewart; Aaron Maisonville; and Nikolai Zriachev

St. Clair College

Windsor, Ontario

A Guide for Successful Students 2nd ed. Copyright © 2023 by Irene Stewart, Aaron Maisonville, and Nicolai Zriachev, St. Clair College is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

A Guide for Successful Students 2nd Edition is an adaptation of College Success, a work produced and distributed under a Creative Commons license (CC BY-NC-SA) in 2015 by University of Minnesota.

The revised material in the 1st Edition is copyrighted 2019 by the adapting authors, Irene Stewart and Aaron Maisonville, and is released under a Creative Commons license (CC BY-NC-SA).

The new and revised material in the 2nd Edition is copyrighted 2023 by the adapting authors, Irene Stewart, Aaron Maisonville and Nicolai Zriachev, and and is released under a Creative Commons license (CC BY-NC-SA).

This textbook can be referenced. For example, in APA citation style, it should appear as follows:

Stewart, I., Maisonville, A. & Zriachev, N. (2019). A guide for student success 2nd ed. Windsor, ON: St. Clair College.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License unless otherwise noted.

Contents

Preface Licensing Information

How to use this guide for self-study Pathways Through the Guide

Dedication

Accessibility Statement

Features Special Features: The Learning Portal

Introduction Welcome to College Congratulations on your decision to attend college! Are You Prepared For College? Building On Your Past Educational Experiences

Successful students have goals Goal Setting Where do you want to go? The Importance of Attitude Stay Focused and Motivated Setting Priorities

Successful students take responsibility College, The St. Clair Way Self-Management Problem Solving: When Setbacks Happen Making Decisions Contributing to Decision Making Important College Policies Academic Integrity Self-Check

Successful students embrace a diverse community Let’s talk Land Acknowledgements What Diversity Really Means Diversity Thought Activity The Benefits of Diversity The Importance of Community Getting Along With Others Managing Conflict Dealing With Harassment

Successful students go to class The Importance Of Going To Class Professor’s Teaching Style versus Your Learning Strengths Classroom Etiquette The Value of Interaction in Class

Successful students ask for help Ask For Help Student Services and Campus Services Talking With Your Professors Resolving a Problem with Your Professor E-mail Best Practices

Successful students get it together Organizing Your Space Time Management The Distractions of Technology

Successful students get involved Campus Groups Participating in Groups and Activities Making new friends Communication Skills Balancing Schoolwork and Social Life

Successful students take control of their health Where Are You Now? Health and Wellness Exercise Exercising from Home Sleep Substance Use and Abuse Sexual Health Sexual Consent

Successful students practice mental wellness Emotional Health Stress Coping with Stress What is Good2Talk? The surprising link between Stress and Memory CMHA Bounce Back

Successful students understand their finances Setting your Financial goals and Budget The College Budget Working While in College Help for Finding A Job Identity Security

Introduction to Learn Independently Critical Thinking Skills

Learning The Learning Cycle

Reading How Do You Read to Learn? Seven Reading Principles SQ4R – Reading Model Troubleshooting Your Reading Tech Tools for Reading Do Quick Research Reading Graphics What about other kinds of books?

Notetaking Effective notetaking is important because it: Styles of Notetaking Notetaking Self Check Notetaking Video Develop Your Notetaking Style Taking Notes in Class How Can You Use Notes to Review? Why take notes on online content? MS OneNote Hypothesis How To Take Notes When Reading Articles How to Draw to Remember More

The Writing Process The Writing Process Preparing and Drafting Microsoft Dictate Revising and Editing Microsoft Word Editor Self-Edit Your Work

Dealing With Assignments Understanding Your First Assignment Breaking Down Large Assignments How to breakdown assignments into tasks Using an Assignment Tracker Time Management Considerations Avoiding Procrastination Key Takeaways

Evaluating Websites as Scholarly Sources Is this webpage credible? 8 Tips for Evaluating Websites Scholarly vs Popular Sources The CRAPP Test CRAAP Test Exercise

Incorporating Information From Sources Into Your Writing Before we begin How to Paraphrase and Summarize? Comparing Paraphrasing and Quoting Process of Paraphrasing Using Signal Verbs The ICE model How to use ICE to write a paragraph How to write a summary Plagiarism—and How to Avoid It Plagiarism Self-Check Paraphrasing and Plagiarism Tutorial

Studying Learning From Past Tests Effective Studying How to study from the Learning Scientists! Group Studying

Tests Critical Thinking and Tests Types of Tests Preparing For and Taking Tests The Secrets of the Q and A’s How to study for an Exam Strategies for Math Tests Strategies for Science Tests Test Anxiety Test Taking Tips

Group Work Group Writing Projects How to study in a group Effective Brainstorming in a Group Group Writing Projects

Online Learning
Kimberly Daigneau and Irene Stewart Online Learning Participating in Online Classes and Meetings How will you go to class in an online course? How is a professor’s role different in an online course? Online Discussions: Tips for Students Tips for online group projects Acknowledgements References

Authors

Links to external resources Preface Accessibility Accessibility Statement 10 Things Successful Students Do: And #11 Successful Students Learn Independently:

1

Preface

Licensing Information

This textbook has been licensed by St. Clair College under a Creative Commons Attribution Non-Commercial Sharealike licence unless otherwise noted.

Attribution Statement

If you adapt or remix all or part of this work, please provide the following attribution statement:

A Guide for Success Students, 2nd edition (2023) by Irene Stewart, Aaron Maisonville, and Nikolai Zriachev is licensed by St. Clair College under a Creative Commons Attribution Non-Commercial Sharealike licence.

Reference

To reference this work in A.P.A. style, we recommend:

Stewart, I., Maisonville, A., & Zriachev, N. (2023). A guide for successful students, 2nd ed. St. Clair College.

About this book

A Guide for Successful Students 2nd Edition is an adaptation of College Success, a work produced and distributed under a Creative Commons license (CC BY-NC-SA) in 2015 by University of Minnesota.

The revised material in the 1st Edition is copyrighted 2019 by the adapting authors, Irene Stewart and Aaron Maisonville, and is released under a Creative Commons license (CC BY-NC-SA).

The 1st edition adaptation has seen substantial reordering and reformatting of the original College Success 2015 text, minor wording adjustments, addition of new content, replacement of images, and deletions.

The revisions made to the original textbook are listed below.

Introduction – adapted from Chapt. 1.1

Successful students have goals – adapted from Chap. 2.1

Successful students embrace a diverse community – adapted from Chap. 9.1 & 9.2

Successful students go to class – adapted from Chap. 7

Successful students ask for help – adapted from Chap. 7.3

Successful students get it together – adapted from Chap. 2.2 & 2.3

Successful students take control of their health – adapted from Chap. 10.1 – 10.4 and 10.7

Successful students practice mental wellness – adapted from Chap. 10.5 and 10.6

Successful students manage their finance – adapted from Chap. 11

Successful students get involved – adapted from Chap. 9.1 & 9.3

Sucessful students learn independently – adapted from Chap. 1.3 & 4.5 (Learning); Chap. 5 (Reading); Chap. 4.4 (Notetaking); Chap. 6.5 & 8 (Writing); Chap. 6.2, 6.3, 6.4, & 6.6 (Studying); Chap. 6.3 (Tests); Chap. 6.2 (Group Work).

The new and revised material in the 2nd Edition is copyrighted 2023 by the adapting authors, Irene Stewart, Aaron Maisonville and Nicolai Zriachev, and and is released under a Creative Commons license (CC BY-NC-SA).

This adaptation added new and revised materials to the 1st edition. The new materials included expanded materials primarily in the Reading, Notetaking and Writing chapters along with the addtion of chapters in the Successful students learn independently section. Original video content and H5P objects were created by Irene Stewart and Nicolai Zirachev. New videos and resources were linked or embedded to enhance the material.

Additonal material was adapted as follows:

Successful students learn independently – Reading: Seven reading principles and reading graphics sections were adapted from Nissila, P. (2016). How to learn like a pro! CC BY. Open Oregon Educational Resources.

Successful students learn independently – Notetaking: Introduction and deveop your notetaking style sections were adapted from Bridging the Gap: A Guide to College-Level Research by Catherine J Gray is licensed under a CC BY License

Ist Edition Background

A Guide for Successful Students was created to accompany a non-credit series of modules for THRIVES, a project of the Student Services Department of St. Clair College. The intention was to develop a series of modules for students entering first semester that would give them information and tools that would ease their transition to college and through that, support mental wellness. A small team was gathered in February 2018 and THRIVES development began in earnest.

Wanting more than a series of policies and dry facts, the structure based on skillsets, attitudes and behaviours of successful students was taken from the Orientation Family and Friends workshop developed by Bob Birnie and Irene Stewart. So that the modules would cover a wide range of topics that would be useful to students throughout their college years, the OER College Success 2015 published by the University of Minnesota was selected for adaptation.

While the modules will be presented to St. Clair students within our LMS and will contain additional information specific to our college, this Guide is offered to the broader community of learners and educators, wherever you may be, under a Creative Commons license in hopes that you will benefit from our efforts.

The guide was adapted from College Success, University of Minnesota, 2015, licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This work holds the same license unless otherwise noted. Image credits are listed with each image or photo.

This Pressbooks adaptation was made possible with the support of eCampus Ontario. eCampus Ontario supports Ontario post-secondary educators adopting, adapting and creating Open Education Resources by providing access to Pressbooks with H5P plug in and by hosting and maintaining an OER Open Library.

2nd Edition

The THRIVES course rolled out to all 1st semester students at the Windsor and Chatham campuses in the Spring of 2019. Each semester, the THRIVES content was reviewed and new material or adjustments were made. In addition to the videos featuring Irene Stewart, additional videos were added that offered different perspectives and voices. During Spring semester of 2023, Irene Stewart and student LT Rover, Nikolai Zriachev updated the textbook with content and videos used in THRIVES course. In particular, additions have been made to the Successful Students Learn Independently module. Aaron Maisonville reviewed the changes and gave feedback.

2

How to use this guide for self-study

Dear student,

We are so glad you found (or were recommended) this Guide. We hope you will find ideas and advice that will help you adjust to the demands of college life and will help you be both successful and independent in your learning.

If you are using this guide for personal study outside of a course, you can take two pathways through this material:

You can certainly start reading from the beginning and continue right through the end. Of course, we think everything in this Guide is useful and thrilling.

OR you can start by scanning the Contents list with a critical eye. Consider your current state of skills, attitudes and behaviours and use the Content list as a check list. Do you already do the things that successful students do? If so, you can take that as a confirmation that you are on the right track. If not, or if not enough, slow down and read that section or subsection. Once you are aware of what is within this Guide, you can come back and read or re-read a section when you need a new idea or a reminder.

Pathways Through the Guide

Successful Students Have Goals will help you decide how your academic journey at your college fits in with your life goals and help you decide on short and midterm goals that will guide your actions semester by semester. But even with goals, you are going to run into challenges, competing demands, and frustrations because there will not be enough time to do everything you want to do. Understanding how your time at the college contributes to your greater life plan can help you weather the challenges.

Successful Student Take Responsibility is the most important module from the point of view of your professors and college administration. Why? Because there are rules and policies that guide our community that you don’t know about. This module highlights some of the important policies such as the Student Code of Rights and Responsibilities as well as the principle of Academic Honesty that teaching and learning at your college are most likely based on. While we will use terminology typical for our college, similar policies will have been adopted by your institution. You should review these policies early in our college career. Understanding your role in our community and the principles that guide our community will help you academically and personally be more successful during your time with us.

An interactive H5P element has been excluded from this version of the text. You can view it online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=20#h5p-36

Regardless of the path you take, we recommend that you don’t try to do it all at once. Choose one or two sections to focus on at a time. For example, if you are a new student scan through the sections of Successful Students Have Goals and Take Responsibility. Knowing how college fits into your overall plans can help you frame your college experience in a more positive way and understanding your responsibilities for your education will ease the culture shock that some students experience in a new learning environment. After you have attended a few classes, you can come back and look at Successful Students Get It Together and Learn Independently to add some time management and study skills to your student tool belt. Later, do a check of your health: body, mind and wallet! And don’t forget the social aspects of college!

We believe this Guide will be useful throughout your college career and we hope you will agree!

If you have suggestions for improvements or inclusions, email istewart@stclaircollege.ca with “A Guide for Successful Students” in the subject line. We would love to hear from you!

All the best,

Irene, Aaron, and Nik

3

Dedication

For Coulson, representing all students yet to come.

4

Accessibility Statement

Conformance Status:

The Web Content Accessibility Guidelines (WCAG) define requirements for designers and developers to improve accessibility for people with disabilities. It defines three levels of conformance: Level A, Level AA, and Level AAA. The web version of A Guide for Successful Students 2nd Edition is conformant with WCAG 2.1 level AA.

Feedback:

We welcome your feedback on the accessibility of A Guide for Successful Students 2nd ed. Please let us know if you encounter accessibility barriers:

Phone: 519-972-2727 Ext. 5497

E-mail: istewart@stclaircollege.ca

Postal address: 2000 Talbot Rd. W. Windsor, ON N9A 6S4

Steps That St. Clair College Takes to Ensure Digital Accessibility:

The web version of the Guidehas been designed with accessibility in mind and incorporates the following features:

It has been optimized for people who use screen-reader technology

All content can be navigated using a keyboard

Links, headings, and tables are formatted to work with screen readers

Images have alt tags

Information is not conveyed by colour alone

The option to increase font size (see tab on top right of screen)

All videos have captions and transcripts are included.

In addition to the web version, this book is available in a number of file formats, including PDF, EPUB (for eReaders), HTMLBook, XHTML and OpenDocument. Here is a link to where you can download this book in another file format. Look for the “Download this book” drop-down menu to select the file type you want.

This resource links to a number of external websites. If you are accessing this book in a print format, words that are linked will be underlined in the text, and you can find the full web address in the back matter of the book.

List of Known Accessibility Issues:

While we strive to ensure that this resource is as accessible and usable as possible, we might not always get it right. Any issues we identify will be listed below:

Linked YouTube videos not created by St. Clair College may have automatically generated captions. Workaround: Transcripts that are provided have been checked by a human.

Hypertext links inside the text won’t be accessible if you decide to use the printed version of this book. Workaround: At the end of the book you can find the unformatted links from each chapter.

Guidelines That St. Clair College Follows When Creating Accessible Digital Materials:

Organizing Content:

Content is organized under headings and subheadings.

Headings and subheadings are used sequentially (e.g., Heading 1, Heading 2).

Images:

Images that convey information include alternative text (alt text) descriptions of the image’s content or function.

Graphs, charts, and maps also include contextual or supporting details in the text surrounding the image.

Images do not rely on color to convey information.

Images that are purely decorative do not have alt-tag descriptions. (Descriptive text is unnecessary if the image doesn’t convey contextual content information).

Links:

The link is meaningful in context and does not use generic text such as “click here” or “read more.”

Links do not open in new windows or tabs.

If a link must open in a new window or tab, a textual reference is included in the link information (e.g., [NewTab]).

Tables:

Tables include row and column headers.

Row and column headers have the correct scope assigned.

Tables include a caption.

Tables avoid merged or split cells.

Tables have adequate cell padding.

Speaker’s name

All speech content

Relevant descriptions of speech

Descriptions of relevant non-speech audio

Headings and subheadings for long transcripts

Captions of all speech content and relevant non-speech content are included in the multimedia resource; this includes the audio synchronized with a video presentation.

Audio descriptions of contextual visuals (e.g., graphs, charts) are included in the multimedia resource for college created videos.

Formulas are created using WP QuickLaTeX.

Formulas are images with alternative text descriptions if WP QuickLaTeX is not an option.

Font Size:

Font size is 12 point or higher for body text.

Font size is 9 point for footnotes or endnotes.

Font size can be zoomed to 200%.

References:

Adapted from BC Open Textbook Accessibility Toolkit. Authored by Amanda Coolidge, Sue Doner, and Tara Robertson. Provided by BCCampus. Located at https://opentextbc.ca/accessibilitytoolkit/. Licensed under CC BY: Attribution

5

Features

A Guide for Successful Students 2nd Edition is available to be read online or can be downloaded in a variety of formats to be used offline including Digital PDF and ePUB . We recommend that you access this text online or through offline format that can be used with a mobile device or computer so that you can access the special features.

Special Features:

Self-check exercises: we have included exercises created with H5P to give you opportunities to interact with the text material. For example, many of the chapters have a drag and drop exercise that reviews some of the important terminology you will encounter.

Videos: A variety of videos have been included to expand on the text provided. All videos selected have a captioning option and a transcript is included.

Print PDF: A Print PDF format is also available for download, however, the exercise and videos are not available in the print version. When one of these items appears in the online text, a notice will be listed in the Print version with a link to the exercise or video. In addition, links to other resources that are provided in the online text do not appear in the printed text, instead, we have provided a list to the full URL for all links in the Appendix.

The Learning Portal

The Learning Portal from Ontario College Libraries is a hub of resources developed and share by all the Ontario College Libraries. The Learning Portal includes areas such as Study Skills and Writing & Communication as well as Learn Math and Maamwi. We have included a link to specific hub or pages related to the chapter content in our Want More section at the end of most chaptesr.

Unless otherwise specified, all resources on The Learning Portal / Le Portail d’Apprentissage are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Introduction

Welcome to College

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=26#oembed-1

An interactive H5P element has been excluded from this version of the text. You can view it online here: The first semester is almost every student’s most important time in College and it can also be the most challenging. Why? Because, for many students, adjusting to college isn’t easy. Students wrestle with balancing their time and other commitments to family, friends, and work. Statistics show that students who succeed in their first year are most likely to continue to complete their program. This guide presents some of what we know about the actions and attitudes of successful students. From the outside looking in, it may seem that successful students are good students simply because they’re naturally good at studying. But if you take a closer look, you’ll see that, although college students differ in many ways, all successful students share certain common traits, including a positive attitude, effective learning and thinking skills, good time management, and strategies for personal well-being. Like everything else in life that leads to meaningful results, success in college isn’t automatic. But when you apply yourself to your studies and adopt behaviors of successful students, you’ll find you can succeed. But first, what do we mean by success? The skills and experiences you gain as part of your academic program are intended to prepare you for the practical reality of working in the industry. From one perspective, success is achieving the credentials which tells employers that you have that foundation. The goal of your college education should be to build a body of knowledge that you’ll carry into your career. But this is not the only definition of success, each person has their own definition. For some students, success means graduating in the projected time frame and with all A’s on their grade report. For other students, success may mean gaining that industry knowledge and experience over a longer period of time, through part-time studies, or taking courses that give students the knowledge they need now and as part of a longer career path. Regardless of your personal definition of success, successful students understand why they are in college and what college can do for them. Some students have difficulty in their first year, often due to financial barriers, or possibly a personal or family matter. But most commonly, students’ difficulties are because they’re having problems passing their courses, stemming from not having developed the skills needed to succeed in college and lacking in enthusiasm. The information in the Guide can help you stay motivated when things get tough, and you can learn the skills and behaviors for succeeding in college. Almost everything in this guide —from time management to social skills, from study skills to staying healthy— will contribute to your overall success and, yes, to achieving better grades. Congratulations on your decision to attend college! When asked, most students say they’re in college primarily for the job or career they expect to follow after college. And they are correct that college pays off enormously in terms of future earnings, job security and stability, and job satisfaction. Every statistic shows that people with a college education will make much more in their lifetime (much, much more than the cost of college itself) and be much happier with the work they do. But job and career issues are only a part of the big picture. A college education results in many other personal benefits, and these also should be part of your motivation for doing well and continuing with your college plans. Here are a few additional, less tangible benefits of a college education: You will have a fuller life and a better understanding of the world around you. You will gain decision-making and problem-solving skills. You will meet many interesting and diverse people and have a richer social life. You will gain self-confidence. You will gain learning skills that can continue for a lifetime. You will make wiser decisions about lifestyle issues and live healthier. You will make wiser economic decisions the rest of your life. You will be better equipped to deal with other people, organizations, government agencies, and all the hassles of daily life. You will feel more a part of your community, the larger culture, and history. A college education is correlated with greater success in all those areas, even though most students are usually more concerned with making it through the next class or test than the rest of their lives. But sometimes it helps to recall what a truly great step forward you are taking! Are You Prepared For College? Take a few moments to consider if you are prepared for college by reviewing the statements below. Do you agree with all of the statements? An interactive H5P element has been excluded from this version of the text. You can view it online here: The statements provided are related to different areas of this guide so don’t worry if you feel fully prepared. This guide is organized into sections based on common skill sets, attitudes and behaviours of successful students. Here is what we consider common traits: Successful students: have goals take responsibility embrace a diverse community go to class ask for help get it together take control of their health practice mental wellness understand their finances get involved learn independently You can use these as a checklist when considering your own readiness for taking on the challenge of college. Feel free to read the entire guide or dip into the sections that interest you now and come back when you feel you may need a new idea or a new approach to your studies and college life. An interactive H5P element has been excluded from this version of the text. You can view it online here:
Your Past Educational Experience It is important to understand how College is different from the last school you attended and how well your own past educational experiences have prepared you for what you will find in college. College is a unique experience for all students — whether you just graduated from high school or are returning to education after years of working or studying in Canada for the first time. You are transitioning from one form of education to another. Generally speaking, however, the college experience is usually different in these ways: Time management is more important in college because of varying class and work schedules and other time commitments. College professors seldom seek you out to offer extra help if you’re falling behind. You are on your own and expected to do the work, meet deadlines, and so on, without someone looking over your shoulder. There may be no attendance policy for classes. You are expected to be mature enough to come to class without fear of penalties. Many classes are large, making it easy to feel lost in a crowd. Many professors, especially in large classes, teach by lecture—which can be difficult for those whose high school teachers interacted a great deal with students. College courses require more study time and require you to work on your own. Your social and personal life in college may be less supervised. Younger students may experience a sudden increase in freedom to do what they want. You will meet more people from more diverse backgrounds in college. All of these differences, along with a change in living situation for many students, can lead to emotional changes—both positive and negative. What does all this add up to? For some students, the sudden independence and freedom can lead in negative directions: sleeping late, skipping classes, missing deadlines, failing to study adequately for tests, and so on. Other students who are highly motivated and work hard in their classes may also have difficulty transitioning to the higher academic standards of college. Suddenly, you’re responsible for everything. That can be thrilling but also a challenge to get used to. The Guide will help you make this transition successfully. Building On Your Past Educational Experiences Retention Coordinator Irene Stewart recently presented a seminar for new students at St. Clair College. We will present excerpts of the seminar throughout this Guide starting with how students need to build on their past experiences when transitioning to a new college experience. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=26#oembed-2 An interactive H5P element has been excluded from this version of the text. You can view it online here: Key Takeaways The behaviors, attitudes and skills of successful students can be a guide for new students. Understanding the value of a college education in terms of career knowledge and skills as well as other personal benefits can help students be more successful. Students, in their first year, commonly struggle because they have not yet developed the skills needed to be successful at the college level and may lack motivation to apply themselves to their studies. This guide can help develop these skills and sustain motivation. It is important for students to understand how college is different than their last education experience and the adjustments they will need to make to be successful. 1 Successful students have goals One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=35#oembed-1 An interactive H5P element has been excluded from this version of the text. You can view it online here: Succeeding in college is rather like succeeding in life. It’s really much more about you than it is about college. So the most important place to start is to consider why you’re here, what matters to you, and what you expect to get out it. Even if you have already thought about these questions, it’s good to reaffirm your commitment to your plan as we begin to consider what’s really involved in being a college student. Let’s take a look at why successful student have goals. Students who have long term life and career goals see college as one step towards achieving their goals. This can set a purpose and a direction for students. It can increase students’ day-to-day and semester-to-semester motivation because they see that each course is part of a greater whole that will help them in the future. This can also help with persistence, with keeping at it when things are tough. There will be challenges during your college career. There may be times you feel like giving up or you just don’t feel like going to class, reading your textbook, or writing that paper. Having that purpose, that long term goal can help you decide to move past that challenge and keep going. We call this resiliency. Goals help you set priorities and remain motivated and committed to your college success. Setting a long term goal usually leads to setting medium and short term goals. These are practical goals related to being a student that can help you make better decisions when considering your choices of how to spend your time. Setting priorities with shorter term goals can help you see what you need to do next. Working through goals can help you feel more in control and can reduce stress. Attitude is the largest factor determining success in college. Work to stay positive and surround yourself with positive people, and you’ll find you are motivated to carry out the activities that will help you succeed in your courses. Goal Setting A goal is a result we intend to reach mostly through our own actions. Things we do may move us closer to or farther away from that result. Studying moves us closer to success in a difficult course, while sleeping through the final examination may completely prevent reaching that goal. That’s fairly obvious in an extreme case, yet still a lot of college students don’t reach their goal of graduating. The problem may be a lack of commitment to the goal, but often students have conflicting goals. One way to prevent problems is to think about all your goals and priorities and to learn ways to manage your time, your studies, and your social life to best reach your goals. It all begins with setting goals and thinking about priorities. As you think about your own goals, think about more than just being a student. You’re also a person with individual needs and desires, hopes and dreams, plans and schemes. Your long-term goals likely include graduation and a career but may also involve social relationships with others, a romantic relationship, family, hobbies or other activities, where and how you live, and so on. While you are a student, you may not be actively pursuing all your goals with the same fervor, but they remain goals and are still important in your life. Goals also vary in terms of time. Short-term goals focus on today and the next few days and perhaps weeks. Midterm goals involve plans for this school year and the time you plan to remain in college. Long-term goals may begin with graduating college and everything you want to happen thereafter. Often your long-term goals (e.g., the kind of career you want) guide your midterm goals (getting the right education for that career), and your short term goals (such as doing well on an exam) become steps for reaching those larger goals. Thinking about your goals in this way helps you realize how even the little things you do every day can keep you moving toward your most important long-term goals. Write out your goals. You should literally write them down, because the act of finding the best words to describe your goals helps you think more clearly about them. Follow these guidelines: Goals should be realistic. It’s good to dream and to challenge yourself, but your goals should relate to your personal strengths and abilities. Goals should be specific. Don’t write, “I will become a great musician;” instead, write, “I will finish my music degree and be employed in a symphony orchestra.” Goals should have a time frame. You won’t feel very motivated if your goal is vaguely “to finish college someday.” If you’re realistic and specific in your goals, you should also be able to project a time frame for reaching the goal. You should really want to reach the goal. We’re willing to work hard to reach goals we really care about, but we’re likely to give up when we encounter obstacles if we don’t feel strongly about a goal. If you’re doing something only because your parents or someone else wants you to, then it’s not your own personal goal — and you may have some more thinking to do about your life. An interactive H5P element has been excluded from this version of the text. You can view it online here:
SMART Goals for your 1st Semester You may have heard about the idea of “smart” goals. Review the video SMART Goals – Quick Overview for a short explanation of what SMART goals are and how to set them: One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=35#oembed-2 An interactive H5P element has been excluded from this version of the text. You can view it online here: Here are few goals to complete before end of your first week of classes: Ensure that you have set up your college account and email and get your college identification. Review the help files for software and online utilities available at your college. This could include the Learning Management System (LMS) that your college uses for online courses. In the first week of semester, seek out and review the Course Outline (Syllabus) for each one of your courses. Use your course outline to create a semester schedule and weekly study schedule. For instructions on how to do this, see the Successful Students Get It Together chapter. Make a list of all of your courses, the names of your professors and their email address for easy access when you have questions or concerns. Review all the services available to you, even if you don’t need them now, so that if you run into a challenge, you will know what help is available. For a list of typical services, see the Successful Students Ask For Help chapter. Begin setting your own personal short-term and semester goals to help keep you on track and motivated throughout your semester! Here is how we could write some of these goals as SMART goals. By the end of the first week of classes, I will: set up my college account, email address, and photo identification. and logged into the LMS system. collect all my course outlines and make a list of my professors and their email addresses. look up the services available on campus on the college website and will have visit the location of their office or department on campus. Where do you want to go? On a scale of 1 to 10, how would you rate your present skills for succeeding in college? Be honest with yourself and select the response that best reflects your current abilities. Remember, there are no right or wrong answers. After completing the assessment, take a moment to reflect on your responses and consider areas where you may want to focus on improvement. Remember, college is a journey of growth and learning, and this guide is here to support you in developing the skills you need for success.1 = Not very strong; 10 = Very strong Relating my personal values to education – ____ Finding the best career for my interests and skills – ____ Being prepared for college-level work – ____ Developing a positive attitude for college – ____ Successfully using each step of the learning process – ____ Adapting and broadening my personal learning style – ____ Getting the most out of classes large and small – ____ Following all college policies – ____ Taking advantage of all college resources – ____ Getting the best grades I can get – ____ Successfully transitioning to college and completing the first year – ____ Doing everything I can, every day, to ensure I succeed in college – ____ In the list above, what are the three most important areas in which you think you can improve? Are there other areas or skills that need more attention in order for you to succeed in college? Write down other things you feel you need to work on. These can be the start of your goal setting for this semester. The Importance of Attitude Everything people do and how they do it starts with attitude. One student gets up with the alarm clock and cheerfully prepares for the day, planning to study for a couple hours between classes, go jogging later, and see a friend at dinner. Another student oversleeps after partying too late last night, decides to skip his first class, somehow gets through later classes fueled by fast food and energy drinks while dreading tomorrow’s exam, and immediately accepts a friend’s suggestion to go out tonight instead of studying. Both students could have identical situations, classes, finances, and academic preparation. There could be just one significant difference— but it’s the one that matters. Here are some characteristics associated with a positive attitude: Enthusiasm for and enjoyment of daily activities Acceptance of responsibility for one’s actions and feeling good about success Generally upbeat mood and positive emotions, cheerfulness with others, and satisfaction with oneself Motivation to get the job done Flexibility to make changes when needed Ability to make productive, effective use of time And here are some characteristics associated with a negative attitude: Frequent complaining Blaming others for anything that goes wrong Often experiencing negative emotions: anger, frustration, resentment Lack of motivation for work or studies Hesitant to change or seek improvement Unproductive use of time, procrastination In the following video, Alison Ledgerwood, a social psychologist, discusses how people tend to focus more on negative events than positive ones, and how to overcome this. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=35#oembed-3 An interactive H5P element has been excluded from this version of the text. You can view it online here: Stay Focused and Motivated Okay, you’ve got a positive attitude. But you’ve got a lot of reading for classes to do tonight, a test tomorrow, and a paper due the next day. Maybe you’re a little bored with one of your reading assignments. Maybe you’d rather play a computer game. Uh oh—now what? Attitude can change at almost any moment. One minute you’re enthusiastically starting a class project, and then maybe a friend drops by and suddenly all you want to do is close the books and relax a while, hang out with friends. One of the characteristics of successful people is accepting that life is full of interruptions and change— and planning for it. Staying focused does not mean you become a boring person who does nothing but go to class and study all the time. You just need to make a plan. Plan ahead Planning ahead is the single best way to stay focused and motivated to reach your goals. Don’t wait until the night before an exam. If you know you have a major exam in five days, start by reviewing the material and deciding how many hours of study you need. Then schedule those hours spread out over the next few days — at times when you are most alert and least likely to be distracted. Allow time for other activities, too, to reward yourself for successful studying. Then when the exam comes, you’re relaxed, you know the material, you’re in a good mood and confident, and you do well. Planning is mostly a matter of managing your time well, there is more about this topic in the Successful Students Get it Together chapter. Here are some other tips for staying focused and motivated: If you’re not feeling motivated, think about the results of your goals, not just the goals themselves. If just thinking about finishing college doesn’t sound all that exciting, then think instead about the great, high paying career that comes afterward and the things you can do with that income. Find out more about the Science of Productivity with this video from ASAP Science. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=35#oembed-4 An interactive H5P element has been excluded from this version of the text. You can view it online here: Setting Priorities Thinking about your goals gets you started, but it’s also important to think about priorities. We often use the word “priorities” to refer to how important something is to us. We might think, this is a really important goal, and that is less important. Try this experiment: go back to the goals you wrote and see if you can rank each goal as a Top priority Middle priority Lowest priority It sounds easy, but do you actually feel comfortable doing that? Maybe you gave a priority 1 to passing your courses and a priority 3 to playing your guitar. So what does that mean—that you never play guitar again, or at least not while in college? Whenever you have an hour free between class and work, you have to study because that’s the higher priority? What about all your other goals — do you have to ignore everything that’s not a priority 1? And what happens when you have to choose among different goals that are both number 1 priorities? In reality, priorities don’t work quite that way. It doesn’t make a lot of sense to try to rank goals as always more or less important. The question of priority is really a question of what is more important at a specific time. It is important to do well in your classes, but it’s also important to have a social life and enjoy your time off from studying. You shouldn’t have to choose between the two — except at any given time. Priorities always involve time: what is most important to do right now. As we’ll see later, time management is mostly a way to juggle priorities so you can meet all your goals. When you manage your time well, you don’t have to ignore some goals completely in order to meet other goals. In other words, you don’t have to give up your life when you register for college—but you may need to work on managing your life more effectively. But time management works only when you’re committed to your goals. Attitude and motivation are very important. If you haven’t yet developed an attitude for success, all the time management skills in the world won’t keep you focused and motivated to succeed. Eisenhower Matrix One way to sort out your priorities is to use an Eisenhower Matrix. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=35#oembed-5 An interactive H5P element has been excluded from this version of the text. You can view it online here: Attitude and Priorities Self Check An interactive H5P element has been excluded from this version of the text. You can view it online here:
Key Takeaways Successful students have long-term life and career goals, which provide purpose and direction, increasing motivation, and helping them persevere through challenges. Goals help students set priorities, stay motivated, and maintain commitment to their college success, reducing stress and increasing a sense of control. Having long-term goals (college diploma) lead to setting midterm goals (by semester) which can be broken down into short-term goals (completing an assignment). Writing out your goals helps you think more clearly about what you want to achieve. Having positive attitude can help you stay motivated and focused on your goals. Planning ahead is the single best way to stay focused and motivated to reach your goals. Priorities involve assessing what is most important at a specific time, this is a good way to decide what to do next. 2 Successful students take responsibility One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=42#oembed-1 An interactive H5P element has been excluded from this version of the text. You can view it online here: A college campus is almost like a small town—or country—unto itself. The campus has its own security force, its own government, its own stores, its own ID cards, its own parking rules, and so on. Colleges also have their own policies regarding many types of activities and behaviors. Students who do not understand the rules can sometimes find themselves in trouble. The most important non-academic policy is a Code or Statement on Student Rights and Responsibilities. Such policies are designed to ensure that all students have the same right to a quality education—one not unfairly interrupted by the actions of others. The most important academic policy is academic honesty. The principle of academic honesty is simple: every student must do their own work. Colleges also have policies about alcohol and drug use, sexual harassment, hazing, hate crimes, and other potential problems. The college registrar has policies about course add and drop dates, payment schedules and refunds, and the like. You will find these policies on your college website. It is vital that you are aware of these policies as you begin your college career and that you are aware of how to solve problems, and make good decisions. College, The St. Clair Way While your college may have unique features to its culture and expectations, the general principles presented here are true for most North American Post Secondary institutions. This video was created for use at Orientation with new students at St. Clair College to explain our college culture. (You may recognize our own Irene Stewart in the video). We recommend that you review this video and work through the self-checks to ensure you are aware of your responsibilities as a student and of the college community that is available to help you be successful. An interactive H5P element has been excluded from this version of the text. You can view it online here:
An interactive H5P element has been excluded from this version of the text. You can view it online here: Self-Management To succeed in college, you need to take control of your life. Gone are the days when you could just “cruise” through school, or life, or let others motivate you or establish schedules to manage your time. This change presents an exciting opportunity. It’s your first step in your new life and the key to your future. Here are a few thoughts to get you started in the right direction: Accept responsibility for your life. You are on equal footing with everyone else and have the same opportunities to succeed. Decide what you want to do. Don’t let things just happen—make them happen by deciding that they should happen. Realize you can change. You can change your habits to become a better student. You can change your attitudes and become a more positive, motivated student. Develop a personal ethical code. Do what is right for you and for others. The college world demands ethical standards and rewards responsible, ethical behavior. Be proud of who you are and your good decisions. Enjoy your life! Going to college might seem overwhelming at times, but no one is asking you to “give up your life” to succeed in college. Enjoy meeting new people, learning new things, and experiencing the diversity of the college experience. Most college graduates look back on their college years as one of the best periods in their whole lives! Problem Solving: When Setbacks Happen Even when you have clear goals and are motivated and focused to achieve them, problems sometimes happen. Accept that they will happen, since inevitably they do for everyone. The difference between those who succeed by solving the problem and moving on and those who get frustrated and give up is partly attitude and partly experience —and knowing how to cope when a problem occurs. Lots of different kinds of setbacks may happen while you’re in college — just as to everyone in life. Here are a few examples: A financial crisis An illness or injury A crisis involving family members or loved ones Stress related to frequently feeling you don’t have enough time Stress related to relationship problems Some things happen that we cannot prevent. But many other kinds of problems can be prevented or made less likely to occur. You can take steps to stay healthy. You can take control of your finances and avoid most financial problems common among college students. You can learn how to build successful social relationships and get along better with your professors, with other students, and in personal relationships. You can learn time management techniques to ensure you use your time effectively for studying. You can learn to do well in your classes with effective reading, notetaking, test-taking, and writing skills for classes. Preventing the problems that typically keep college students from succeeding is much of what this Guide is all about. Not all problems can be avoided. Illness or a financial problem can significantly set one back — especially when you’re on a tight schedule and budget. Other problems, such as a social or relationship issue or an academic problem in a certain class, may be more complex and not easily prevented. What then? First, work to resolve the immediate problem: Stay motivated and focused. Don’t let frustration, anxiety, or other negative emotions make the problem worse than it already is. Analyze the problem to consider all possible solutions. An unexpected financial setback doesn’t automatically mean you have to drop out of school – not when alternatives such as student loans, less expensive living arrangements, or other possible solutions may be available. Failing a midterm exam doesn’t automatically mean you’re going to fail the course – not when you make the effort to determine what went wrong, work with your professor and others on an improved study plan, and use better strategies to prepare for the next test. Seek help when you need to. None of us gets through life alone, and it’s not a sign of weakness to see your academic advisor or a college counsellor if you have a problem. When you’ve developed a plan for resolving the problem, work to follow through. If it will take a while before the problem is completely solved, track your progress in smaller steps so that you can see you really are succeeding. Every day will move you one step closer to putting it behind you. After you’ve solved a problem, be sure to avoid it again in the future: Be honest with yourself: how did you contribute to the problem? Sometimes it’s obvious: a student who drank heavily at a party the night before a big test failed the exam because he was so hung over he couldn’t think straight. Sometimes the source of the problem is not as obvious but may become clearer the more you think about it. Another student did a lot of partying during the term but studied all day before the big test and was well rested and clearheaded at test time but still did poorly; he may not yet have learned good study skills. Another student has frequent colds and other mild illnesses that keep him from doing his best: how much better would he feel if he ate well, got plenty of exercise, and slept enough every night? If you don’t honestly explore the factors that led to the problem, it’s more likely to happen again. Take responsibility for your life and your role in what happens to you. Earlier we talked about people with negative attitudes, who are always blaming others, fate, or “the system” for their problems. It’s no coincidence that they keep on having problems. Unless you want to keep having problems, don’t keep blaming others. Taking responsibility doesn’t mean being down on yourself. Failing at something doesn’t mean you are a failure. We all fail at something, sometime. Adjust your attitude so you’re ready to get back on track and feel happy that you’ll never make that mistake again! Make a plan. You might still have a problem on that next big test if you don’t make an effective study plan and stick to it. You may need to change your behavior in some way, such as learning time management strategies. An interactive H5P element has been excluded from this version of the text. You can view it online here:
Making Decisions Much of your college and professional life will be spent solving problems; some will be complex, such as deciding on a career, and require time and effort to come up with a solution. Others will be small, such as deciding what to eat for lunch, and will allow you to make a quick decision based entirely on your own experience. But, in either case, when coming up with the solution and deciding what to do, follow the same basic steps. • Define the problem. Use your analytical skills. What is the real issue? Why is it a problem? What are the root causes? What kinds of outcomes or actions do you expect to generate to solve the problem? What are some of the key characteristics that will make a good choice: Timing? Resources? Availability of tools and materials? For more complex problems, it helps to actually write out the problem and the answers to these questions. Can you clarify your understanding of the problem by using metaphors to illustrate the issue? • Narrow the problem. Many problems are made up of a series of smaller problems, each requiring its own solution. Can you break the problem into different facets? What aspects of the current issue are “noise” that should not be considered in the problem solution? (Use critical thinking to separate facts from opinion in this step.) • Generate possible solutions. List all your options. Use your creative thinking skills in this phase. Did you come up with the second “right” answer, and the third or the fourth? Can any of these answers be combined into a stronger solution? What past or existing solutions can be adapted or combined to solve this problem? • Choose the best solution. Use your critical thinking skills to select the most likely choices. List the pros and cons for each of your selections. How do these lists compare with the requirements you identified when you defined the problem? If you still can’t decide between options, you may want to seek further input trusted friends and family, your professors or college counsellors. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=42#oembed-2 An interactive H5P element has been excluded from this version of the text. You can view it online here:
An interactive H5P element has been excluded from this version of the text. You can view it online here:
Contributing to Decision Making You will be called on to make many decisions in your life. Some will be personal, like what to major in, or whether or not to get married. Other times, you will be making decisions on behalf of others at work or for a volunteer organization. Occasionally, you will be asked for your opinion or experience for decisions others are making. To be effective in all of these circumstances, it is helpful to understand some principles about decision making. First, define who is responsible for solving the problem or making the decision. In an organization, this may be someone above or below you on the organization chart but is usually the person who will be responsible for implementing the solution. Deciding on an academic major should be your decision, because you will have to follow the course of study. Deciding on the boundaries of a sales territory would most likely be the sales manager who supervises the territories, because he or she will be responsible for producing the results with the combined territories. Once you define who is responsible for making the decision, everyone else will fall into one of two roles: giving input, or in rare cases, approving the decision. Understanding the role of input is very important for good decisions. Input is sought or given due to experience or expertise, but it is up to the decision maker to weigh the input and decide whether and how to use it. Input should be fact based, or if offering an opinion, it should be clearly stated as such. Finally, once input is given, the person giving the input must support the other’s decision, whether or not the input is actually used. Consider a team working on a project for a science course. The team assigns you the responsibility of analyzing and presenting a large set of complex data. Others on the team will set up the experiment to demonstrate the hypothesis, prepare the class presentation, and write the paper summarizing the results. As you face the data, you go to the team to seek input about the level of detail on the data you should consider for your analysis. The person doing the experiment setup thinks you should be very detailed, because then it will be easy to compare experiment results with the data. However, the person preparing the class presentation wants only high-level data to be considered because that will make for a clearer presentation. If there is not a clear understanding of the decision-making process, each of you may think the decision is yours to make because it influences the output of your work; there will be conflict and frustration on the team. If the decision maker is clearly defined upfront, however, and the input is thoughtfully given and considered, a good decision can be made (perhaps a creative compromise?) and the team can get behind the decision and work together to complete the project. Finally, there is the approval role in decisions. This is very common in business decisions but often occurs in college work as well (the professor needs to approve the theme of the team project, for example). Approval decisions are usually based on availability of resources, legality, history, or policy. Decision making self-check: An interactive H5P element has been excluded from this version of the text. You can view it online here:
Important College Policies One of the most important things that successful students do to take responsibility is to review the policies the govern the college community. It is vital that you seek out and review the policies for your college. These policies impact you as a student and your awareness of the standards, time lines and regulations can prevent you from making missteps that impact your education. Common policies include: Student Handbook: This document provides a comprehensive overview of university regulations, policies, procedures, and resources. It’s the first document every student should familiarize themselves with. Code of Student Rights Responsibilities: Similar to the Code of Conduct, this document outlines the expected behaviors of students and the potential consequences for violating these expectations. Academic Integrity Policy: This policy outlines the expectations around academic honesty, which include plagiarism, cheating, and other forms of academic dishonesty. Residence Agreement/Handbook: If students are living on campus, it’s essential to understand the rules and guidelines of their specific residence hall or on-campus apartment. Alcohol and Cannabis Policy: Universities in Ontario have policies around the use of alcohol and cannabis on campus. Understanding these rules can help prevent violations. Sexual Violence Policy: This policy is crucial to understand in the context of Ontario’s Bill 132, which requires post-secondary institutions to have specific policies in place to combat sexual violence on campus. Health and Safety Policies: These cover a wide range of topics, including emergency procedures, health center policies, mental health resources, and information on reporting safety concerns or incidents. Information Technology Acceptable Use Policy: This policy includes the guidelines for using the university’s digital resources, such as Wi-Fi, email, and other online services. Student Financial Policies: It’s important to understand the terms and conditions of any student loans, scholarships, bursaries, or grants. This can also include the university’s tuition refund policy. Accessibility Services Policy: These guidelines help students understand how to access and arrange accommodations for disabilities or chronic illnesses. Human Rights Policy: This policy outlines the university’s commitment to creating an environment free from discrimination and harassment. Privacy Policies: Universities have policies outlining how they handle and protect student data. Course Outlines/Syllabi: These will provide expectations, grading criteria, faculty office hours, and other course-specific information.Additionally, it’s beneficial for students to review their campus map and key facilities, and familiarize themselves with any specific departmental or faculty guidelines relevant to their course of study. Students should also be aware that each university or college may have unique policies and documents important for its community, so it’s a good idea to review any information provided thoroughly. Let’s take a closer look at some of these policies. Code of Student Rights and Responsibilities Generally, a Code of Rights and Responsibilities lays out what your college expects of you in term of behaviour both in and out of the classroom and what you can expect from the college. It is vital that you locate and review what serves as the Code of Rights and Responsibilities at your college. To give you an idea of what you will find, here is an introduction to the THRIVES materials at St. Clair College on our Student Code: As a student you are valued and respected, you will be treated as an adult through this exciting journey. You will be provided with many opportunities to grow, excel and flourish; of course, along the way you will make mistakes which is expected. Mistakes are opportunities for personal growth and change; we are defined by what we learn from our mistakes. At St. Clair College, we want to guide you through potential mistakes and mitigate any potential actions that could alter your path to graduation and success, hence we introduce to you the Code of Student Rights and Responsibilities (The Code). The Code, is a guide that supports the “…the College’s intention, not only to respect the rights of students but also to require students to respect the rights of others and to observe College rules and regulations to the orderly operations of the College and the classroom.” (Section 7.11, Code of Student Rights and Responsibilities). Student’s Rights and Responsibilities at St. Clair College An interactive H5P element has been excluded from this version of the text. You can view it online here:
In addition to laying out your rights and responsibilities, the Code will also explain penalties for Academic and Non-Academic infractions along with the process used to deal with infractions. Academic Integrity – The Honest Truth Let’s rejoin Irene Stewart and learn more about Academic Integrity. Academic Integrity is a common term in North American Post Secondary education but not everyone is familiar with meaning of integrity, if it helps, you can use the word “Honesty” in place of integrity! One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=42#oembed-3 An interactive H5P element has been excluded from this version of the text. You can view it online here:
At college, we focus on the active process of learning, not just on how to get good grades. The attitude of some students that grades are the only thing that matters in academics has led many students to resort to academic dishonesty to try to get the best possible grades or handle the pressure of an academic program. Although you may be further tempted if you’ve heard people say, “Everybody does it,” or “It’s no big deal at my school,” you should be mindful of the consequences of cheating: You don’t learn as much. Cheating may get you the right answer on a particular exam question, but it won’t teach you how to apply knowledge in the world after school, nor will it give you a foundation of knowledge for learning more advanced material. When you cheat, you cheat yourself out of opportunities. You risk failing the course or even expulsion from school. Ignorance of the rules is seldom considered a valid defense. Cheating causes stress. Fear of getting caught will cause you stress and anxiety; this will get in the way of performing well with the information you do know. You’re throwing away your money and time. Getting a college education is a big investment of money and effort. You’re simply not getting your full value when you cheat, because you don’t learn as much. You are trashing your integrity. Cheating once and getting away with it makes it easier to cheat again, and the more you cheat, the more comfortable you will feel with giving up your integrity in other areas of life—with perhaps even more serious consequences. Cheating lowers your self-esteem. If you cheat, you are telling yourself that you are simply not smart enough to handle learning. It also robs you of the feeling of satisfaction from genuine success. Technology has made it easier to cheat. But be aware that technology has also created ways for professors to easily detect these forms of academic dishonesty. If you feel uneasy about doing something in your college work, trust your instincts. Confirm with the professor that your intended form of research or use of material is acceptable. Cheating just doesn’t pay. The Honest Truth about Dishonesty One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=42#oembed-4 An interactive H5P element has been excluded from this version of the text. You can view it online here:
Understanding Academic Misconduct Academic misconduct is a general term which describes academic offences detrimental to the College’s learning environment. These offences diminish the trust that is essential in the teaching and learning process. The teaching and learning process can be understood as a dialogue between professor and student that builds on existing knowledge and advances scholarship. If a student falsifies his or her side of this process, learning is compromised and the foundation upon which knowledge is built is put at risk. While students should be concerned about the penalties that may come from academic misconduct, such as failing the course, the more serious consequence is that they will lack the knowledge and skills necessary in their chosen field of study. In order to gain understanding and advance learning, students must engage in the learning process honestly. Academic misconduct is otherwise known as “cheating”. Cheating puts honest students at a disadvantage by failing to maintain a fair learning environment. We must all work together to prevent cheating. Academic misconduct can take various forms: Cheating on exams Unauthorized collaboration on individual assignments Adding a name to group assignment submission without contributing an appropriate share to the project Allowing someone else to copy your work Impersonating a candidate in an exam or test Altering or providing false medical or academic information Plagiarism such as using direct quotations or sections of paraphrased material without citing appropriate references; cutting and pasting from the Internet without appropriate references; and submitting essays, assignments, labs, projects, take-home exams, computer programs, etc., written, in whole or in part, by someone else Two areas where students can make unintentional academic mis-steps Plagiarism Plagiarism means using the work of someone else, in whole or in part, without giving credit. Plagiarism is one of the most common forms of academic misconduct at college. It is important that students educate themselves about what plagiarism is because plagiarism is a form of academic misconduct that can result unintentionally. While a student may not intend to “cheat”, failing to properly follow academic guidelines in written work can result in serious penalties. Be sure that the coursework that you submit is your own. Although requirements for assignments vary from course to course, the work you are graded on should be your own. If there is any doubt about what is allowable, be sure to seek clarification from your professor. Generally, if an assignment requires that you to develop an idea and express it in your own words you should do just that. Quoting other people’s work in these types of assignments should be done sparingly.While quoting someone else’s writing is allowable, and in some cases required, rules and conventions must be followed for quoting and citing. Always avoid the following:
Paraphrasing someone else’s writing too closely, even if it constitutes only some of your written assignment Presenting someone else’s idea as your own without properly citing it Allowing someone else to write your assignment or part of it Submitting all or part of an assignment obtained from a commercial paper mill Using electronic databases or the Internet and submitting the product as your own work, even if it constitutes only some of your written work Writing an assignment together with someone else in the course (unless the professor has expressly allowed collaboration) Submitting the same paper in more than one course without the permission of the professors More information about avoiding Plagiarism and tutorials on APA citation style are available to you in our Successful Students Learn Independently module in the Writing section. We encourage you to review this material before your first written assignment. Unauthorized Collaboration Unauthorized collaboration means working with others on assignments that will be submitted for a grade without the specific permission of the professor. Students MAY NOT collaborate without professor authorization. Unauthorized collaboration misrepresents joint work as the work of the individual. It leads to an unfair advantage over students who follow the rules and do their own work. Additionally, those who do not complete their work independently may not be aware of gaps in their own knowledge and skills and they do not learn all they can or should from their assignments. Unauthorized collaboration includes: Working out answers to homework assignments with others Working on take-home work with others “Checking” homework answers with others Having someone else help write or re-write a paper The rules regarding collaboration vary from course to course and assignment to assignment. Professors may permit collaboration on some assignments and not others in the same course. Professors have different teaching methods and goals. Some teaching methods focus on important lessons learned from working individually. These assignments are designed to develop a student’s own individual skills, knowledge and confidence. It also provides a more accurate evaluation of the individual student’s strengths and weaknesses. Other teaching methods are designed to develop students’ abilities to solve problems together through collaboration. This provides teamwork experience: learning is achieved by sharing strategies and exchanging information. The rules of whether collaboration is authorized on a given assignment will depend on the learning goals and teaching method used. Collaboration is not permitted unless the professor has specifically authorized it. If you are unclear about the requirements of an assignment, seek clarification from your professor. If an professor assigns a group project or allows collaboration on an assignment, students may not exceed the limits set by the professor. Even if your professor authorizes collaborative work, copying someone else’s work or allowing them to copy yours is considered academic misconduct. These rules do not mean that students may not study together or in groups to help each other in better understanding course material. The rules apply to assignments that will be submitted for grading. Forming study groups, for example, to prepare for an in-class test that has not been pre-issued does not constitute unauthorized collaboration. Academic Integrity Self-Check An interactive H5P element has been excluded from this version of the text. You can view it online here:
Key Takeaways Every college has policies that students should review and follow. It is vital that you seek out and review the policies in place at your college as early as possible. The principle of academic honesty is that every student must do their own work. Self management requires you to take control of your life, accept responsibility, make good decisions and make changes as needed. Making good decisions and taking control are ways to prevent problems. When problems occur, work through the problem solving steps and consider how to avoid similar problems in the future. When making decisions, clearly define the problem before considering various solutions and choose the best solution available. Want More? The Learning Portal’s resources on Academic Integrity more resources on how to avoid mis-steps 3 Successful students embrace a diverse community One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=53#oembed-1 An interactive H5P element has been excluded from this version of the text. You can view it online here:
Successful students use their college experience to meet new people and gain understanding of others’ viewpoints. Sometimes, we can have preformed ideas about people who are different than we are and may feel more comfortable with people who are “like” us. However, by starting with being open to getting to know people as individuals, we can break down many barriers and misconceptions. This can help you become a better global citizen as well as better understand the values of multiculturalism that we hold dear in Canadian society. Multiculturalism involves an attitude of respect for the feelings, ideas, behaviors, and experiences of others who differ from oneself in any way. Learning about different people can help us learn more about ourselves as often our own culture is invisible to us. We may have ideas about what is customary behavior and we may have negative reactions when someone does something different. To prevent or resolve conflicts that may occur in any social interaction, you should maintain an attitude of respect for others, be open minded and willing to compromise, and know how to work together calmly to resolve conflicts. As you begin to explore how you are different than others in a respectful way, you begin to understand why you think and behave in certain ways based on your upbringing and past experiences and appreciate that this does not have to be the only way to approach life. Experiencing new ways of thinking, ideas, concepts and values leads to deeper and more complex thinking and creativity. Diversity on campus is beneficial for all students, not just those from ethnic or minority groups. The wider perspectives of students from different backgrounds and the greater variety of teaching methods help everyone gain more fully in educational experiences. Socially, students develop a more mature worldview and are better prepared for interacting with a diverse world in the future. Students who embrace opportunities to experience diversity have greater satisfaction with their college careers and take a personal responsibility both for broadening their own social world and for speaking out against prejudice and discrimination wherever encountered. Let’s talk Land Acknowledgements St. Clair College Traditional Land Acknowledgment St. Clair College would like to recognize and acknowledge that it sits on the Three Fires Confederacy’s traditional territory of the Ojibwe, Odawa, and Potawatomi nations. We would also like to acknowledge the many other tribes and indigenous nations that call this beautiful land home. We give thanks to the land and surrounding Water for sustaining us. This acknowledgment is part of how we, at St. Clair College, recognize that we are guests on these lands and that Indigenous peoples were here long before St. Clair College, Chatham, Windsor, Ontario or even Canada existed. Take a look at the image below. It probably does not look like the map of Canada you may have seen before. That is because it does not show provinces, but rather it shows territories of Indigenous peoples. This image was taken from Native-Land.ca, a not-for-profit organization that is attempting to map the traditional territories, languages and treaties of Indigenous peoples as a way for non-indigenous people to explore the land they live on. Victor Temprano (2017), initial creator of Native-Land.ca, wrote “I wanted to make something to reach out to non-Indigenous people (like myself), something that would engage them in with Indigenous history in a friendly and interesting way. Indigenous people already know their territory — it’s the ‘settlers’ who needed to have a look at the information I was collecting. I wanted people to have Indigenous names and lands in mind as they went about their days.” Feel free to explore Native-Land.ca in more depth. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=53#oembed-2 An interactive H5P element has been excluded from this version of the text. You can view it online here:
Refer to the accordion below for more information: An interactive H5P element has been excluded from this version of the text. You can view it online here:
What Diversity Really Means Ours is a very diverse society and increasingly so. But diversity means much more than a variety of racial and ethnic differences. As we’ll use the term here, diversity refers to the great variety of human characteristics, ways that we are different even as we are all human and share more similarities than differences. These differences are an essential part of what enriches humanity. We’ll look first at some of the ways that people differ and explore the benefits of diversity for our society generally and for the college experience. While we should all celebrate diversity, at the same time we need to acknowledge past issues that grew from misunderstandings of such differences and work together to bring change where needed. Differences among people may involve where a person was born and raised, the person’s family and cultural group, factual differences in personal identity, and chosen differences in significant beliefs. Some diversity is primarily cultural, other diversity may be biological, and some diversity is defined in personal terms. Diversity generally involves things that may significantly affect some people’s perceptions of others, not just any way people happen to be different. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=53#oembed-3 An interactive H5P element has been excluded from this version of the text. You can view it online here:
When discussing diversity, it is often difficult to avoid seeming to generalize about different types of people and such generalizations can seem similar to dangerous stereotypes. The following descriptions are meant only to suggest that individuals are different from other individuals in many possible ways and that we can all learn things from people whose ideas, beliefs, attitudes, values, backgrounds, experiences, and behaviors are different from our own. This is a primary reason college admissions departments frequently seek diversity in the student body. Types of Diversity When discussing diversity, it is often difficult to avoid seeming to generalize about different types of people and such generalizations can seem similar to dangerous stereotypes. The following descriptions are meant only to suggest that individuals are different from other individuals in many possible ways and that we can all learn things from people whose ideas, beliefs, attitudes, values, backgrounds, experiences, and behaviours are different from our own. This is a primary reason college admissions departments frequently seek diversity in the student body. Click on each type of Diversity to see an explanation: An interactive H5P element has been excluded from this version of the text. You can view it online here:
What can students do? While diversity exists in most places, not everyone automatically understands differences among people and celebrates the value of those differences. Students who never think about diversity and who make no conscious effort to experience and understand others gain less than others who do. There are many ways you can experience the benefits of diversity on our college campus, however, beginning with your own attitudes and by taking steps to increase your experiences with diverse individuals. Acknowledge your own uniqueness, for you are diverse, too. Diversity doesn’t involve just other people. Consider that you may be just as different to other people as they are to you. Don’t think of the other person as being the one who is different, that you are somehow the “norm.” Your religion may seem just as odd to them as theirs does to you, and your clothing may seem just as strange looking to them as theirs is to you—until you accept there is no one “normal” or right way to be. Look at yourself in a mirror and consider why you look as you do. Why do you use the slang you do with your friends? Why did you just have that type of food for breakfast? How is it that you prefer certain types of music? Read certain books? Talk about certain things? Much of this has to do with your cultural background—so it makes sense that someone from another cultural or ethnic background is different in some ways. But both of you are also individuals with your own tastes, preferences, ideas, and attitudes—making you unique. It’s only when you realize your own uniqueness that you can begin to understand and respect the uniqueness of others, too. Consider your own (possibly unconscious) stereotypes. A stereotype is a fixed, simplistic view of what people in a certain group are like. It is often the basis for prejudice and discrimination: behaving differently toward someone because you stereotype them in some way. Stereotypes are generally learned and emerge in the dominant culture’s attitudes toward those from outside that dominant group. A stereotype may be explicitly racist and destructive, and it may also be a simplistic generalization applied to any group of people, even if intended to be flattering rather than negative. As you have read this module so far, did you find yourself thinking about any group of people, based on any kind of difference, and perhaps thinking in terms of stereotypes? If you walked into a party and saw many different kinds of people standing about, would you naturally avoid some and move toward others? Remember, we learn stereotypes from our cultural background—so it’s not a terrible thing to admit you have inherited some stereotypes. Thinking about them is a first step in breaking out of these irrational thought patterns. Diversity Thought Activity Challenge your thinking: Part 1 One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=53 Challenge your thinking: Part 2 Now think for a minute about how you responded in these scenarios. Did your mental image in the first scenario involve a negative stereotype? What images in the media or society might have contributed to that response? The second and third scenarios involve simple situations in which you couldn’t help but note some difference between you and another person. What might you feel in such situations in real life? Again, there is no “right” answer, and an awareness of differences is normal and natural even if it may cause some discomfort at first. On the other hand, if you have had significant experiences with diverse others, you might have read these scenarios and simply wondered, “So what? What’s the big deal?” It’s worthwhile thinking about what that means. Don’t try to ignore differences among people. Some people try so hard to avoid stereotyping that they go to the other extreme and try to avoid seeing any differences at all among people. But as we have seen throughout this module, people are different in many ways, and we should accept that if we are to experience the benefits of diversity. Don’t apply any group generalizations to individuals. As an extension of not stereotyping any group, also don’t think of any individual person in terms of group characteristics. People are individuals first, members of a group second, and any given generalization simply may not apply to an individual. Be open minded and treat everyone with respect as an individual with their own ideas, attitudes, and preferences. Develop cultural sensitivity for communication. Realize that your words may not mean quite the same thing in different cultural contexts or to individuals from different backgrounds. This is particularly true of slang words, which you should generally avoid until you are sure the other person will know what you mean. Never try to use slang or expressions you think are common in the cultural group of the person you are speaking with. Similarly, since body language often varies among different cultures, avoid strong gestures and expressions until the responses of the other person signify he or she will not misinterpret the messages sent by your body language. Take advantage of campus opportunities to increase your cultural awareness. There are multiculturalism special events, cultural fairs and celebrations, concerts, and other programs held frequently on campus. An interactive H5P element has been excluded from this version of the text. You can view it online here:
The Benefits of Diversity The goal of many college admissions departments is to attract diverse students from a broad range of backgrounds involving different cultural, socioeconomic, age, and other factors—everything in the preceding list. But why is diversity so important? There are many reasons: * Experiencing diversity at college prepares students for the diversity they will encounter the rest of their lives. Learning to understand and accept people different from ourselves is very important in our world. * Students learn better in a diverse educational setting. Encountering new concepts, values, and behaviors leads to thinking in deeper, more complex, and more creative ways, rather than furthering past ideas and attitudes. * Experiencing diversity on campus is beneficial for all students. Students have more fulfilling social relationships and report more satisfaction and involvement with their college experience. * Diversity experiences help break the patterns of segregation and prejudice that have characterized North American history. Discrimination against others, whether by race, gender, age, sexual orientation, or anything else, is rooted in ignorance and sometimes fear of people who are different. Getting to know people who are different is the first step in accepting those differences, furthering the goal of a society free of all forms of prejudice and the unfair treatment of people. * Students of a traditional college age (early 20’s) are in an ideal stage of development for forming healthy attitudes about diversity. The college years are a time of growth and maturation intellectually, socially, and emotionally, and a sustained experience of diversity is an opportunity to heighten this process. * Experiencing diversity makes us all better citizens in our democracy. When people can better understand and consider the ideas and perspectives of others, they are better equipped to participate meaningfully in our society. * Diversity enhances self-awareness. We gain insights into our own thought processes, life experiences, and values as we learn from people whose backgrounds and experiences are different from our own. A word about multiculturalism More than anything, multiculturalism is an attitude. Multiculturalism involves accepting and respecting the ideas, feelings, behaviors, and experiences of people different from oneself—all the forms of diversity described earlier. Canada is not actually a “melting pot” in the sense that people from diverse backgrounds somehow all become the same. Canada has always included a great diversity of ideas, attitudes, and behaviors. People of diverse religious backgrounds are not expected to “melt” together into one religion. Canada’s Charter of Rights and Freedoms guarantees the equal rights of all people regardless of skin color, gender, age, and other differences—including, equality under the law for those with diverse sexual orientation. A number of years ago, a Danish television station created a commercial titled “All that we share” to demonstrate the diversity of the Danish people. It has a powerful but simple message: we have more in common then we realize. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=53#oembed-4 An interactive H5P element has been excluded from this version of the text. You can view it online here:
An interactive H5P element has been excluded from this version of the text. You can view it online here:
The Importance of Community St. Clair College is a vibrant and diverse community of students, staff, faculty and administrators. As a community, St. Clair has a culture all it’s own. In this video, Irene Stewart continues her workshop called College, the St. Clair Way. Let’s listen in for a perspective on what values are important at St. Clair College both in and out of the classroom. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=53#oembed-5 An interactive H5P element has been excluded from this version of the text. You can view it online here:
Getting Along With Others Interdependence Humans are social creatures—it’s simply in our nature. We continually interact with other students and professors, and we can learn a great deal from these interactions that heighten the learning process. This frequent interaction with others forms a state of interdependence. College students depend on their professors, but just as importantly, they depend on other students in many ways. As important as our interactions with others are, we do not automatically possess the skills that help us form good relationships and make the most of our experiences. Consider how these two college students are different: John often arrives just as class is beginning and leaves immediately afterward. He makes little effort to talk with other students in the classroom, and after class he goes off to study alone or to his part-time job, where he spends most of his time at a computer screen. He is diligent in his studies and generally does well. After two months, he has not gotten to know his roommate very well, and he generally eats alone with a book in hand. He stops by to see his professors in their offices only if he missed a class due to illness, and on weekends and holidays he often hangs out at his parents’ house or sees old friends. Kim likes to get to class early and sits near others so they can talk about the reading for class or compare notes about assignments. She enjoys running into other students she knows from her classes and usually stops to chat. Although she is an older working student who lives alone off campus, she often dines in a campus café and asks students she meets in her classes to join her. After two months, with the approach of midterms, she formed a study group with a couple other students. If she feels she doesn’t understand an important lecture topic very well, she gets to her professor’s office a few minutes ahead of office hours to avoid missing out by having to wait in line. A few weeks into the term, she spent a weekend with a student from another country and learned much about a culture about which she had previously known little. These students are very different. Which do you think is more fully enjoying the college experience? Which do you think is more likely to do well academically? Most of us fall somewhere between these two extremes, but we can learn to be more like Kim and more actively engage with others. Recognize the Value of Social Interaction Building good relationships is important for happiness and a successful college experience. College offers the opportunity to meet many people you would likely not meet otherwise in life. Make the most of this opportunity to gain a number of benefits: A growing understanding of diverse other people, how they think, and what they feel that will serve you well throughout your life and in your future career A heightened sense of your own identity, especially as you interact with others with different personalities and from different backgrounds Emotional comfort from friendship with someone who understands you and with whom you can talk about your problems, joys, hopes, and fears An opportunity to grow with wider intellectual and emotional horizons, college often offers an opportunity to be stimulated and excited by new relationships and interactions with people who will challenge your thinking and help you become your best. Still, it can be difficult to get started with new relationships in college. Making New Friends Some people just make friends naturally, but many first-year college students are more shy or quiet and may need to actively seek new friends. Here are some starting points: Keep all doors open for meeting new people. Try to sit with different people at meals so you can get to know them better. Study in a common area or lounge where you’ll be among others. Be open in your interests. Don’t limit yourself to people who share only certain interests. Meeting people by studying together is an excellent way to get to know people with different interests. Don’t try to get involved in everything going on around you. Committing to too many activities or joining too many social groups will spread your time too thin, and you may not spend enough time with anyone to get to know them. Let others see who you really are. Let people get to know the things you’re interested in, your real passions. People who really know you are more likely to become good friends. Make an effort to get to know others, too. Show some interest. Don’t talk just about your interests—ask them about theirs. Show others that you’re interested, that you think they’re worth spending time with, and that you really do want to get to know them. Once a friendship has started, be a good friend. Respect your friends for what they are and don’t criticize them or talk about them behind their back. Give emotional support when your friends need it and accept their support as well when you need it. Are You Shy? If you’re shy, try meeting and talking to people in situations where you can interact one-to-one, such as talking with another student after class. Start with what you have in common— “How’d you do on the test?” —and let the conversation grow from there. Avoid the emotional trap of thinking everyone but you is making new friends and start some conversations with others who look interesting to you. You’ll soon find other “shy” or quiet people eager to interact with you as well and get to know you. Shy people may be more likely to feel lonely at times, especially while still feeling new at college. Loneliness is usually a temporary emotional state, however. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=53#oembed-6 An interactive H5P element has been excluded from this version of the text. You can view it online here:
Managing Conflict Conflicts among people who are interacting are natural. People have many differences in opinions, ideas, emotions, and behaviors, and these differences sometimes cause conflicts. So how can such conflicts be resolved? Two things are necessary for conflict resolution that does not leave one or more of the people involved feeling negative about the outcome: attitude and communication. A conflict cannot be resolved satisfactorily unless all people involved have the right attitude: Respect the opinions and behaviors of others. Accept that people are not all alike and learn to celebrate your differences. Most situations do not involve a single right or wrong answer. Be open minded. Just because at first you are sure that that you are right, do not close the door to other possibilities. Look at the other’s point of view. Be open to change—even when that means accepting constructive criticism. Calm down. You can’t work together to resolve a conflict while you’re still feeling strong emotions. Agree with the other to wait until you’re both able to discuss it without strong emotions. Recognize the value of compromise. Even if you disagree after calmly talking over an issue, accept that as a human reality and understand that a compromise may be necessary in order to get along with others. With the right attitude, you can then work together to resolve the issue. This process depends on good communication: Listen. Don’t simply argue for your position, but listen carefully to what the other says. Pay attention to their body language as you try to understand their point of view and ask questions to ensure that you do. Paraphrase what you think you hear to give the other a chance to correct any misunderstanding. Use “I statements” rather than “you statements.” Explain your point of view about the situation in a way that does not put the other person on the defensive and evoke emotions that make resolution more difficult. Don’t blame the other for the problem, that would just get emotions flowing again. In most cases, when the people involved have a good attitude and are open to compromise, conflicts can be resolved successfully. Yet sometimes there seems to be no resolution. Sometimes the other person may simply be difficult and refuse to even try to work out a solution. Regrettably, not everyone on or off campus is mature enough to be open to other perspectives. With some interpersonal conflicts, you may simply have to decide not to see that person anymore or find other ways to avoid the conflict in the future. But remember, most conflicts can be solved among adults, and it’s seldom a good solution to run away from a problem that will continue to surface and keep you from being happy with your life. Steps to follow In any friendship or relationship, conflict will eventually happen. This is just natural because people are different. If a conflict is ignored, or the partners just argue without resolving it, it may simmer and continue to cause tension, eventually weakening the relationship. It’s better to take steps to resolve it. Conflict resolution is a process of understanding what’s really going on and then finding a solution. The same general steps of conflict resolution can work to solve a relationship conflict or a conflict between any people or groups because of a disagreement about anything. Following are the general principles of conflict resolution: Allow things to cool off. It’s difficult to resolve a conflict while either party is still emotional. Wait a few minutes or agree to talk about it later. Using “I statements” rather than “you statements,” each party explains what bothers him or her about the cause of the conflict. “You statements” put the other person on the defensive and evoke emotions that make resolution more difficult. Listen carefully to what the other person says. Then restate the message in your own words to give the other a chance to clarify their thoughts and feelings. Each party should listen to the other and restate the other’s message to ensure the real issue is out on the table for discussion. Accept responsibility for your role in the conflict, instead of blaming the other. Brainstorm together to find a solution that satisfies both of you. Some compromise is usually needed, but that is usually not difficult to reach when you’re calm and are working together on a solution. Apologize, thank, and forgive. After reaching a resolution, emotional closure is needed to restore your relationship and end on a positive, affirming note. When appropriate, apologize for your past anger or arguing. Thank the other for being willing to compromise to resolve the conflict. In your mind, forgive the person for past misunderstandings and actions so that you do not carry any grudge into the future. Let’s rejoin Irene Stewart’s presentation to hear about the value of conflict resolution in our community. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=53#oembed-7 An interactive H5P element has been excluded from this version of the text. You can view it online here:
Dealing With Harassment Although college campuses are for the most part safe, secure, and friendly places where social and intellectual interaction is generally mature and responsible, harassment can occur in any setting. Harassment is a general term referring to behavior that is intended to disturb or threaten another person in some way, often psychologically. Typically the person or people doing the harassment target their victim because of a difference in race, ethnicity, religion, nationality, sex, age, sexual orientation, or disability. Acts of harassment may be verbal, physical, psychological, or any other behavior intended to disturb another person. Bullying behavior, name-calling, belittling, gesturing obscenely, stalking, mobbing—any action intended to torment or deliberately make another person uncomfortable or feel humiliated is harassment. Harassment may also be intended to manipulate a targeted person to act in some specific way. Sexual harassment is a special term referring to persistent, unwanted sexual behaviors or advances. Harassment of any type, at any time, of any person, is wrong and unacceptable. You will know it if you are harassed, and you should know also that it is your basic right to be free of harassment and that all colleges lay out strict policies against all forms of harassment. Here’s what you should do if you are being harassed: Tell the person to stop the behavior or if you feel at any risk of harm, get out of the situation immediately. Document the incident, particularly with ongoing harassment. Keep notes of the details. Tell someone you trust about the situation. Report the harassment to the appropriate college authority. If you are unsure which to go to, go to the Campus Hearing Officer. Take a Stand against Prejudice and Hate Unfortunately prejudice and hate still exist in Canada, even on college campuses. In addition to racial prejudice, some people are also prejudiced against women, people with disabilities, older adults, gays and lesbians — virtually all groups that can be characterized as “different.” But it is not enough for only college administrators to fight prejudice and hate — this is a responsibility for all good citizens who take seriously the shared Canadian value of equality for all people. So what can you as a college student do? Decide that it does matter. Prejudice threatens us all, not just the particular group being discriminated against in a specific incident. Don’t stand on the sidelines or think it’s up to the people who may be victimized by prejudice or hate to do something about it. We can all do something. Talk with others. Communication has great value on campuses. Let others know how you feel about any acts of prejudice or hatred that you witness. The more everyone openly condemns such behavior, the less likely it is to reappear in the future. This applies even if you hear another student telling a racist joke or putting down the opposite sex—speak up and tell the person you find such statements offensive. You don’t want that person to think you agree with them. Speaking up can be difficult to do, but it can be done tactfully. Be a good citizen. People can and do learn what is acceptable in a diverse environment. Report incidents you observe. If you happen to see someone spray-painting a hateful slogan, for example, be a good citizen and report it to the campus security or the police. Support student groups working for change. Canada has a great tradition of college students banding together to help solve social problems. Show your support for groups and activities that celebrate diversity and condemn prejudice. Even if you are a shy, quiet person, your attendance at a parade or gathering lends support. Once you become aware of such student activities on campus, you’ll find many ways you can help take a stand. Celebrate diversity. In many ways, you can learn more about diversity through campus programs and activities. The more all students participate, the closer the campus will come to being free of prejudice and hate. Be a role model in how you act and what you say in relation to diversity, and you may have more effect on others than you realize. Key Takeaways Successful students use their college experience to meet new people and gain an understanding of others’ viewpoints. Learning about different people helps you learn more about yourself and appreciate your own culture. Embracing diversity on campus is beneficial for all students, leading to more fulfilling social relationships and better educational experiences. Understanding the value of social interaction and building good relationships regardless of background can lead to greater self-awareness and a richer social life. Harassment is unacceptable and should be reported immediately to the appropriate college authority. Take a stand against prejudice and hate by speaking up, supporting student groups, celebrating diversity, and being a role model. 4 Successful students go to class One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=60#oembed-1 An interactive H5P element has been excluded from this version of the text. You can view it online here:
There is just no better way to be successful then to go to class. Plan to be at every single class. It is in class that you will receive the direction and guidance you need to be successful. By attending every class, you will not miss important material, you will also think more clearly about course topics and be better prepared for tests. You will also benefit in many ways from class interaction, including becoming more actively engaging in learning, developing a network with other students, and forming a relationship with the professor. You will not be able to rely only on notes from your professors’ lectures. You will be responsible for material beyond what is presented in class as most lectures and activities are intended to highlight important material but not cover it in depth. You should prepare for class by keeping up with required readings and completing self-study between classes on the materials covered. There is an expectation that you will also bring your questions to class and participate in discussions and activities to confirm and deepen your understanding. Being in class and participating in class will help you build your knowledge base, ensure you are study the right materials and will reduce stress and reduce confusion. It is important to understand your personal learning strengths and use it well in classes, while also making the effort to learn in new ways and work with other students for a more effective overall learning experience. If your learning preferences do not match the professor’s teaching style, adapt your learning strategies and study with other students to stay actively engaged. It is up to you to make the most of your class time. The Importance Of Going To Class Make it your goal to attend every class—don’t even think about not going. Going to class is the first step in engaging in your education by interacting with the professor and other students. Here are some reasons why it’s important to attend every class: Miss a class and you’ll miss something, even if you never know it. Even if a friend gives you notes for the class, they cannot contain everything said or shown by the professor, written on the board for emphasis, questioned or commented on by other students. What you miss might affect your grade or your enthusiasm for the course.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
Professor’s Teaching Style versus Your Learning Strengths Most professors tend to develop their own teaching style and you will encounter different teaching styles in different courses. When the professor’s teaching style matches your learning strengths, you are usually more attentive in class and may seem to learn better. But what happens if your professor has a style very different from your own? Let’s say, for example, that your professor primarily lectures, speaks rapidly, and seldom uses visuals. This professor also talks mostly on the level of large abstract ideas and almost never gives examples. Let’s say that you, in contrast, are more a visual learner, that you learn more effectively with visual aids and visualizing concrete examples of ideas. Therefore, perhaps you are having some difficulty paying attention in class and following the lectures. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=60#oembed-2 An interactive H5P element has been excluded from this version of the text. You can view it online here:
What can you do? Capitalize on your learning strengths. For example, you could use a visual style of note taking, such as concept maps, while listening to the lecture. If the professor does not give examples for abstract ideas in the lecture, see if you can supply examples in your own thoughts as you listen. Form a study group with other students. A variety of students will likely involve a variety of learning strengths, and when going over course material with other students, such as when studying for a test, you can gain what they have learned through their styles while you contribute what you have learned through yours. Use ancillary study materials. Many textbooks point students to online resource centers or you can search the internet for additional learning materials. Such ancillary materials usually offer an opportunity to review course material in ways that may better fit your learning strengths. Communicate with your professor to bridge the gap between their teaching style and your learning strengths. If the professor is speaking in abstractions and general ideas you don’t understand, ask the professor for an example. Finally, take heart that a mismatch between a student’s learning strengths and a professor’s teaching style is not correlated with lower grades. Classroom Etiquette One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=60#oembed-3 An interactive H5P element has been excluded from this version of the text. You can view it online here:
The Value of Interaction in Class As noted earlier, there are many good reasons to attend every class. But it’s not enough just to be there, you need to interact with the professor and other students to enjoy a full educational experience. Participating in class discussions is a good way to start meeting other students with whom you share an interest. You may form a study group, borrow class notes if you miss a class, or team up with other students on a group project. You may meet students with whom you form a lasting relationship, developing your network of contacts for other benefits in the future, such as learning about internships or jobs. Asking the professor questions, answering the professor’s questions in class, and responding to other students’ comments is a good way to make an impression on your professor. The professor will remember you as an engaged student—and this matters if you later need extra help or even a potential mentor. Paying close attention and thinking critically about what a professor is saying can dramatically improve your enjoyment of the class. You’ll notice things you’d miss if you’re feeling bored and may discover your professor is much more interesting than you first thought. Students actively engaged in their class learn more and thus get better grades. When you speak out in class and answer the professor’s questions, you are more likely to remember the discussion. Class Participation One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=60#oembed-4 An interactive H5P element has been excluded from this version of the text. You can view it online here:
Participating in Class – Preparing Smaller classes generally favor discussion, but often professors in large lecture classes also make some room for participation. A concern or fear about speaking in public is one of the most common fears. If you feel afraid to speak out in class, take comfort from the fact that many others do as well and that anyone can learn how to speak in class without much difficulty. Class participation is actually an impromptu, informal type of public speaking, and the same principles will get you through both: preparing and communicating. • Set yourself up for success by coming to class fully prepared. Complete reading assignments. Review your notes on the reading and previous class to get yourself in the right mind-set. If there is something you don’t understand well, start formulating your question now. • Sit where you can have a good view of the professor, board or screen, and other visual aids. In a lecture hall, this will help you hear better, pay better attention, and make a good impression on the professor. Don’t sit with friends—socializing isn’t what you’re there for. • Remember that your body language communicates as much as anything you say. Sit up and look alert, with a pleasant expression on your face, and make good eye contact with the professor. Show some enthusiasm. • Pay attention to the professor’s body language, which can communicate much more than just their words. How the professor moves and gestures, and the looks on their face, will add meaning to the words and will also cue you when it’s a good time to ask a question or stay silent. • Pay attention to the professor’s thinking style. Does this professor emphasize theory more than facts, wide perspectives over specific ideas, abstractions more than concrete experience? Take a cue from your professor’s approach and try to think in similar terms when participating in class. • Take good notes, but don’t write obsessively and never page through your textbook (or browse on a laptop). Don’t eat or play with your cell phone. Except when writing brief notes, keep your eyes on the professor. Participating in Class – Communicating How you communicate in class can be as important as the content you want to convey: • Pay attention to your communication style. Use standard English when you ask or answer a question, not slang. Avoid sarcasm and joking around. Be assertive when you participate in class, showing confidence in your ideas while being respectful of the ideas of others, but avoid an aggressive style that attacks the ideas of others or is strongly emotional. • Follow class protocol for making comments and asking questions. In a small class, the professor may encourage students to ask questions at any time, while in some large lecture classes the professor may ask for questions at the end of the lecture. In this case, jot your questions in your notes so that you don’t forget them later. • Don’t say or ask anything just to try to impress your professor. Most professors have been teaching long enough to immediately recognize insincere flattery—and the impression this makes is just the opposite of what you want. • It’s fine to disagree with your professor when you ask or answer a question. Many professors invite challenges. Before speaking up, however, be sure you can explain why you disagree and give supporting evidence or reasons. Be respectful. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=60#oembed-5 An interactive H5P element has been excluded from this version of the text. You can view it online here:
Questions in Class When your professor asks a question to the class: Raise your hand and make eye contact, but don’t call out or wave your hand all around trying to catch their attention. Before speaking, take a moment to gather your thoughts and take a deep breath. Don’t just blurt it out—speak calmly and clearly. When your professor asks you a question directly: Be honest and admit it if you don’t know the answer or are not sure. Don’t try to fake it or make excuses. With a question that involves a reasoned opinion more than a fact, it’s fine to explain why you haven’t decided yet, such as when weighing two opposing ideas or actions; your comment may stimulate further discussion. Organize your thoughts to give a sufficient answer. Professors seldom want a yes or no answer. Give your answer and provide reasons or evidence in support. When you want to ask the professor a question: Don’t ever feel a question is “stupid.” If you have been paying attention in class and have done the reading and you still don’t understand something, you have every right to ask. Ask at the appropriate time. Don’t interrupt the professor or jump ahead and ask a question about something the professor may be starting to explain. Wait for a natural pause and a good moment to ask. On the other hand, unless the professor asks students to hold all question until the end of class, don’t let too much time go by, or you may forget the question or its relevance to the topic. Don’t ask just because you weren’t paying attention. If you drift off during the first half of class and then realize in the second half that you don’t really understand what the professor is talking about now, don’t ask a question about something that was already covered. Don’t ask a question that is really a complaint. You may be thinking, “Why would so-and-so believe that? That’s just crazy!” Take a moment to think about what you might gain from asking the question. It’s better to say, “I’m having some difficulty understanding what so-and-so is saying here. What evidence did he use to argue for that position?” Avoid dominating a discussion. It may be appropriate in some cases to make a follow-up comment after the professor answers your question, but don’t try to turn the class into a one-on-one conversation between you and the professor. An interactive H5P element has been excluded from this version of the text. You can view it online here:
Key Takeaways Attend and participate in every class. Your professor’s teaching style may not fit your learning strengths, it is up to you to adapt. Participating in class is a good way to meet other students, impress your professor, improve your enjoyment and increase your engagement; this leads to more learning and better grades. Speaking up in class can be a concern for some students. By being prepared for class, paying attention to class protocols and asking and responding to questions, you can become more comfortable participating in class. Want More? The Learning Portal’s Learning Online provides you with tips and advice on attending your online classes. Also, in the Successful Students Learning Independently section of this text, we have a chapter on Online learning. 5 Successful students ask for help One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=68#oembed-1 An interactive H5P element has been excluded from this version of the text. You can view it online here:
Always remember that your college staff and faculty want you to succeed. That means that if you are having any difficulties or have any questions, there are college resources available to help you get assistance or find answers. This is true of both academic and personal issues that could potentially disrupt your college experience. Never hesitate to go looking for help or information—but realize that usually you have to take the first step. Asking for help requires two things, self-awareness skills and self-advocacy. Self-awareness is an understanding of your particular strengths and weakness and an awareness of when you need help. Self-advocacy is the ability to speak up for yourself and to ask for help when you need it. So self-awareness is recognizing that you need help and self-advocacy is asking for it. Successful students recognize that they do not need to do this all alone. There are two important groups on campus available to you as a student, your professors and Student Services. Talking with your professors is your best first step for most issues. Your professor may recommend you contact Student Services or Campus Services for additional support. Successful students find out about the different services that are available at the college early in the semester, even before they need services so that when something does happen, they can access support because they already know what is available. Having an idea of what is available really helps when something goes wrong because you don’t then have to figure out what might be possible when you are already in crisis or panic mode. Student Services are in place because colleges know that students benefit from having support at different points in their college career. It is expected and accepted that students will use services as needed. In some cultures, asking for help or accepting help can be seen as a sign of weakness; in college culture, if you have questions or have difficulties that impact your learning, NOT seeking help is seen as a weakness. Take the example of tutoring. Tutoring is a service used by students who are doing quite well in their studies as a way to confirm their learning and understanding. It is also used as a support to students who are having difficulty in understand some aspect of their course materials. Using tutoring is not a sign of weakness but is seen as a smart move on your part. Ask For Help Successful students understand that independent learning does not mean that you are alone in your studies. There are sources of support including Student Services and your Professors. Retention Coordinator Irene Stewart discusses the importance of recognizing when you are having a challenge and asking for help when you need it. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=68#oembed-2 An interactive H5P element has been excluded from this version of the text. You can view it online here:
Ask For Help Self-Check An interactive H5P element has been excluded from this version of the text. You can view it online here:
Student Services and Campus Services All colleges provide a variety of supports to students during their college careers. Student Services and Campus Services are available on campus to provide academic and out of class services geared to supporting students’ success and retention. The names may be different at your college but the purpose of services will be similar. Read on to learn more about typical services available at Ontario Colleges: Student Services These are the types of services can be accessed through the Student Services Department on your campus: An interactive H5P element has been excluded from this version of the text. You can view it online here:
Campus Services These are the types of services that can be access on campus: An interactive H5P element has been excluded from this version of the text. You can view it online here:
Talking With Your Professors College students are sometimes surprised to discover that professors like students and enjoy getting to know them. The human dimension of college really matters, and as a student you are an important part of your professor’s world. Most professors are happy to see you during their office hours or to talk a few minutes after class. Active participation in learning is a key to student success. Talking with your professors often leads to benefits beyond simply doing well in that class. Talking with professors helps you feel more comfortable in college and more connected to the campus. Students who talk to their professors are less likely to become disillusioned and drop out. Talking with professors is a valuable way to learn about an academic field or a career. You may need a reference or letter of recommendation for a job or internship application. Getting to know some of your professors puts you in an ideal position to ask for a letter of recommendation or a reference in the future when you need one. Because professors are often well connected within their field, they may know of a job, internship, or research possibility you otherwise may not learn about. A professor who knows you is a valuable part of your network. Networking is very important for future job searches and other opportunities. In fact, most jobs are found through networking, not through classified ads or online job postings. Think about what it truly means to be educated: how one thinks, understands society and the world, and responds to problems and new situations. Much of this learning occurs outside the classroom. Talking with your highly educated professors can be among your most meaningful experiences in college. Guidelines for Communicating with Professors Getting along with professors and communicating well begins with attitude. As experts in their field, they deserve your respect. Remember that a college education is a collaborative process that works best when students and professors communicate freely in an exchange of ideas, information, and perspectives. So while you should respect your professors, you shouldn’t fear them. As you get to know them better, you’ll learn their personalities and find appropriate ways to communicate. Here are some guidelines for getting along with and communicating with your professors: Prepare before going to the professor’s office. Go over your notes on readings and lectures and write down your specific questions. You’ll feel more comfortable, and the professor will appreciate your being organized. Don’t forget to introduce yourself. Especially near the beginning of the term, don’t assume your professor has learned everyone’s names yet and don’t make him or her have to ask you. Respect the professor’s time. In addition to teaching, college professors sit on committees, do research and other professional work, and have personal lives. Don’t show up two minutes before the end of an office hour and expect the professor to stay late to talk with you. Realize that the professor will recognize you from class — even in a large lecture hall. If you spent a lecture class joking around with friends in the back row, don’t think you can show up during office hours to find out what you missed while you weren’t paying attention. Don’t try to fool a professor. Insincere praise or making excuses for not doing an assignment won’t make it in college. To earn your professor’s respect, come to class prepared, do the work, participate genuinely in class, and show respect—and the professor will be happy to see you when you come to office hours or need some extra help. Try to see things from the professor’s point of view. Imagine that you spent a couple of hours preparing PowerPoint slides and a class lecture on something you find very stimulating and exciting. Standing in front of a full room, you are gratified to see faces smiling and heads nodding as people understand what you’re saying – they really get it! And then a student after class asks, “Is this going to be on the test?” How would you feel? Be professional when talking to a professor. You can be cordial and friendly, but keep it professional and on an adult level. Come to office hours prepared with your questions – not just to chat or joke around. Be prepared to accept criticism in a professional way, without taking it personally or complaining. Use your best communication skills. Learn the difference between assertive communication and passive or aggressive communication. Tips for Success: Talking with Professors When you have a question, ask it sooner rather than later. Be prepared and plan your questions and comments in advance. Be respectful but personable and communicate professionally. Be open minded and ready to learn. Avoid whining and complaining. There is no such thing as a “stupid question.” An interactive H5P element has been excluded from this version of the text. You can view it online here:
Resolving a Problem with Your Professor The most common issue students experience with a professor involves receiving a grade lower than they think they deserve – especially new students not yet used to the higher standards of college. It’s depressing to get a low grade, but it’s not the end of the world. Don’t be too hard on yourself — or on the professor. Take a good look at what happened on the test or paper and make sure you know what to do better next time. Review the chapters on studying habits, time management, and taking tests. If you genuinely believe you deserved a higher grade, you can talk with your professor. How you communicate in that conversation, however, is very important. Professors are used to hearing students complain about grades and patiently explaining their standards for grading. Most professors seldom change grades. Yet it can still be worthwhile to talk with the professor because of what you will learn from the experience. Follow these guidelines to talk about a grade or resolve any other problem or disagreement with a professor: First go over the requirements for the paper or test and the professor’s comments. Be sure you actually have a reason for discussing the grade — not just that you didn’t do well. Be prepared with specific points you want to go over. Make an appointment with your professor during office hours or another time. Don’t try to talk about this before or after class or with e-mail or the telephone. Begin by politely explaining that you thought you did better on the assignment or test (not simply that you think you deserve a better grade) and that you’d like to go over it to better understand the result. Allow the professor to explain their comments on the assignment or grading of the test. Don’t complain or whine; instead, show your appreciation for the explanation. Raise any specific questions or make comments at this time. For example, you might say, “I really thought I was being clear here when I wrote.…” Use good listening skills. Whatever you do, don’t argue! Ask the professor for advice on what you might do on the next assignment or when preparing for the next test. You may be offered some individual help or receive good study advice, and your professor will respect your willingness to make the effort as long as it’s clear that you’re more interested in learning than simply getting the grade. Controlling Anger over Grades If you’re going to talk with a professor about your grade or any other problem, control any anger you may be feeling. The GPS Life Plan project of the Minnesota State Colleges and Universities System offers some insights into this process: Being upset about a grade is good because it shows you care and that you have passion about your education. But anger prevents clear thinking, so rein it in first. Since anger involves bodily reactions, physical actions can help you control anger: try some deep breathing first. Try putting yourself in your professor’s shoes and seeing the situation from their point of view. Try to understand how grading is not a personal issue of “liking” you — that they are really doing something for your educational benefit. It’s not your life that’s being graded. Things outside your control can result in not doing well on a test or assignment, but the professor can grade only on what you actually did on that test or assignment — not what you could have done or are capable of doing. Understanding this can help you accept what happened and not take a grade personally. E-mail Best Practices E-mail has a growing role in education and has become an important and valuable means of communicating with professors. Especially when it is difficult to see a professor in person during office hours, e-mail can be an effective form of communication and interaction with professors. E-mail is also an increasingly effective way to collaborate with other students on group projects or while studying with other students. Getting Started with E-mail If you don’t have your own computer, find out where on-campus computers are available for student use, such as at the library or student computer lab. Use your college e-mail for all communications with college staff and faculty. Give your e-mail address to professors who request it and to other students with whom you study or maintain contact. E-mail is a good way to contact another student if you miss a class. Once you begin using e-mail, remember to check it regularly for messages. Be sure to use good e-mail etiquette when writing to professors. Using e-mail respects other people’s time, allowing them to answer at a time of their choosing, rather than being interrupted by a telephone call. But e-mail is a written form of communication that is different from telephone voice messages and text messages. Students who text with friends have often adopted shortcuts, such as not spelling out full words, ignoring capitalization and punctuation, and not bothering with grammar or full sentence constructions. This is inappropriate in an e-mail message to a professor, who expects a more professional quality of writing. Most professors expect your communications to be in full sentences with correctly spelled words and reasonable grammar. Follow these guidelines: Use the subject line to label your message effectively at a glance. “May I make an appointment?” says something; “In your office?” doesn’t. Address e-mail messages as you do a letter. Include your full name if it’s not easily recognizable in your e-mail account. Get to your point quickly and concisely. Don’t make the reader scroll down a long e-mail to see what it is you want to say. Because e-mail is a written communication, it does not express emotion the way a voice message does. Don’t attempt to be funny, ironic, or sarcastic, Write as you would in a paper for class. In a large lecture class or an online course, your e-mail voice may be the primary way your professor knows you, and emotionally charged messages can be confusing or give a poor impression. Don’t use capital letters to emphasize. All caps look like SHOUTING. Avoid abbreviations, nonstandard spelling, slang, and emoticons like smiley faces. These do not convey a professional tone. Don’t make demands or state expectations such as “I’ll expect to hear from you soon” or “If I haven’t heard by 4 p.m., I’ll assume you’ll accept my paper late.” When you reply to a message, leave the original message within yours. Your reader may need to recall what he or she said in the original message. Be polite. End the message with a “Thank you” or something similar. Proofread your message before sending it. With any important message to a work supervisor or professor, it’s a good idea to wait and review the message later before sending it. You may have expressed an emotion or thought that you will think better about later. Many problems have resulted when people sent messages too quickly without thinking. How to email your professor video One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=68#oembed-3 An interactive H5P element has been excluded from this version of the text. You can view it online here:
Key Takeaways The college and its staff want to see you succeed, but you have to ask for the help you need to succeed. Using Student or Campus services is not a sign of weakness, but seen as a trait of successful students. Participating in your learning by respectfully talking with professors. The benefits of active communication with professors often leads to benefits beyond class grades. Want more? The Learning Portal has advice on how to be more resilient. 6 Successful students get it together One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=76#oembed-1 An interactive H5P element has been excluded from this version of the text. You can view it online here:
It begins with simple things like making sure you have all your books and materials with you when you get to class and leads to more complex things like creating a study schedule. It is about getting a handle on what you need to do as a student and what demands will be on your time in terms of preparing for classes, reading, studying and working on homework and assignments. Planning ahead, and then following your plan, is the essence of time management. Thinking about what needs to be done and having a plan for doing the work can really help you reduce your stress. Learning strategies to stay on track, avoiding distractions of people and technology, and to preventing procrastination will pay off not only in college but also in your career thereafter. Plan your use of time based on your “time personality” after assessing how you typically use your free time. Then use an academic weekly and daily planner to schedule blocks of time most efficiently. Start well ahead of deadlines to prevent last-minute stresses and problems completing your work. Going to college will be challenging and to do well in your studies will take more time then you might first think. You will probably spend about fifteen hours a week in classes and you can expect to spend two hours of prepping, reading, studying and homework for each hour in classes. This means you are looking at forty-five hours of your week devoted to your studies. This is about the number of hours you might expect to spend at a full time job. It is important that you are willing to put in the time but it can be difficult to manage the competing demands of different courses, outside work and personal/social needs. That is why it is vital to get it together now by organizing you space and your time. Organizing Your Space It’s time to get organized. You need to organize both your space and your time. Space is important for many reasons—some obvious, some less so. People’s moods, attitudes, and levels of work productivity change in different spaces. Learning to use space to your own advantage helps get you off to a good start in your studies. Here are a few of the ways space matter: Everyone needs their own space. This may seem simple, but everyone needs some physical area, regardless of size, that is really their own—even if it’s only a small part of a shared space. Within your own space, you generally feel more secure and in control. Physical space reinforces habits. For example, using your bed primarily for sleeping makes it easier to fall asleep there than elsewhere and also makes it not a good place to try to stay awake and alert for studying. Different places create different moods. While this may seem obvious, students don’t always use places to their best advantage. One place may be bright and full of energy, with happy students passing through and enjoying themselves—a place that puts you in a good mood. But that may actually make it more difficult to concentrate on your studying. Yet the opposite—a totally quiet, austere place devoid of color, sound, and pleasant decorations—can be just as unproductive if it makes you associate studying with something unpleasant. Everyone needs to discover what space works best for them—and then let that space reinforce good study habits. Use Space to Your Advantage and to Avoid Distractions Begin by analyzing your needs, preferences, and past problems with places for studying. Where do you usually study? What are the best things about that place for studying? What distractions are most likely to occur there? The goal is to find, or create, the best place for studying, and then to use it regularly so that studying there becomes a good habit. Choose a place you can associate with studying. Make sure it’s not a place already associated with other activities (eating, watching television, sleeping, etc.). Over time, the more often you study in this space, the stronger will be its association with studying, so that eventually you’ll be completely focused as soon as you reach that place and begin. Your study area should be available whenever you need it. If you want to use your home, apartment, or dorm room but you never know if another person may be there and possibly distract you, then it’s probably better to look for another place, such as a study lounge or an area in the library. Look for locations open at the hours when you may be studying. You may also need two study spaces—one in or near where you live, another on campus. Maybe you study best at home but have an hour free between two classes, and the library is too far away to use for only an hour? Look for a convenient empty classroom. Your study space should meet your study needs. An open desk or table surface usually works best for writing, and you’ll tire quickly if you try to write notes sitting in an easy chair (which might also make you sleepy). You need good light for reading, to avoid tiring from eyestrain. If you use a laptop for writing notes or reading and researching, you need a power outlet so you don’t have to stop when your battery runs out. Your study space should meet your psychological needs. Some students may need total silence with absolutely no visual distractions; they may find a perfect study carrel hidden away in the library. Other students may be unable to concentrate for long without looking up from reading and momentarily letting their eyes move over a pleasant scene. Some students may find it easier to stay motivated when surrounded by other students also studying; they may find an open space in the library or a study lounge with many tables spread out over an area. Experiment to find the setting that works best for you—and remember that the more often you use this same space, the more comfortable and effective your studying will become. You may need the support of others to maintain your study space. Students living at home, whether with a spouse and children or with their parents, often need the support of family members to maintain an effective study space. The kitchen table probably isn’t best if others pass by frequently. Be creative, if necessary, and set up a card table in a quiet corner of your bedroom or elsewhere to avoid interruptions. Put a “do not disturb” sign on your door. Keep your space organized and free of distractions. You want to prevent sudden impulses to neaten up the area (when you should be studying), do laundry, wash dishes, and so on. Unplug a nearby telephone, turn off your cell phone, and use your computer only as needed for studying. If your e-mail or message program pops up a notice every time an e-mail or message arrives, turn off your Wi-Fi or detach the network cable to prevent those intrusions. Plan for breaks. Everyone needs to take a break occasionally when studying. Think about the space you’re in and how to use it when you need a break. If in your home, stop and do a few exercises to get your blood flowing. If in the library, take a walk up a couple flights of stairs and around the stacks before returning to your study area. Prepare for human interruptions. Even if you hide in the library to study, there’s a chance a friend may happen by. At home with family members or in a dorm room or common space, the odds increase greatly. Have a plan ready in case someone pops in and asks you to join them in some fun activity. Know when you plan to finish your studying so that you can make a plan for later—or for tomorrow at a set time. Studying While Living with Others Sometimes going to the library or elsewhere is not practical for studying, and you have to find a way to cope in a shared space. Part of the solution is time management. Agree with others on certain times that will be reserved for studying; agree to keep the place quiet, not to have guests visiting, and to prevent other distractions. These arrangements can be made with a roommate, spouse, and older children. If there are younger children in your household and you have child-care responsibility, it’s usually more complicated. You may have to schedule your studying during their nap time or find quiet activities for them to enjoy while you study. Try to spend some time with your kids before you study, so they don’t feel like you’re ignoring them. The key is to plan ahead. You don’t want to find yourself, the night before an exam, in a place that offers no space for studying. Finally, accept that sometimes you’ll just have to say no. If your roommate or a friend often tries to engage you in conversation or suggests doing something else when you need to study, just say no. Learn to be firm but polite as you explain that you just really have to get your work done first. Students who live at home may also have to learn how to say no to parents or family members—just be sure to explain the importance of the studying you need to do! Remember, you can’t be everything to everyone all the time. An interactive H5P element has been excluded from this version of the text. You can view it online here:
Time Management Time management for successful college studying involves these factors: Determining how much time you need to spend studying Knowing how much time you actually have for studying and increasing that time if needed Being aware of the times of day you are at your best and most focused Using effective long- and short-term study strategies Scheduling study activities in realistic segments Using a system to plan ahead and set priorities Staying motivated to follow your plan and avoid procrastination For every hour in the classroom, college students should spend, on average, about two hours on that class, counting reading, studying, writing papers, and so on. If you’re a full-time student with fifteen hours a week in class, then you need another thirty hours for the rest of your academic work. That forty-five hours is about the same as a typical full-time job. If you work part time, time management skills are even more essential. These skills are still more important for part-time college students who work full time and commute or have a family. To succeed in college, virtually everyone has to develop effective strategies for dealing with time. Do you have two hours of study time for every hour in class? Many students begin college not knowing this much time is needed, so don’t be surprised if you underestimated this number of hours. Remember this is just an average amount of study time — you may need more or less for your own courses. To be safe, and to help ensure your success, add another five to ten hours a week for studying. To reserve this study time, you may need to adjust how much time you spend in other activities. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=76#oembed-2 An interactive H5P element has been excluded from this version of the text. You can view it online here:
Where Should Your Time Go? Plan for the ideal use of a week’s worth of time. Fill in your hours in this order: Hours attending class Study hours (2 times the number of class hours plus 5 or more hours extra) Work, internships, and fixed volunteer time Fixed life activities (sleeping, eating, hygiene, chores, transportation, etc.) Discretionary activities Now subtotal your hours so far and subtract that number from 168. How many hours are left? This will help you find the remaining hours for “discretionary activities” (things you don’t have to do for school, work, or a healthy life). This activity shows most college students that they do actually have plenty of time for their studies without losing sleep or giving up their social life. But you may have less time for discretionary activities than in the past. Something, somewhere has to give. That’s part of time management — and why it’s important to keep your goals and priorities in mind. The other part is to learn how to use the hours you do have as effectively as possible, especially the study hours. For example, if you’re a typical college student who plans to study for three hours in an evening but then procrastinates, gets caught up in a conversation, loses time to checking e-mail and text messages, and listens to loud music while reading a textbook, then maybe you actually spent four hours “studying” but got only two hours of actual work done. So you end up behind and feeling like you’re still studying way too much. The goal of time management is to actually get three hours of studying done in three hours and have time for your life as well. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=76#oembed-3 An interactive H5P element has been excluded from this version of the text. You can view it online here:
Where Does Your Time Go? See if you can account for a week’s worth of time. Try this Time Activity. For each of the activity categories listed, make your best estimate of how many hours you spend in a week. (For categories that are about the same every day, just estimate for one day and multiply by seven for that line.) Sleeping Eating (including preparing food) Personal hygiene (i.e., bathing, etc.) Working (employment) Volunteer service or internship Chores, cleaning, errands, shopping, etc. Attending class Studying, reading, and researching (outside of class) Transportation to work or school Getting to classes (walking, biking, etc.) Organized group activities (clubs, church services, etc.) Time with friends (include television, video games, etc.) Attending events (movies, parties, etc.) Time alone (include television, video games, surfing the Web, etc.) Exercise or sports activities Reading for fun or other interests done alone Talking on phone, e-mail, social media, etc. Other—specify: ________________________ Now use your calculator to total your estimated hours. Is your number larger or smaller than 168, the total number of hours in a week? If your estimate is higher, go back through your list and adjust numbers to be more realistic. But if your estimated hours total fewer than 168, don’t just go back and add more time in certain categories. Instead, ponder this question: Where does the time go? We’ll come back to this question. Think about your time analysis in Time Activity. People who estimate too high often feel they don’t have enough time. They may have time anxiety and often feel frustrated. People at the other extreme, who often can’t account for how they use all their time, may have a more relaxed attitude. They may not actually have any more free time, but they may be wasting more time than they want to admit with less important things. Yet they still may complain about how much time they spend studying, as if there’s a shortage of time. People also differ in how they respond to schedule changes. Some go with the flow and accept changes easily, while others function well only when following a planned schedule and may become upset if that schedule changes. If you do not react well to an unexpected disruption in your schedule, plan extra time for catching up if something throws you off. This is all part of understanding your time personality. Another aspect of your time personality involves time of day. If you need to concentrate, such as when writing a class paper, are you more alert and focused in the morning, afternoon, or evening? Do you concentrate best when you look forward to a relaxing activity later on, or do you study better when you’ve finished all other activities? Do you function well if you get up early—or stay up late—to accomplish a task? How does that affect the rest of your day or the next day? Understanding this will help you better plan your study periods. While you may not be able to change your “time personality,” you can learn to manage your time more successfully. The key is to be realistic. How accurate is the number of hours you wrote down in Time Activity? The best way to know how you spend your time is to record what you do all day in a time log, every day for a week, and then add that up. Make simple chart of the hours in a day and carry it with you. Every so often, fill in what you have been doing. Do this for a week before adding up the times; then enter the total hours in the categories in Time Activity. You might be surprised that you spend a lot more time than you thought just hanging out with friends—or surfing the Web or playing around with Facebook or any of the many other things people do. You might find that you study well early in the morning even though you thought you are a night person, or vice versa. You might learn how long you can continue at a specific task before needing a break. This is information you can use to better plan your time. Time Management – Planning This module was written with students attending classes on campus in mind. This material was adapted from Learning to Learn Online (2018) by Page and Vincent, Kwantien Polytechnic University Centre under a Creative Commons By Share-alike license. Develop a Semester Schedule Online courses often provide you with a great deal of flexibility in organizing your time. This can be a tremendous asset, particularly if you are balancing study with work, family, or other commitments. However, this also requires you to accurately determine how much work you must complete over the semester, and to develop a plan that allows you to complete this work effectively.Many students find it helpful to develop a semester schedule that provides an “overview at a glance” of what will be required. You will find the information you need for this in your course outlines.The following video will help you to better understand how to read your course outline and how to plan for the semester ahead. Please note, in this video, the term course presentation is used instead of course outline. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=76#oembed-4 An interactive H5P element has been excluded from this version of the text. You can view it online here:
A semester schedule gives you a visual picture of the assignments, projects, tests, exams, presentations, and practicum requirements 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. By having the “big picture” in view, you will be able to proactively manage busy periods in your semester. If you have flexible due dates, you will be able to schedule your assignments for the optimal time in the semester. For example, you may notice that you have a larger than typical number of major assignments due in week 6. This allows you to schedule work on some of these projects earlier in the semester. Develop a Weekly Schedule Your next step is to create a weekly schedule. This will include your class times for face to face or blended classes, work commitments, family responsibilities, as well as any other regular events in your week. 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? Analyze the example student schedule below. What do you notice about how this student has planned their week? The following principles will guide you as you create your weekly schedule: Record your regular weekly commitments on a schedule template. This includes any face to face or blended class times. Designate regular study blocks for each of your classes. Remember that college courses typically require at least 5 – 7 hours of weekly study. Remember that it is more effective to study for multiple, shorter blocks of time during the week than to plan for one extended study block. Shorter study periods will allow for greater focus. Record meal times, family times, laundry times, etc. Record all regularly scheduled personal activities such as meetings, employment and athletics. Record any special activities you need to do or want to do on a regular basis. 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. 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. 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. Label some empty blocks of time as OPEN for academic or personal needs. 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. Manage Daily Tasks 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. The video below introduces you to some principles for creating daily task lists. When you are finished, move to the next section to choose strategies for managing your tasks. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=76#oembed-5 An interactive H5P element has been excluded from this version of the text. You can view it online here:
Schedule Study Blocks Plan ahead by identifying blocks of time that you will use for study throughout the week and weekend. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=76#oembed-6 An interactive H5P element has been excluded from this version of the text. You can view it online here:
Time Management Strategies Following are some strategies you can begin using immediately to make the most of your time: Use a calendar planner, weekly schedule and daily to-do list. At the beginning of each semester, log important due dates for assignments and tests on a four month calendar. This will give you an overview of the semester and identify particularly busy weeks. Next prepare your ideal weekly schedule with class times and study periods for each day and on the weekends. Add work and other fixed activities after classes and study periods. Consult your calendar and weekly schedule to help determine the tasks you need to complete each day to create a to-do list and consider what study periods you have available that day. For each study period, plan out your activities based on due dates for assignments, preparation needed for next classes and general study to prepare for tests and exams. Prepare to be successful. When planning ahead for studying, think yourself into the right mood. Focus on the positive. “When I get these chapters read tonight, I’ll be ahead in studying for the next test, and I’ll also have plenty of time tomorrow to do X.” Visualize yourself studying well! Use your best—and most appropriate—time of day. Different tasks require different mental skills. Some kinds of studying you may be able to start first thing in the morning as you wake, while others need your most alert moments at another time. Break up large projects into small pieces. Whether it’s writing a paper for class, studying for a final exam, or reading a long assignment or full book, students often feel daunted at the beginning of a large project. It’s easier to get going if you break it up into stages that you schedule at separate times—and then begin with the first section that requires only an hour or two. Do the most important studying first. When two or more things require your attention, do the more crucial one first. If something happens and you can’t complete everything, you’ll suffer less if the most crucial work is done. If you have trouble getting started, do an easier task first. Like large tasks, complex or difficult ones can be daunting. If you can’t get going, switch to an easier task you can accomplish quickly. That will give you momentum, and often you feel more confident tackling the difficult task after being successful in the first one. If you’re feeling overwhelmed and stressed because you have too much to do, revisit your time planner. Sometimes it’s hard to get started if you keep thinking about other things you need to get done. Review your schedule for the next few days and make sure everything important is scheduled, then relax and concentrate on the task at hand. If you’re really floundering, talk to someone. Maybe you just don’t understand what you should be doing. Talk with your professor or another student in the class to get back on track. Take a break. We all need breaks to help us concentrate without becoming fatigued and burned out. As a general rule, a short break every hour or so is effective in helping recharge your study energy. Get up and move around to get your blood flowing, clear your thoughts, and work off stress. Use unscheduled times to work ahead. You’ve scheduled that hundred pages of reading for later today, but you have the textbook with you as you’re waiting for the bus. Start reading now, or flip through the chapter to get a sense of what you’ll be reading later. Either way, you’ll save time later. You may be amazed how much studying you can get done during down times throughout the day. Keep your momentum. Prevent distractions, such as multitasking, that will only slow you down. Check for messages, for example, only at scheduled break times. Reward yourself. It’s not easy to sit still for hours of studying. When you successfully complete the task, you should feel good and deserve a small reward. A healthy snack, a quick video game session, or social activity can help you feel even better about your successful use of time. Just say no. Always tell others nearby when you’re studying, to reduce the chances of being interrupted. Still, interruptions happen, and if you are in a situation where you are frequently interrupted by a family member, spouse, roommate, or friend, it helps to have your “no” prepared in advance: “No, I really have to be ready for this test” or “That’s a great idea, but let’s do it tomorrow—I just can’t today.” You shouldn’t feel bad about saying no—especially if you told that person in advance that you needed to study. Have a life. Never schedule your day or week so full of work and study that you have no time at all for yourself, your family and friends, and your larger life. An interactive H5P element has been excluded from this version of the text. You can view it online here:
The Distractions of Technology Multitasking is the term commonly used for being engaged in two or more different activities at the same time, usually referring to activities using devices such as cell phones, smartphones, computers, and so on. Many people claim to be able to do as many as four or five things simultaneously, such as writing an e-mail while responding to an instant message (IM) and reading a tweet, all while watching a video on their computer monitor or talking on the phone. Many people who have grown up with computers consider this kind of multitasking a normal way to get things done, including studying. In reality, the mind can focus only on one thing at any given moment. Even things that don’t require much thinking are severely impacted by multitasking, such as driving while talking on a cell phone or texting. An astonishing number of people end up in the emergency room from just trying to walk down the sidewalk while texting, so common is it now to walk into a pole or parked car while multitasking! The other problem with multitasking is the effect it can have on the attention span—and even on how the brain works. Scientists have shown that in people who constantly shift their attention from one thing to another in short bursts, the brain forms patterns that make it more difficult to keep sustained attention on any one thing. So when you really do need to concentrate for a while on one thing, such as when studying for a big test, it becomes more difficult to do even if you’re not multitasking at that time. Here are some suggestions if distractions are an issue: Stay away from multitasking whenever you have something important to do, like studying. If it’s already a habit for you, don’t let it become worse. Manipulate your study space to prevent the temptations altogether. Turn your computer off or shut down e-mail and messaging programs if you need the computer for studying. Turn your cell phone off. If you just tell yourself not to answer it but still glance at it each time to see who sent or left a message, you’re still losing your studying momentum and have to start over again. For those who are really addicted to technology (you know who you are!), go to the library and don’t take your laptop or cell phone. Elsewhere in this chapter on scheduling your study periods, we recommend scheduling breaks as well, usually for a few minutes every hour. If you’re really hooked on checking for messages, plan to do that at scheduled times. What about listening to music while studying? Some don’t consider that multitasking, and many students say they can listen to music without it affecting their studying. Studies are inconclusive about the positive or negative effects of music on people’s ability to concentrate, probably because so many different factors are involved. Some people can study better with low-volume instrumental music that relaxes them and does not intrude on their thinking, while others can concentrate only in silence. The key thing is to be honest with yourself: if you’re actively listening to music while you’re studying, then you’re likely not studying as well as you could be. It will take you longer and lead to less successful results. Key Takeaways Getting it together includes organizing your space and your time, creating and following a study schedule, and planning for interruptions and distractions. Select one or more spaces that you will use for regular study; consider location, availability, furniture, lighting, atmosphere and possible distractions. Time management takes planning; create a semester schedule of your important due dates, create a weekly schedule that identifies your class times and study periods as priorities, and finally, use a to-do list to plan out what you will do in each study period. When you study in a shared space, you may need to make arrangements with roommates or family to ensure your study time is distraction free. Multitasking, particularly with technology, can reduce the effectiveness of your study efforts. Want more? The Learning Portal has videos, templates, and more to help you with your Time Management. 7 Successful students get involved One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=82#oembed-1 An interactive H5P element has been excluded from this version of the text. You can view it online here:
New college students may not immediately realize that they’ve entered a whole new world at college, including a world of other people possibly very different from those they have known before. This is a very important dimension of college—almost as important as the learning that goes on inside the classroom. How you deal with the social aspects and diversity of college world has a large impact on your academic success. Enter this new world with an open mind and you’ll gain many benefits. You have many opportunities to get involved in campus life through social activities, clubs, sports and more. There are student led organizations that you should become familiar with on campuses. Most, if not all colleges, will have a student government, student athletics association and student clubs. Campus Groups The college social experience also includes organized campus groups and activities. Participating in organized activities requires taking some initiative—you can’t be passive and expect these opportunities to come knocking on your door—but is well worthwhile for fully enriching college interactions. The active pursuit of a stimulating life on campus offers many benefits: Organized groups and activities speed your transition into your new life. New students can be overwhelmed by their studies and every aspect of a new life, and they may be slow to build a new life. Rather than waiting for it to come along on its own, you can immediately begin broadening your social contacts and experiences by joining groups that share your interests. Organized groups and activities help you experience a much greater variety of social life than you might otherwise. New students often tend to interact more with other students their own age and with similar backgrounds—this is just natural. But if you simply go with the flow and don’t actively reach out, you are much less likely to meet and interact with others from the broader campus diversity: students who are older and may have a perspective you may otherwise miss, upper-level students who have much to share from their years on campus, and students of diverse heritage or culture with whom you might otherwise be slow to interact. Organized groups and activities help you gain new skills, whether technical, physical, intellectual, or social. Such skills may find their way into your résumé when you next seek a job or your application for a scholarship or other future educational opportunity. Employers and others like to see well-rounded students with a range of proficiencies and experiences. Organized groups and activities are fun and a great way to stay healthy and relieve stress. Exercise and physical activity are essential for health and well-being, and many organized activities offer a good way to keep moving. An interactive H5P element has been excluded from this version of the text. You can view it online here:
Participating in Groups and Activities College campuses offer a wide range of clubs, organizations, and other activities open to all students. College administrators view this as a significant benefit and work to promote student involvement in such groups. It’s a good time now to check out the possibilities: Browse the college and student government Web sites, where you’re likely to find links to pages for student clubs and organizations. Watch for club fairs, open houses, and similar activities on campus. Talk with the representatives from any group in which you may be interested. Look for notices on bulletin boards around campus. Student groups really do want new students to join, so they usually try to post information where you can find it. Consider other forms of involvement and roles beyond clubs. Gain leadership experience by running for office in student government or applying for a residence hall support position. If your campus doesn’t have a group focused on a particular activity you enjoy yourself, think about starting a new club. Is there a movement or organization you care about? Consider volunteering. Check out students jobs on campus. This is another way to get involved and get paid at the same time. Whatever your interests, don’t be shy about checking out a club or organization. Take chances and explore. Attending a meeting or gathering is not a commitment—you’re just going the first time to see what it’s like, and you have no obligation to join. Keep an open mind as you meet and observe other students in the group, especially if you don’t feel at first like you fit in: remember that part of the benefit of the experience is to meet others who are not necessarily just like everyone you already know. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=82#oembed-2 An interactive H5P element has been excluded from this version of the text. You can view it online here:
Making new friends Have you ever wondered why we make friends? Is there a real need for friends in our lives, or can we thrive just fine in solitude? While occasional alone time is essential, most of us find that being alone for an extended period can lead to feelings of loneliness. As social creatures, humans derive a significant portion of their happiness from the relationships they build. Scientific studies have revealed that having good friends not only enriches our lives but also has profound effects on our well-being. In this article, we will explore the importance of friendship, the benefits it brings, and some practical tips for making new friends. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=82#oembed-3 An interactive H5P element has been excluded from this version of the text. You can view it online here:
The Power of Good Friends: Friendships go beyond casual interactions; they play a crucial role in our overall health and longevity. Researchers have found a strong correlation between having good friends and living longer, healthier lives. People with close social connections tend to experience lower stress levels, reduced blood pressure, and a decreased risk of depression. Sharing our experiences, thoughts, and feelings with friends can provide emotional support and a sense of belonging, which, in turn, contributes to our well-being. Be Social – Step Out of Your Comfort Zone: To make new friends, it’s essential to be social and step out of our comfort zones. Staying isolated and confined to our familiar spaces won’t lead to meaningful connections. Being social doesn’t necessarily mean attending loud parties; it can involve joining clubs or organizations that cater to our interests. Engaging in activities we enjoy allows us to meet like-minded individuals who share our passions, providing a natural foundation for friendships to blossom. Communication Skills Communication is at the core of almost all social interactions, including those involved in friendships and relationships with your professors. Communication with others has a huge effect on our lives, what we think and feel, and what and how we learn. Communication is, many would say, what makes us human. Oral communication involves not only speech and listening, of course, but also nonverbal communication: facial expressions, tone of voice, and many other body language signals that affect the messages sent and received. Many experts think that people pay more attention, often unconsciously, to how people say something than to what they are saying. When the nonverbal message is inconsistent with the verbal (spoken) message, just as when the verbal message itself is unclear because of poorly chosen words or vague explanations, then miscommunication may occur. Miscommunication is at the root of many misunderstandings among people and makes it difficult to build relationships. Remember that communication is a two-way process. Listening skills are critical for most college students simply because many of us may not have learned how to really listen to another person. Here are some guidelines for how to listen effectively: • Talk less to listen more. Most people naturally like to share their thoughts and feelings, and some people almost seem unable to stop talking long enough to ever listen to another person. Try this: next time you’re in a conversation with another student, deliberately try not to speak very much but give the other person a chance to speak fully. You may notice a big difference in how much you gain from the conversation. • Ask questions. To keep the conversational ball rolling, show your interest in the other person by asking them about things they are saying. This helps the other person feel that you are interested in them and helps build the relationship. • Watch and respond to the other person’s body language. You’ll learn much more about their feelings for what they’re saying than if you listen only to their words. • Show the other person that you’re really listening and that you care. Make eye contact and respond appropriately with nods and brief comments like “That’s interesting!” or “I know what you mean” or “Really?” Be friendly, smile when appropriate, and encourage the person to keep speaking. • Give the other person feedback. Show you understand by saying things like “So you’re saying that…” or asking a question that demonstrates you’ve been following what they’re saying and want to know more. As you learn to improve your listening skills, think also about what you are saying yourself and how. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=82#oembed-4 An interactive H5P element has been excluded from this version of the text. You can view it online here:
Here are additional guidelines for effective speaking: • Be honest, but don’t be critical. Strongly disagreeing may only put the other person on the defensive—an emotion sure to disrupt the hope for good communication. You can disagree, but be respectful to keep the conversation from becoming emotional. Say “I don’t know, I think that maybe it’s…” instead of “That’s crazy! What’s really going on is.…” • Look for common ground. Make sure that your side of a conversation relates to what the other person is saying and that it focuses on what you have in common. There’s almost no better way to stop a conversation dead in its tracks than to ignore everything the other person has just said and launch into an unrelated story or idea of your own. • Avoid sarcasm and irony unless you know the person well. Sarcasm is easily misunderstood and may be interpreted as an attack on the other person’s ideas or statements. • Don’t try to talk like the other person, especially if the person is from a different ethnic or cultural background or speaks with an accent or heavy slang. The other person will feel that you are imitating them and maybe even making fun of them. Be yourself and speak naturally. • While not imitating the other person, relate to their personality and style of thinking. We do not speak to our parents or professors the exact same way we speak to our closest friends, nor should we speak to someone we’ve just met the same way. Show your respect for the other person by keeping the conversation on an appropriate level. • Remember that assertive communication is better than passive or aggressive communication. Assertive in this context means you are honest and direct in stating your ideas and thoughts; you are confident and clear and willing to discuss your ideas while still respecting the thoughts and ideas of others. A passive communicator is reluctant to speak up, seems to agree with everything others say, hesitates to say anything that others might disagree with, and therefore seldom communicates much at all. Passive communication simply is not a real exchange in communication. Aggressive communication, at the other extreme, is often highly critical of the thoughts and ideas of others. This communication style may be sarcastic, emotional, and even insulting. Real communication is not occurring because others are not prompted to respond honestly and openly. • Choose your conversations wisely. Recognize that you don’t have to engage in all conversations. Make it your goal to form relationships and engage in interactions that help you learn and grow as a person. College life offers plenty of opportunities for making relationships and interacting with others if you keep open to them, so you needn’t try to participate in every social situation around you. An interactive H5P element has been excluded from this version of the text. You can view it online here:
Balancing Schoolwork and Social Life If there’s one thing true of virtually all college students, it’s that you don’t have enough time to do everything you want. Once you’ve developed friendships within the college community and have an active social life, you may feel you don’t have enough time for your studies and other activities such as work. For many students, the numerous social opportunities of college become a distraction, and with less attention to one’s studies, academic performance can drop. Here are some tips for balancing your social life with your studies: Keep working on your time management skills. You can’t just “go with the flow” and hope that, after spending time with friends, you have enough time (and energy) left over for studying. Make a study schedule that provides enough time for what you need to do. Study first; socialize after. Keep working on your study skills. When you have only a limited amount of time for studying, be sure you’re using that time as effectively as possible as you read assignments and prepare for class, organize your notes after class, and prepare for tests. If you can’t resist temptations, reduce them. If you are easily distracted by the opportunity to talk with your roommate, spouse, or family members because you study where you live, then go to the library to study. Make studying a social experience. If studying keeps you so busy that you feel like you don’t have much of a social life, form a study group. You will learn more than you would alone by gaining from the thoughts of others, and you can enjoy interacting with others without falling behind. Keep your social life from affecting your studying. Simply scheduling study time doesn’t mean you’ll use it well. If you stayed up late the night before, you may not today be able to concentrate well as you study for that big test. This is another reason for good time management and scheduling your time well, looking ahead. Get help if you need it. If you’re still having difficulty balancing your study time with other activities, talk with your program coordinator a counsellor. Maybe something else is keeping you from doing your best. Maybe you need some additional study skills or you need to get some extra help from a tutor or campus study center. Remember, we want you to succeed and will try to help those who seek help. One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=82#oembed-5 An interactive H5P element has been excluded from this version of the text. You can view it online here:
When and How to Say No For all the benefits of an active social and campus life, too much of any good thing can also cause trouble. If you join too many groups, or if you have limited time because of work and family commitments, you may spend less time with your studies—with negative results. Here are some guidelines for finding a good balance between social life and everything else you need to do: Don’t join too many organizations or clubs. Most advisors suggest that two or three regular activities are the maximum that most students can handle. Work on your time management skills. Plan ahead for study time when you don’t have schedule conflicts. If you have a rich social life, study in the library or places where you won’t be tempted by additional social interaction with a roommate, family member, or others passing by. Don’t be afraid to say no. You may be active in a club and have plenty of time for routine activities, but someone may ask you to spend extra time organizing an upcoming event just when you have a major paper deadline coming up. Sometimes you have to remember the main reason you’re in college and just say you can’t do it because you have to get your work done. If you really can’t resolve your time conflicts, seek help. Talk with your program coordinator or a college counsellor. They’ll help you get back on track. Key Takeaways You will have many opportunities to get involved in Campus life; it is up to you to inquire and participate in these social activities, clubs and sports. Attending a meeting or gathering isn’t a commitment. Feel free to explore. It will help transition you into your new college life, gain new skills, stay healthy and relieve stress. Once you’ve settled in at college, you may not have enough time for activities or work. Keep using your time management and study skills to help balance schoolwork and social life. Want More? The Learning Portal has activities and resources available to develop your social wellness. 8 Successful students take control of their health One or more interactive elements has been excluded from this version of the text. You can view them online here: https://ecampusontario.pressbooks.pub/studyprocaff2/?p=95#oembed-1 An interactive H5P element has been excluded from this version of the text. You can view it online here:
This section examines a wide range of topics, from nutrition, exercise, and sleep to substance abuse and risks related to sexual activity. All of these involve personal attitudes and behaviors. Paying attention to your eating, sleeping and exercise habits becomes more vital when attending college because learning is challenging. However, time pressures, schedule changes and new responsibilities can throw students off their previous routines. Where Are You Now? Consider your present knowledge and attitudes with the following statements. Consider how true these statements are for you: Yes Unsure No 1. I usually eat well and maintain my weight at an appropriate level.