RaiderReady: Unmasking the Possibilities of College Success
Transcript of RaiderReady: Unmasking the Possibilities of College Success
RaiderReady: Unmasking thePossibilities of College Success
EDITED BY MICHELLE KISER, ED.D. AND DIANA WILKINSON, M.ED
Texas Tech University LibrariesLubbock, TX
RaiderReady: Unmasking the Possibilities of College Success by Texas Tech University is licensed under a Creative CommonsAttribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.
CHAPTER 1: THE VARK QUESTIONNAIRE (VERSION 7.8)
HOW DO I LEARN BEST?
Choose the answer which best explains your preference and circle the letter(s) next to it. Please circlemore than one if a single answer does not match your perception. Leave blank any question that doesnot apply.
1. You are helping someone who wants to go to your airport, the center of town or railway station. Youwould:
a. go with her.b. tell her the directions.c. write down the directions.d. draw, or show her a map, or give her a map.
2. A website has a video showing how to make a special graph. There is a person speaking, some listsand words describing what to do and some diagrams. You would learn most from:
a. seeing the diagrams.b. listening.c. reading the words.d. watching the actions.
3. You are planning a vacation for a group. You want some feedback from them about the plan. Youwould:
a. describe some of the highlights they will experience.b. use a map to show them the places.c. give them a copy of the printed itinerary.d. phone, text or email them.
4. You are going to cook something as a special treat. You would:
a. cook something you know without the need for instructions.b. ask friends for suggestions.c. look on the Internet or in some cookbooks for ideas from the pictures.d. use a good recipe.
5. A group of tourists want to learn about the parks or wildlife reserves in your area. You would:
a. talk about, or arrange a talk for them about parks or wildlife reserves
35 APPENDIX: ADDITIONAL CHAPTER ACTIVITIES
b. show them maps and internet pictures.c. take them to a park or wildlife reserve and walk with them.d. give them a book or pamphlets about the parks or wildlife reserves.
6. You are about to purchase a digital camera or mobile phone. Other than price, what would mostinfluence your decision?
a. Trying or testing it.b. Reading the details or checking its features online.c. It is a modern design and looks good.d. The salesperson telling me about its features.
7. Remember a time when you learned how to do something new. Avoid choosing a physical skill, eg.riding a bike. You learned best by:
a. watching a demonstration.b. listening to somebody explaining it and asking questions.c. diagrams, maps, and charts – visual clues.d. written instructions – e.g. a manual or book.
8. You have a problem with your heart. You would prefer that the doctor:
a. gave you a something to read to explain what was wrong.b. used a plastic model to show what was wrong.c. described what was wrong.d. showed you a diagram of what was wrong.
9. You want to learn a new program, skill or game on a computer. You would:
a. read the written instructions that came with the program.b. talk with people who know about the program.c. use the controls or keyboard.d. follow the diagrams in the book that came with it.
10. I like websites that have:
a. things I can click on, shift or try.b. interesting design and visual features.c. interesting written descriptions, lists and explanations.d. audio channels where I can hear music, radio programs or interviews.
11. Other than price, what would most influence your decision to buy a new non-fiction book?
a. The way it looks is appealing.b. Quickly reading parts of it.c. A friend talks about it and recommends it.d. It has real-life stories, experiences and examples.
12. You are using a book, CD or website to learn how to take photos with your new digital camera. Youwould like to have:
APPENDIX: ADDITIONAL CHAPTER ACTIVITIES 36
a. a chance to ask questions and talk about the camera and its features.b. clear written instructions with lists and bullet points about what to do.c. diagrams showing the camera and what each part does.d. many examples of good and poor photos and how to improve them.
13. Do you prefer a teacher or a presenter who uses:
a. demonstrations, models or practical sessions.b. question and answer, talk, group discussion, or guest speakers.c. handouts, books, or readings.d. diagrams, charts or graphs.
14. You have finished a competition or test and would like some feedback. You would like to havefeedback:
a. using examples from what you have done.b. using a written description of your results.c. from somebody who talks it through with you.d. using graphs showing what you had achieved.
15. You are going to choose food at a restaurant or cafe. You would:
a. choose something that you have had there before.b. listen to the waiter or ask friends to recommend choices.c. choose from the descriptions in the menu.d. look at what others are eating or look at pictures of each dish
16. You have to make an important speech at a conference or special occasion. You would:
a. make diagrams or get graphs to help explain things.b. write a few key words and practice saying your speech over and over.c. write out your speech and learn from reading it over several times.d. gather many examples and stories to make the talk real and practical.
37 APPENDIX: ADDITIONAL CHAPTER ACTIVITIES
THE VARK QUESTIONNAIRE SCORING CHART
Use the following scoring chart to find the VARK category that each of your answers correspondsto. Circle the letters that correspond to your answers
e.g. If you answered b and c for question 3, circle V and R in the question 3 row.
SCORING CHART
Question a category b category c category d category
1 K A R V
2 V A R K
3 K V R A
4 K A V R
5 A V K R
6 K R V A
7 K A V R
8 R K A V
9 R A K V
10 K V R A
11 V R A K
12 A R V K
APPENDIX: ADDITIONAL CHAPTER ACTIVITIES 38
13 K A R V
14 K R A V
15 K A R V
16 V A R K
CALCULATING YOUR SCORES
Total number of Vs circled =
Total number of As circled =
Total number of Rs circled =
Total number of Ks circled =
Count the number of each of the VARK letters you have circled to get your score for each VARK category.
39 APPENDIX: ADDITIONAL CHAPTER ACTIVITIES
CHAPTER 2.1: SMART GOALS
SMART GOALS
Specific
Measurable
Achievable
Relevant
Time-bound
GOAL SETTING
1. Write down 4 goals you want to achieve.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Pick one goal from above: _____________________________________
Break your goal into smaller steps that are measurable and time-bound.
Step Time Needed Deadline
3. What resources will you need in order to accomplish this goal?
_____________________________________________________________________________________
4. What obstacles might get in the way? What can you do to overcome those obstacles?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
APPENDIX: ADDITIONAL CHAPTER ACTIVITIES 40
5. Create weekly or daily tasks you can do to help you achieve your goal.
Task Daily or Weekly Task?
6. How will you know you have achieved this goal? What will it look like?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
41 APPENDIX: ADDITIONAL CHAPTER ACTIVITIES
CHAPTER 2.2: TIME-BOXING
Using the table on the following page, box in your class schedule, weekly meetings, and work schedule.Find free spaces to incorporate study time.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
7:00
7:30
8:00
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
6:30
7:00
7:30
8:00
8:30
9:00
9:30
10:00
10:30
11:00
11:30
APPENDIX: ADDITIONAL CHAPTER ACTIVITIES 42
CHAPTER 3.1: CORNELL NOTES TEMPLATE
Practice taking Cornell Notes with this template and an excerpt from a textbook or a YouTube video.
CORNELL NOTES
Topic:Course:
Date:
Questions/Main Ideas Notes
Summary:
43 APPENDIX: ADDITIONAL CHAPTER ACTIVITIES
CHAPTER 3.2: VERBAL AND VISUAL MEMORY
Watch YouTube video How to Memorize Fast and Easily and complete the two memory challenges.
Challenge 1 Verbal Memory
After the words are called out, write down all the words you remember.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Challenge 2 Visual Memory
After the words are explained, write down all the words you remember.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Which was better, your verbal memory or your visual memory?
_____________________________________________________________________________
Explain your results. How can you use this visual memory technique? Do you think it will help you? Why/why not?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
APPENDIX: ADDITIONAL CHAPTER ACTIVITIES 44
CHAPTER 3.3: BRAINSTORMING WEB
Practice note taking using this web and an excerpt from a textbook or a YouTube video.
45 APPENDIX: ADDITIONAL CHAPTER ACTIVITIES
CHAPTER 4.1: CRITICAL THINKING
CRITICAL THINKING: CRIME AND PUNISHMENT
Read the following and use critical thinking to analyze.
In 1974, at the age of 19, Doris Drugdealer was arrested for selling $200 worth of heroin to an undercoverpolice officer in Michigan. She received a 10-20 year prison sentence for this crime. After serving about8 months of her sentence, she decided that she could not tolerate prison and with the help of hergrandfather, plotted an escape. She used a work pass to walk away from prison. In May, 2008, after 34years, Doris was captured again by detectives who matched fingerprints from her driver’s license to herprison records.
Doris said that in 1974 she was a “stupid little …hippie-ish girl…a pothead.” During the 34 years that Dorisevaded prison, she worried every day that she would be caught. While looking at a sunset, she wouldmarvel at her freedom and wonder if the past would catch up with her. She was very careful to lead the lifeof a model citizen and even volunteered for Common Cause, an organization that promotes governmentethics and accountability. She married an executive and had three children and lived a comfortable life inan upper middle class neighborhood in California. She never told her family about her past. Her husbandof 23 years stated that he loved his wife as much as the day they were married and that she was a “personof the highest integrity and compassion” and had dedicated her life to raising her children. She taughther children to be responsible citizens and to avoid drugs. Her husband said that the arrest “was the nextworst thing to having a death in the family.” Doris worried about the effect of her arrest on her son whohad just graduated from high school and her older daughters. A neighbor commented that it would notbe useful to society to send Doris back to prison.
Undercover drug officers believed that Doris had connections to “higher ups” in the drug world and was ateenage leader in a 1070’s drug ring. They found $600 in her apartment, paraphernalia for cutting heroinand pictures of her with other drug dealers. Doris described herself as a recent high school graduate whowas strapped for cash, working at a minimum wage job and driving a $400 car. She said that every day ofher life she regretted getting herself into this situation. She was extradited back to Michigan to serve heroriginal prison term. Her family and friends submitted a plea for clemency to the governor of Michigan.Should the governor grant her clemency?
1. Describe the values and points of view of:
• Doris
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
APPENDIX: ADDITIONAL CHAPTER ACTIVITIES 46
• Her family
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
• Her neighbors
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
• Society/The Law
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
2. After considering all points of view, what is your point of view on the situation?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
This exercise is based on excerpts from “Former Fugitive Drawing Sympathy” and “Captured Fugitive NowWaiting for Extradition, and to Learn Fate” from the San Diego Union Tribune, May 1 and 2, 2008, andCollegeScope/College and Career Success by Dr. Marsha Fralick
47 APPENDIX: ADDITIONAL CHAPTER ACTIVITIES
CHAPTER 4.2: CREATIVE THINKING
Brainstorming
Use your creativity and imagination to answer the following questions. Think of as many as you can in 5minutes.
1. How is a peanut like you?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Circle your best 3 and share with the group.
The next question can be done as a group.
2. How is a peanut like going to college?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Activity modified from CollegeScope/College and Career Success by Dr. Marsha Fralick
APPENDIX: ADDITIONAL CHAPTER ACTIVITIES 48
CHAPTER 4.3: VOCABULARY BUILDER
Write down new words you encounter during reading.
Word: _________________________
Sentence the word was used in:
______________________________________________________________________________________
______________________________________________________________________________________
Pieces of the word that look familiar and may help define it (root word or prefixes/suffixes):
______________________________________________________________________________________
Definition of the word:
______________________________________________________________________________________
______________________________________________________________________________________
Make a new sentence using the word.
______________________________________________________________________________________
______________________________________________________________________________________
A visual to help remember the word:
Try to incorporate the new word into conversation today.
49 APPENDIX: ADDITIONAL CHAPTER ACTIVITIES
CHAPTER 5.1: WEEKLY STUDY PLAN
Write down what you need to accomplish this week and how long it will take. You can use a separate pagefor each course or put them on one page and color code each class. Assign priority to each task using A,B, C, or 1, 2, 3.
What do you NEED to do today?
How long will it take?
TOTAL amount of timeneeded. What did you ACCOMPLISH today?
Day 1
Day 2
Day3
Day4
Day 5
Need assistance with creating a study plan? Contact an Academic Coach at the Learning Centerwww.lc.soar.ttu.edu or 806.742.3664
APPENDIX: ADDITIONAL CHAPTER ACTIVITIES 50
CHAPTER 5.2: ACADEMIC INTEGRITY
Read over the following scenarios with your group. Decide if the situation violates academicintegrity and why/why not?
1. You missed a week of classes because you were not feeling well. Your course only allows you fourabsences. You didn’t see a doctor this time, but you have a doctor’s excuse from a previous illness. Youdecide to alter the previous doctor’s excuse and use it for the current situation.
2. You have an assignment due that requires you to collect survey data from 100 students and write areport based on your results. You only collected 25 surveys. You believe, based on the law of averages,that the results from the 25 surveys will basically be the same as results you would obtain from 100surveys, so you make-up the rest of the data.
3. Your essay is due tomorrow morning and you are running out of time. You find a paper on the internetthat is similar to your assignment requirements. You make a few minor changes in the wording of thepaper and turn it in without citing.
4. You are taking an online course and have a quiz due at midnight. You completely forgot about it, andyou have to go to work. You give your friend, who is not in the course, your notes and login informationand ask her to take the quiz for you.
5. A student that sits near you has missed a week due to the flu. When he comes back he asks to borrowyour lecture notes so you meet him after class in the library.
6. You wrote a paper last year that is similar to one needed for a current assignment. You plan on copyinga few sentences from your old paper into the new paper.
7. You turn in a one-page paper for a daily assignment and your TA notices that you did not cite any ofyour material. You did not know you needed to cite your sources on a short daily assignment. You believethat since it was unintentional you should only receive a warning.
8. In your course, working with a group is encouraged but it is required that your assignments bewritten on your own and not a collaboration. You get together with three other students to discuss theassignment. Each person writes notes regarding the discussion and then writes their own responses.
51 APPENDIX: ADDITIONAL CHAPTER ACTIVITIES
CHAPTER 6.1: EMAIL ETIQUETTE
Read the following email written to a professor. Discuss with your group the mistakes made in thisemail and how it could be written more appropriately.
Hey Sir,
I didn’t go to class today. I was throwing up and didn’t think it was a good idea to sit in you’re class. LOLI need notes from todays lecture so I don’t fail. Let me know when I can come by and pick them up. Oh,BTW, can you check and see if I’m failing right now?
Student
1. What mistakes did this student make when communicating with a professor?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Correct the email and rewrite it.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. With your group, write an email you could send to a professor.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
APPENDIX: ADDITIONAL CHAPTER ACTIVITIES 52
CHAPTER 6.2: STEREOTYPES
List as many stereotypes as you can think of that relate to the following groups.
Student Athlete
Fraternity/Sororitymembers
LGBTQ
People from rural areas/farms
Physically /MentallyDisabled
Muslim
Christian
Discussion
1. How are stereotypes formed?
2. Can stereotypes differ based on where you come from?
3. Can there be a “good” stereotype?
4. How can stereotyping be harmful?
53 APPENDIX: ADDITIONAL CHAPTER ACTIVITIES
CHAPTER 7.1: STRESS AND WELLNESS
The key to managing stress is to recognize it and make a plan. Read the following list of possible stressorsand develop a plan for your top 5.
Stressor
Finances
Being Away From Home
Fitting In, Meeting New People
Dealing with Roommates
Coursework and Exams
Family Issues
Work Schedule
Social Obligations
Health Issues
Romantic Relationships
How Can I Reduce These Stressors?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
APPENDIX: ADDITIONAL CHAPTER ACTIVITIES 54
Wellness GoalsWellness Goals
Living a healthy lifestyle can assist in managing your stress. Getting enough sleep, eating regular healthy meals, and
exercising are just a few ways to stay well. Think about your wellness goals for this semester.
My wellness goal is to: __________________________________________________________________
1. What steps can take to achieve your wellness goal?
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Why is this goal important to achieve, how will it help you?
_____________________________________________________________________________________
_____________________________________________________________________________________
3. How will you know you have achieved this goal? What will your achievement look like?
_____________________________________________________________________________________
_____________________________________________________________________________________
Need extra assistance with Stress and Wellness, find out more at The Student Counseling Centerwww.depts.ttu.edu/scc/ 806.742.3674.
55 APPENDIX: ADDITIONAL CHAPTER ACTIVITIES
CHAPTER 7.2: FOOD AND EXERCISE LOG
Keep track of your meals, water intake, exercise, and sleep habits for 3 days. Also keep track of how youfelt that day.
Day 1 Day 2 Day 3
Breakfast
Snack
Lunch
Snack
Dinner
Snack
8 oz Servings ofWater
Exercise
Hours of Sleep
Mood
After monitoring for 3 days:
• What good habits do you have already?
• What new habits do you need to form?
APPENDIX: ADDITIONAL CHAPTER ACTIVITIES 56
CHAPTER 8.1: MONTHLY BUDGET
Projected Amount Actual Amount Difference
Income
Money from parents
Work
Financial Aid/Scholarships after tuition
Total
Fixed Expenses
Rent
Car payment/insurance
Cell phone
Other ____________
Total
Amount Remaining
Flexible Expenses
Food, outside of meal plan
Gas
Entertainment
Clothing
Other ___________
Total
Amount Leftover
Need extra help with budgets?
• Contact Red to Black at [email protected] or 806.742.9781
• Visit https://www.cashcourse.org/
57 APPENDIX: ADDITIONAL CHAPTER ACTIVITIES
CHAPTER 8.2: MAJORS AND CAREERS
Trying to figure out what major/career is best for you? Answer these questions and take the careerassessments listed below.
1. What do you love to do in your free time? What types of volunteering have you done or would like todo?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. What skills come naturally to you without thought or effort?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. What careers do you think you would enjoy doing?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4. What goals to have? How will your career help you fulfill those goals?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
APPENDIX: ADDITIONAL CHAPTER ACTIVITIES 58
Career Assessments
FOCUS will help you develop an accurate picture of your personal strengths, needs, and preferences; andconnect you with exact majors here at Texas Tech University.
Create your FOCUS account today at: https://www.focus2career.com/Portal/Login.cfm?SID=393
Access Code: redraider
TypeFocus Careers will assist you in identifying your “type” of individual out of 16 identified “types”. Thisassessment will assist you in discovering your “personal environmental fit” in the workplace and assist youwith information you may utilize in career selection.
Create your login using the following link: https://v6.typefocus.com/beforelogin/home/n/cmVkcmFpZGVycw
StrengthsQuest® is a revolutionary program from the Gallup Organization that focuses on students’strengths rather than weaknesses. By taking this online assessment, individuals are able to discover theirnatural talents, strategically choose a successful career path, conquer job and internship interviews, andgain a better understanding of what they do best.
To take the assessment, go to www.strengthsquest.ttu.edu.
Strong Interest Inventory is The most scientifically sound, thoroughly researched, and widely usedinterest inventory, compares your pattern of responses to a pattern of responses of people of differenttypes in different occupations.
• This assessment requires interpretation by a professional. To take this assessment you must contactthe University Career Center.
The University Career Center has professional staff who are ready to discuss your career optionsanytime. For ideas on what you can do with your major: Call now for an appointment – 806-742-2210
Or Visit: http://www.depts.ttu.edu/careercenter/careerexploration/index.php
59 APPENDIX: ADDITIONAL CHAPTER ACTIVITIES