tag:blogger.com,1999:blog-88041656053965703002024-03-14T02:51:08.094-07:00Academic Skills for Successful College LearningCarl P. Thum, PhDhttp://www.blogger.com/profile/03628959661651611965noreply@blogger.comBlogger13125tag:blogger.com,1999:blog-8804165605396570300.post-49589936546881520772014-07-09T09:09:00.003-07:002014-07-09T09:10:39.707-07:00Work Hard, Party Harder. But Don't Combine the Two.<h2>
<span style="font-size: large;">Use these softwares to limit your procrastination.</span></h2>
<div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdgQypeAQz5NOt6y5SDF56_yuZjO2oD77KMCLhMd4_r2UYh2jbLss-dbHmt7Jmxl5e-Bkg1QTNV-Ty42XOktI9wrVNIxRH41IijXKJdQcgo0wm6NHMR-lLs-2Rq1dk6pQ2iDEhJ84GEDY5/s1600/clock.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdgQypeAQz5NOt6y5SDF56_yuZjO2oD77KMCLhMd4_r2UYh2jbLss-dbHmt7Jmxl5e-Bkg1QTNV-Ty42XOktI9wrVNIxRH41IijXKJdQcgo0wm6NHMR-lLs-2Rq1dk6pQ2iDEhJ84GEDY5/s1600/clock.JPG" /></a></div>
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<span style="font-size: large;"><br /></span></div>
<h3>
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<!--[if !supportLists]-->1.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal;">
</span><!--[endif]-->Write or Die</div>
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For: Windows, Mac and Linux</div>
<div class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-justify: inter-ideograph;">
Use this software to boost productivity when writing, be that
an academic paper or more creative undertakings. You can pick a time limit, a
word count goal and a “grace period” (time period after which the punishment is
activated). You can also choose the difficulty level of your punishment – the
“gentle” mode simply sends a pop-up reminder to continue working, while the
“normal” mode plays unpleasant sounds such as a baby’s wail that continue until
the typing resumes. The severest punishment is the Kamikaze mode where the
software will begin to delete your work if you are not keeping up with your
goals. Later versions also have “Reward”
modes that provide positive reinforcement with custom reward images once you
achieve your goals. </div>
<div class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in; text-justify: inter-ideograph;">
<!--[if !supportLists]-->2.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal;">
</span><!--[endif]-->Freedom</div>
<div class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-justify: inter-ideograph;">
For: Windows and Mac</div>
<div class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-justify: inter-ideograph;">
Block the Internet for a certain time period set by you to
limit procrastination. The Internet can be blocked using this software for time
periods ranging from 45 minutes to 8 hours, allowing you to work without
distractions.</div>
<div class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-justify: inter-ideograph;">
This software can be purchased for $10.</div>
<div class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in; text-justify: inter-ideograph;">
<!--[if !supportLists]-->3.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal;">
</span><!--[endif]-->Stop Distractions</div>
<div class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-justify: inter-ideograph;">
For: Windows</div>
<div class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-justify: inter-ideograph;">
Block certain websites for a specified time period, while
still retaining access to other websites, so that distractions can be tuned out
while allowing you to focus on work that requires Internet access.</div>
<div class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in; text-justify: inter-ideograph;">
<!--[if !supportLists]-->4.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal;">
</span><!--[endif]-->Writeroom </div>
<div class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-justify: inter-ideograph;">
For: Mac</div>
<div class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-justify: inter-ideograph;">
Use this software to allow MS word to take up the whole screen
while you’re working on it, so as to compel you to focus on what you’re working
on, without distractions.</div>
<div class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in; text-justify: inter-ideograph;">
<!--[if !supportLists]-->5.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal;">
</span><!--[endif]-->MeeTimer</div>
<div class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-justify: inter-ideograph;">
For: Mozilla Firefox Browsers</div>
<div class="MsoListParagraphCxSpLast" style="text-align: justify; text-justify: inter-ideograph;">
Monitor
the amount of time spent browsing different websites. This software also
compiles this data to give you statistics about your surfing habits. It also
informs you of your procrastination, in that, it gives you an estimate of the
percentage of the time you spent surfing the Internet that could have been
spent working instead. This software induces a feeling of guilt to boost your
productivity.</div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
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<!--[if !supportLists]-->6.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-weight: normal;">
</span><!--[endif]-->Procrastination Killer</div>
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For: Windows</div>
<div class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-justify: inter-ideograph;">
Work in spurts of productivity on different tasks interspersed
with the much-deserved break using this software. Procrastination Killer works
on the 10*2*5 law – it has a timer that forces you to work on a task for 10
minutes. It then allows you a 2 - minute break where you can do what you want,
including surfing the Internet. After this break is over, it gives you 5
minutes to work on another task. This software mixes up tasks to provide
novelty, while at the same time allowing breaks to ensure maximum productivity
and quality. </div>
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Carl P. Thum, PhDhttp://www.blogger.com/profile/03628959661651611965noreply@blogger.com0tag:blogger.com,1999:blog-8804165605396570300.post-53520180088105117022013-09-09T07:35:00.001-07:002013-09-09T07:35:14.771-07:00Some tips for fall term coursesFirst year trips are concluding, and orientation is about to begin. Some first year students (17s) have already met with me to talk about doing well at Dartmouth. Seems obvious, but a good start to your academic career begins with, besides being ready to use active learning strategies (notetaking, reading, time management), is choosing your first three courses carefully.<br />
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If you have been placed into Writing 5 or Writing 2 fall term, then you need to choose two other courses.<br />
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Whether you need to choose two or three courses, you might pay attention to the following guidelines:<br />
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1. Choose courses that you are <u>interested</u> in or think you'll be interested in. Interest will help sustain your focus throughout the term. Avoid choosing courses based on major (unless you have a really clear desire to be an engineer, for example). Many first year students who think they are interested in a discipline will graduate in a (very) different discipline or field of study.<br />
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2. Don't worry about fulfilling your distributive requirement. You have four years to complete it, and many courses that you might choose through interest will satisfy some distributive requirement. Too many students choose fall term courses to "get it out of the way."<br />
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3. Do be mindful of the foreign language requirement, though you have until the end of sophomore year to complete it. There are several ways to do that, so be sure to go to open houses, talk to your UGA and upperclass students, and discuss it with your faculty adviser.<br />
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4. Choose to take a math course fall term because you enjoy math or it's a pre-req for a course you intend to take winter or spring term. <u>You do not need to take a math course to graduate from Dartmouth College</u>, but there is a QDS requirement that can be fulfilled by taking math or a number of other courses in other disciplines.<br />
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5. As much as is possible, vary your courses in terms of size, discipline, and type of work.<br />
Try for a mix of seminar style courses (e.g. Writing 5) and larger lecture courses (e.g. Psychology 1).<br />
Avoid, if you can, three reading or writing intensive courses. Limit science courses to one, especially if it's a lab course. <br />
<br />
Again, these are guidelines. You'll make good choices if you give it the time it deserves and to talk it out with your faculty adviser, undergraduate dean, UGA, and so on.<br />
Carl P. Thum, PhDhttp://www.blogger.com/profile/03628959661651611965noreply@blogger.com1tag:blogger.com,1999:blog-8804165605396570300.post-84180970422198161562013-08-14T12:10:00.001-07:002013-08-14T12:10:39.461-07:006 P'sAs I have pointed out in earlier blog posts, I learn a lot from the students I present to or teach or meet with individually.<br />
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This summer, a serious minded student shared what his father, a businessman, tells him regularly.<br />
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Pay attention to the 6 P's:<br />
<br />
Persistent<br />
Practice<br />
Prevents<br />
P---<br />
Poor <br />
Performance<br />
<br />
Other than the mildly off color expression, this is good advice, simply put. What tends to be missing in many students' way of studying is the going back over notes, readings, and other assignments and materials. Going back is when you learn and retain, whether it's academic information or athletics or music or theatre or a hobby.Carl P. Thum, PhDhttp://www.blogger.com/profile/03628959661651611965noreply@blogger.com1tag:blogger.com,1999:blog-8804165605396570300.post-75883997124063608122013-06-10T06:51:00.001-07:002013-06-10T06:51:47.245-07:00Saying "yes" to yourselfWhile this applies to many students, I think first year students are particularly susceptible to placing an emphasis on being accepted and needed. Which is fine because a significant part of being a college student is having friends and helping them out.<br />
<br />
But some students find that that desire becomes their top priority. And if some of their friends are quite needy (personally or with their campus involvements), students can find that much of their time is devoted to helping other students and, as a consequence, not working on their studies and their own co-curricular activities.<br />
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Students who have struggled with this challenge have found different ways to deal with it. One student who needed to strike a balance between helping other students and making sure she was getting her work done and achieving her own goals, was helped by her mother, who told her, "saying 'no' to someone else is saying 'yes' to yourself."<br />
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This, of course, is not always easy, and it takes a certain amount of maturity, self confidence, and clarity about what your personal goals are. And you'll have to problem solve around when you really do need to help someone else or when you can negotiate with your friend: "I can't help you this afternoon, but I can meet with you after dinner."<br />
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Carl P. Thum, PhDhttp://www.blogger.com/profile/03628959661651611965noreply@blogger.com0tag:blogger.com,1999:blog-8804165605396570300.post-57512494738409885242013-05-21T08:25:00.000-07:002013-05-21T08:25:46.697-07:00NapsWhen I speak to students about the importance of getting enough and good quality sleep, they almost always ask about naps: are they good? I think they want my permission to take naps because they are unsure or guilty about taking naps.<br />
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A nap, almost by definition, is short, and it's not (in American culture) a daily event.<br />
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When I ask students how long their naps are, the answer is almost always at least two hours.<br />
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That's not a nap; that's a evidence of sleep deprivation. The body is calling out for more rest than what it's being given at night.<br />
<br />
And your body, brain, and spirit need enough and good quality sleep on a regular basis. Your ability to think better and in a more sustained fashion will be improved. Sleep will help you be and stay healthy. And sleep helps you maintain a positive mood. Students who get or start getting better sleep tell me that they feel better about themselves.<br />
<br />
Back to naps, if you are getting enough and good quality sleep, a short nap (20-30 minutes) can (according to the Weill Cornell Medical Center) also improve alertness and learning, as well as not interfere with your evening sleep. "Researchers at the University of California, Berkeley, find that a[longer nap] clears the brain's short-term memory storage center and makes room for new information. Snoozing for 20 minutes improves alertness and performance without leaving you feeling groggy." (AARP Bulletin, Jan-Feb 2013, pgs 12, 14.)<br />
<br />
Carl P. Thum, PhDhttp://www.blogger.com/profile/03628959661651611965noreply@blogger.com0tag:blogger.com,1999:blog-8804165605396570300.post-25528238815072416682013-05-14T06:04:00.000-07:002013-05-14T06:04:02.670-07:00Yes and No<br />
If students are social and like to be with ("hang out") and/or help friends, they can have a lot of their time consumed by those activities. As a consequence, there may be less time to dedicate to their studies.<br />
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By all means, achieving a balance of studies and friends/social life is important. If you aren't sure if your time is balanced, track it for a day or two by keeping an account or calendar of how you are spending your time. You may be surprised at how much time is spent on your social life.<br />
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Simply put (and I heard this from a student the other day), too much social time is essentially saying "yes" to your friends and "no" to yourself.<br />
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You can flip that by 1) reminding yourself of your academic priorities and goals and 2) saying "no" to your friends. While that may seem anti-social and not fun, what you are saying is: by saying "no" to others you are saying "yes" to yourself.<br />
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Again, it's a matter of balance. An active social life is a very important part of your college and learning (learning from your peers) experience, but too much time spent with friends may negatively impact your academic learning and performance.<br />
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Carl P. Thum, PhDhttp://www.blogger.com/profile/03628959661651611965noreply@blogger.com0tag:blogger.com,1999:blog-8804165605396570300.post-72703088609500614282013-05-09T06:07:00.002-07:002013-05-09T06:07:54.477-07:00KRPA student recently shared with me her elegantly simple formula for doing well academically: KRP.<br />
Keep up, review, and practice. Carl P. Thum, PhDhttp://www.blogger.com/profile/03628959661651611965noreply@blogger.com0tag:blogger.com,1999:blog-8804165605396570300.post-44350407105520701172012-09-01T09:43:00.001-07:002012-09-01T09:43:09.426-07:00Welcome to the 16'sGreetings and welcome to Dartmouth's new class of first year students, the class of 2016.<br />
<br />
Having been at Dartmouth since 1983, having been a first year adviser for every year since 1983, and having attended college (albeit many years ago), I have a good understanding of the emotions and expectations new students have as they begin their college careers. Everyone will begin it during orientation week, but a number of students are already on campus for first year DOC trips, pre-season athletics, FYSEP, NLI, and international orientation.<br />
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It's a busy time on campus already. And it's been quite busy for me and my office (the Academic Skills Center) for some time, finishing up summer term and getting ready for fall term, one of our busiest terms.<br />
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For me, orientation includes presentations on how to do well at Dartmouth. They are well attended every year. Students are anxious to learn what it takes to do well at this college. Much of what I say, in an hour's time, can be found on the Academic Skills Center website: downloadable handouts and the Academic Success streaming videos.<br />
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This blog entry, though, will touch on what I consider the most important piece of advice I give during orientation: choose your first three courses thoughtfullly. They are important because they initiate your Dartmouth College academic career, but they can serve to help you start well and gain academic confidence.<br />
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In a word, choose three courses that you are <u><strong>interested</strong></u> in. Courses that you would like to know more about. Ones that either continue some area of study that you were introduced to in high school or courses that will introduce you to information you know little or nothing about. Avoid, on the other hand, courese that you think you will major in (unless you are quite confident that you will major in that area) and courses that merely fufill a distributive requirement.<br />
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You have plenty of time to choose a major (by the end of your sophomore year) and many students choose to major in areas that are different that what they thought they might major in when they started college.<br />
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Choosing three courses will require to think carefully, and you should be asking lots of questions about possible courses, departments, requirements, and professors. There are lots of resources for you to use to ask those questions: your first year faculty adviser, academic open houses, your UGA, your undergraduate dean, Deans Office Student Consultants (DOSC), upperclass students, and so on.Carl P. Thum, PhDhttp://www.blogger.com/profile/03628959661651611965noreply@blogger.com1tag:blogger.com,1999:blog-8804165605396570300.post-33614383852769933502012-03-21T06:59:00.002-07:002012-03-21T06:59:47.290-07:00faculty and reading skillsI recently had the opportunity to speak to 45 or so university faculty. I was invited to speak about how to improve student reading skills. The faculty increasingly feel that their students aren't doing the reading - at all or do it with little comprehension and ability to speak about it in class. Having done this kind of presentation in the past, I am wary of the reception that an "outsider" can have -- tellling faculty about how to do their work.<br />
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But I was encouraged by the university hosts that their faculty are friendly and receptive to ideas that will help them with their teaching. They wanted practical skills.<br />
<br />
So, I decided to present a mini version of the reading improvement course (aka speed reading) that I teach each term at Dartmouth. I've learned what helps students the most with improving their reading rate and comprehension is to introduce them to and have them practice fewer fixations per line and the SQ3R method. I add information about reading related factors (e.g. not reading in their rooms) and getting the sleep they need to do quality reading.<br />
<br />
While most of the faculty were quite receptive (I sensed they worked with the "developmental" students), a few of the faculty were a bit hesistant about having the students learn how to initially skim, scan, or survey. "We want our students to read slowly," a couple of the professors said. They weren't quick to appreciate that pre-reading or surveying skills would allow the students to get the "advance organizer" or big picture, which would then allow the students to look more closely at what the text is saying.<br />
<br />
My experience in these situations paid off. I knew that some faculty have discovered (usually on their own) a technique or two that helps them get their students to learn how to read the course material better. I encouraged the faculty to share a success story or two. One faculty member talked about how he has his students read a short primary text. He then spends a good portion of the class discussion on not only what the text is about, but also the ways in which students can/should read the text so that they can know what the text is saying -- reading skills, in other words.<br />
<br />
He then has them read and discuss the same text a week later. Even though this approach takes time and "cuts into other course content," the professor has stuck with it because students tell him every term how useful they found it. The students often say, " I got so much more out of it when I read it a second time and because I knew how to read it."<br />
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I had the latter part of the presentation be small group discussions where the facutly spoke to each other about improving student reading. When we got back together as a large group and each of the small groups reported out, the most repeated point was the many of the faculty were realizing that they needed to spend class time (and not just once at the beginning of the term) talking about how to read the course material.<br />
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My additional point was that if students were being intentionally taught how to read in different ways for different courses and subject matter (reading skills across the curriculum), the faculty would be giving their students a wonderful and powerful learning gift. And a life-long gift, as well.Carl P. Thum, PhDhttp://www.blogger.com/profile/03628959661651611965noreply@blogger.com0tag:blogger.com,1999:blog-8804165605396570300.post-26829246161941791792012-03-08T07:44:00.001-08:002012-03-08T07:44:59.940-08:00MotivationMany of my conversations with individual students during the year includes the issue of motivation. In many cases, the students either lack motivation to do their work or do it in a timely way ... or they are struggling to keep motivated.<br />
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While some of the students are juniors and seniors, it's usually first year students and sophomores who speak about this issue the most.<br />
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Motivation is a complicated issue - one that I will address in several entries. Generally speaking, I find that a key factor is that students are thinking of motivation as an external force or entity. And it was external, for the most part, during their high school years. That is, their motivation in high school was driven or fueled by their parents, peer group, high school teachers and guidance/college counselors, and "society" to do well so they could attend college, perhaps a selective college or university. And much of that external motivation was immediate: living at home or at a private secondary school.<br />
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This is not to say that students didn't have their own internal motivation. Most of them did. They had their own drive to do well and be involved in athletics and/or school and community activities.<br />
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The breakdown, if I can put it that way, is when they come to a residential college, one of the biggest changes in their lives is that they are living away from home and having to depend on themselves to go to class, keep up with their academics, do their laundry, and so on.<br />
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Some students make that transition quickly; for others, it takes a few weeks, a term/semester, or even a year or so. <br />
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This is why so many students don't do well their first term in college when they are certainly capable of doing well.<br />
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Again, it's a complicated issue because other factors are involved, as well: homesickness, making new friends, knowing where things are on campus, changing values or personal values being queestioned or challenged, general adjustment, experimenting with new things and activities, getting over-involved in co-curriculars, and so on.<br />
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In my conversations with students, I first have them understand what the issue or motivation is - in all its complexity. I then have them see how college is a time and an opportunity for them to move from a "dependency" on external motivators to internal motivators. That is, what should be determining their personal goals and behaviors is what they want their college educational experience to be. To ask and answer two key questions: why are you here and what do you want to accomplish.<br />
<br />
In individual conversations and in large group presentations, particularly to first year students, I ask: "what were your goals during your junior and senior years in high school?" Without hesitiation, they respond: "to get into this college." Then I ask: "what did you need to do to get into this college?" And they just as quickly answer with: good grades, school/community involvement, teacher recommendations, good SAT/ACT scores, and so on.<br />
<br />
My next question is: "Now that you are here, what are your goals?" That question is almost always responded to with silence.<br />
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More on this topic later.Carl P. Thum, PhDhttp://www.blogger.com/profile/03628959661651611965noreply@blogger.com0tag:blogger.com,1999:blog-8804165605396570300.post-49275765892605768802012-02-15T08:07:00.000-08:002012-03-08T07:45:56.561-08:00student storyWhen I meet and speak with students, I sometimes share the stories of other students. I've noticed over the years that students value the example or inspiration of other students. Similarly and as a bit of a digression, when asked to do a presentation to a student group, I have the student leader or faculty adviser suggest a student co-presenter. I meet with that student, and we discuss how we can complement each other in terms of what I will present and what she/her will present from the student point-of-view. During the presentation, the students will listen and sometimes take notes on what I say, but I notice that they really pay attention to what my student co-presenter says.<br />
<br />
One of my favorite student stories begins with my giving a pre-orientation learning strategies workshop to a large number of first year student-athletes. They were on campus for pre-season training. After the session, as I was walking across campus back to my office, a tall and ruggedly handsome young man approached me and asked politely if he could ask me a question. I looked up at him and said, "sure." He looked (down) at me and said, "I know why I was accepted to Dartmouth." Given his size and build, I was pretty sure it was because of his football skills. "But," he continued, "now that I am here, I really want to take advantage of this opportunity that I have been given. May I meet with you every once in a while to talk about my courses and how to do well academically?"<br />
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I, of course, said "yes." And we did meet quite a few times his first year, maybe once or twice his sophomore year, and periodically on campus when our paths crossed during his last two years at Dartmouth.<br />
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He wasn't a star athlete, though he did play football all four years and started most games his senior year. He did quite well academically, however, and he was a BMOC (big man on campus) in terms of his involvement and leadership in several campus and volunteer organizations.<br />
<br />
I like to share his story because it illustrates how important having a postive attitude and setting clear individual goals can be.Carl P. Thum, PhDhttp://www.blogger.com/profile/03628959661651611965noreply@blogger.com0tag:blogger.com,1999:blog-8804165605396570300.post-24823713070013999552012-02-13T09:00:00.000-08:002012-02-13T09:00:57.994-08:00ten steps to academic successI am often asked by students, in one-on-one meetings or during workshops and presentations, what I consider to be the top ten strategies for doing well in college. Here is the list that I usually share with students. Future posts will explore each one in more detail, along with the stories of students that fit each one.<br />
<br />
1) set academic and personal goals<br />
2) learn actively<br />
3) time/task management<br />
4) listening and notetaking skills<br />
5) reading skills<br />
6) exam preparation and taking skills<br />
7) stress management and exercise<br />
8) writing skills<br />
9) getting the sleep you need and staying healthy<br />
10) getting involved in co-curricular activities<br />
<br />
Especially motivated/curious students will ask me if there are additional skills or pieces of advice. Of course there are quite a few others, but I am usually quick to add:<br />
<br />
11) course choice, especially during your first year in college<br />
12) getting to know your professorsCarl P. Thum, PhDhttp://www.blogger.com/profile/03628959661651611965noreply@blogger.com1tag:blogger.com,1999:blog-8804165605396570300.post-32580649568177200562012-02-12T20:06:00.000-08:002012-02-15T08:08:32.136-08:00Introductory PostThe purpose of this post and this blog is to share what I know, based on thirty years of working with college students, about how students can do well academically in college or university. While I currently work at a highly selective college, I have previously worked at a college which was essentially open admissions. In both colleges, students had the potential to do well if they 1) wanted to do well 2) had or created a set of academic and personal goals and 3) knew and used some active learning/study skills.<br />
<br />
The research is clear -- successful students (and people in the world of work) share two important characteristics: clear goals and they manage their time.<br />
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I intend to use this blog to share what I know, including what I have learned from students, about doing well in college. While I am tempted to post in a logical and sequential way, I may start by making contributions based on what I am currently saying to students.<br />
<br />
I invite your comments and suggestions.Carl P. Thum, PhDhttp://www.blogger.com/profile/03628959661651611965noreply@blogger.com1