University of Missouri Intercollegiate Athletics

Total Person Program

Mentor Playbook Spring 2011

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Introduction

The purpose of this mentor playbook is to acquaint you with the mission, goals, policies, and procedures of the University of Missouri Total Person Program mentoring service. We believe the mentor position carries with it a great amount of responsibility as we ask you to serve as a role model to our at-risk and incoming student-athletes. Throughout the next semester, we will call on you to facilitate the development of many of your mentee’s academic skills including: study habits, time management, organization, test taking and note taking abilities. Your position as a mentor places you as the primary link between the student-athlete academic team including the academic coordinator, graduate assistant, tutors, and student-athlete. What is a mentor?

A mentor helps a student-athlete develop the self-responsibility, self-directedness, and skills

necessary to achieve their goals both in the classroom and in life.

What does a mentor do?

A mentor will supervise a student-athlete’s weekly study program by aiding in the weekly planning

of learning objectives.

A mentor will foster a student-athlete’s long term academic progress by guiding them in the

development of study skills.

What is the difference between a mentor and tutor?

A mentor is a guide for the student-athlete’s overall development as a student and person.

A tutor facilitates the student-athlete’s development as it pertains to specific course material.

Mentoring is a Relationship the characteristics of which include:

Academic role modeling – is one who believes in the rewards of academic pursuits and can foster

this belief in the student-athlete he/she is mentoring. A mentor that exudes this enthusiasm for

academics can make a tremendous impact on a student’s impression of classroom pursuits. In this

way, the academic mentor acts as the leader of a student-athlete’s individual academic team which

is always working towards the long-term goal of developing an independent and successful student.

Positivity – can encourage and motivate a student-athlete to perform well in all his/her classes. Be

sure to celebrate the successes of the athlete with positive comments both in person and in the

mentoring forms. When struggles present themselves, a mentor should suggest concrete ways to

overcome the obstacles and hearten the student to work towards success.

Effective communication – As the leader of the student-athlete’s academic team, the mentor plays a

central role in communicating the student’s needs to tutors, academic coordinators, and other TPP

staff members. Encouraging and maintaining dialogue between these concerned people and the

student-athlete only increases the chances for academic success.

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WEEKLY MENTORING SCHEDULE

Week Dates Topic Learning Assignment Assigned Task 1 January 23 - 29 Course Calendar

- calendar

- Complete class and tutor contact list

2 January 30 – February 5

Learning Styles Goal Setting

-Teaching trait and learning styles activity

- SMART - Goal Setting

- Implement a new study method based on your learning style

- Complete academic goal sheet

3 February 6 - 12 Instructor Relations & Transition from HS-

College

- Transition - Getting Along with

Professors - Email and Text

etiquette - Cell phone etiquette

- Email an instructor using proper etiquette principals. BCC your mentor

on that email.

4 February 13 – 19 Note Taking -note taking skills -note taking styles -textbook reading

- Complete an assignment using textbook summary

5 February 20 - 26 Test Preparation Test Anxiety

-Test preparation -Types of exams

- Test anxiety

- Complete test anxiety questionnaire

6 February 27 – March 5

Writing Assignments and Resources

-Type of college papers -10 steps writing

-Resources

- Create outline for upcoming assignment & potential sources

7 March 6 - 12 Time Management - Time Management/Stealers

-Time Sabotaging Strategies

- 16 Traits of Effective Time Managers

- ABC

- Prioritize this week using the ABC method

8 March 13 – 19 Procrastination -Procrastination Assessment

- pick a project you have been putting off and plan a completion date

9 March 20 – 26 Staying Motivated -What’s Your Motivation Style? - Leadership and Motivation style

-Name an academic task you are unmotivated to do and explain to your

mentor how you could use your motivation style to complete the task

10 March 27–April 2 Spring Break ----- NO MENTORING 11 April 3 – 9 Problem Solving - C.O.P.E.

- C.O.P.E. assignment

12 April 10 – 16 Career/Major Interests

- Review Life Skills timeline

- Set-up appointment with Life Skills

13 April 17 – 23 Reprise and Review Reprise Time management and

review GPA

- Return to one of the previous topics most appropriate for student’s current

situation. 14 April 24 – 30 Overall Review -Celebrating

Accomplishments -Continue preparing for finals

15 May 1 – 5 Finals Week Prep -Finals Study Hall schedule - Complete both Student and Mentor

surveys 16 May 6 - 13 Finals Weeks ----- No Mentoring

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Week 1 (January 23-29): Organization Explain the objectives of the program. Do not assume that the student knows anything about the

program. o Assist with organization, structure, time management, study skills o Explain that you will be looking over their academic progress each week along with

implementing study strategies. o Set learning objectives for each week o Relationship outside their coach and academic advisor o Confidentiality

Talk about expectations for the mentoring meetings: o The student will be on time. o The student is required to bring his/her playbook every meeting. o All returned grades (tests, quizzes, assignments, labs) are to be shown through blackboard

or via returned papers each session. o Class notes should be checked every week for attendance and quality.

Complete Icebreaker Handout. Collect student athlete contact information: cell phone and email. Make a copy of the student’s class syllabi and develop a binder for your student or file folder. Review each course syllabi—course policies, objectives, points, and etc. Create a semester calendar Help student memorize their study hall hours Use the student’s playbook and remind them that they are required to bring it every session. Make a copy of the students travel schedule if the student athlete is in season. Make sure the student has the textbook for each class and other school materials—notebook,

calculator, clicker (registered), etc. Make sure the student knows how to operate their school email, blackboard and has memorized

their pawprint and password. Make sure the student athlete has visited or knows the location of Brady Commons, Ellis Library,

Student Health Center, Career Resource Room (MATC), Office of Financial Aid, Counseling Center, Mizzou Arena, and each of their class buildings. If they do not know the location please provide them with a map.

Ask about each course structure: o Review the in class success strategies form o What are the attendance requirements? If you are going to miss due to travel what are the

make-up work policies? o Do you know each professors contact information?

use to create class contact form for weekly learning strategy assignment o Big Lecture class? Group Discussion? o Is the professor personable? o Explain the role of a Teacher Assistant o How many exams? How will the exams be structured? o Does the professor use blackboard? o Do you sit in the front? o Did you hand out your athletic absence forms (if the student athlete is in season)?

Complete the mentor report and explain how the report is used throughout the semester to the student.

o to track and report the grade if the grade is posted on blackboard ---report blackboard if the grade is seen by the mentor on the paper/assignment—report confirmed if the grade is student reported ---report student reported (SR) report current grade report last week’s grades—test scores, papers returned, assignments

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o make notes about their attendance o make notes about the quality or quantity of their class notes o make notes about specific problems or successes in class o make notes on their attitude during the session o list learning objectives

Please, when assigning learning objectives, make sure that the learning objectives are measurable and verifiable. Assign things such as homework assignments, end of chapter questions, study guides, etc. Have them do things that allow you to know that they are learning the material. If you assign a reading as your objective, you should also have some type of exercise that proves that she has done the readings (i.e. reader response (found on blackboard), outlines, note cards, writing chapter summaries, or definitions).

Then when they have proved to you that they have completed the objective to your satisfaction, then you can check off the objective (in their binder once we get them) on their learning objective sheet. If they complete those objectives in a timely matter, they may be exempt from their free study times. So it is important to keep track of completed task.

Complete the Mentor Report with in 24 hours and submit the form to the appropriate Academic Coordinator.

*Basketball and Football mentor reports are due @ 8 am Monday*

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ICEBREAKERS Name:____________________ Email:___________________ Cell:___________________ Why were you given your particular name? Where are you from? What is your major? Why did you choose University of Missouri? How did you get involved in your sport? How many brothers and sisters do you have? What is your favorite food? What is your favorite book? What is your favorite candy bar? What is your favorite sport? What is your favorite kind of music? What is your favorite song? What do you want to be when you grow up? What is your favorite thing about yourself? Do you like to sing? Do you like to dance? How would your friend describe you to someone who has never seen you? What do you want to be doing in five years? If you could have an endless supply of any food, what would you get? When you have an hour of free time, what do you like to do? What is the strangest thing you ever did? If you were an animal, what would you be and why? What is one goal you’d like to accomplish during your lifetime? When you were little, who was your favorite super hero and why? Who is your hero? (a parent, a celebrity, an influential person in one’s life) What’s your favorite thing to do in the summer? If they made a movie of your life, what would it be about and which actor would you want to play you? If you were an ice cream flavor, which one would you be and why? What’s your favorite cartoon character, and why? If you could visit any place in the world, where would you choose to go and why? What’s the ideal dream job for you? Are you a morning or night person? What are your favorite hobbies? What are your pet peeves or interesting things about you that you dislike? What’s the weirdest thing you’ve ever eaten? Tell us about a unique or quirky habit of yours. If you had to describe yourself using three words, it would be… If someone made a movie of your life would it be a drama, a comedy, a romantic-comedy, action film, or science fiction? If I could be anybody besides myself, I would be…

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IN CLASS SUCCESS STRATEGIES Check with your student about the following within the first week of classes: ___ Have you attended each class? Arrived on time?

___ Have you picked up all of your textbooks and other class materials?

___ Have you introduced yourself to each professor?

___ Where are you sitting in class? Does is maximize your concentration?

___ Have you notified your Academic Coordinator and/or professor of any documented learning disability?

___ Did you receive and have you read the syllabus for each class? Do you understand the requirements for each course and how you will be graded? ___ Do you know the name, office hours, and office location of each of your instructors? Do you know how to contact them?

___ Do you know your academic advisor’s name and office location? Do you know your Academic Coordinator’s name and office location?

___ Do you know where the library is located? Have you been there?

___ Do you know your MU email address? Do you know your pawprint and password?

___ Have you filled out a course calendar? Do you have a weekly planner?

___ Do you know the name of one other person in each class? Do you have their contact information?

___ Do you know your tutor (s) name and contact information?

___ Do you know which classes utilize blackboard?

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January 2011

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 MLK Holiday

18 Classes Begin

19 20 21 22

23 24 25 Last day to add or change sections

26 27 28 29

30 31

December S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Notes: February S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

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February 2011

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 Last day to drop

22 23 24 25 26

27 28

January S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Notes: March S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

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March 2011

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 Spring Break

29 30 31

February S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Notes: April S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

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April 2011

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 Spring Break

2

3 4 Last day to withdraw from a course

5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

March S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Notes: May S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

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May 2011

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 Last day to withdraw from University

5 Reading Day

6 Final Exams Begin

7

8 9 Final Exams

10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

April S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Notes: June S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

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Instructor:

Office/Office hours:

Phone No.:

E-mail Address:

Instructor:

Office/Office hours:

Phone No.:

E-mail Address:

Instructor:

Office/Office hours:

Phone No.:

E-mail Address:

Instructor:

Office/Office hours:

Phone No.:

E-mail Address:

Instructor:

Office/Office hours:

Phone No.:

E-mail Address:

Notes

Notes

Notes

Notes

Notes

Class Contact List

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Tutor:

Class Subject:

Phone No.:

E-mail Address:

Tutor:

Class Subject:

Phone No.:

E-mail Address:

Tutor:

Class Subject:

Phone No.:

E-mail Address:

Tutor:

Class Subject:

Phone No.:

E-mail Address:

Tutor:

Class Subject:

Phone No.:

E-mail Address:

Tutor Contact List

Notes

Notes

Notes

Notes

Notes

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LEARNING STRATEGY FOCUS: Organization

LEARNING STRATEGY: Organization

Copy each course syllabi Complete Semester Calendar with the student-athlete Collect student contact information

LEARNING STRATEGY ASSIGNMENT FOR NEXT WEEK: Have the student complete the class and tutor contact list for next week.

Help student-athlete prioritize “Learning Objectives” and “To Do List” for the upcoming week Make sure the student-athlete’s playbook is accurate. Complete the semester calendar with the student including all tests, papers, projects, and assignments for

each class. Add to the calendar:

Travel dates Assignment due dates Project due dates Exam and quiz dates

Have student-athlete login to Blackboard to check for assignments and grades Recommend getting tutors on subjects that the student-athlete may struggle with. Remind student-athlete of

Learning Objective assignment and to bring playbook next week Fill out weekly mentor report via blackboard within 24 hours Fill in hours on myHR

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Week 2 (January 30 - February 5): Learning Styles and Goal Setting Previous Learning Strategy Assignment: completed class and tutor contact list. Make a copy to keep

in your mentor playbook. Complete the Learning Styles Assessment --- www.engr.ncsu.edu/learningstyles/ilsweb.html -----

share the results with tutors and academic coordinators Explain the learning style results Discuss short term and long term goals---S.M.A.R.T Discuss the desired grade for each course and complete sample GPA. Discuss their five strengths and weaknesses. Explain how they may prevent or assist goal success in

order to encourage the strengths and make a plan to combat the weaknesses. Send an email to the student athlete’s tutors to touch base on any initial concerns. All information

should be found in the student’s tutor contact list. Student will create academic goal sheet as their weekly learning strategy assignment. Review the next four weeks and point out any assignments or tests upcoming. Break down the next week’s assignments by creating a weekly learning objective for each course.

The student will be expected to complete the learning objectives prior to your next session.

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LEARNING STYLES Students take in and process information in the following different ways: by seeing and hearing,

reflecting and acting, reasoning logically and intuitively, analyzing and visualizing, at a steady pace or in fits and starts. Teaching methods also vary. Some instructors lecture, others demonstrate or lead students to self-discovery; some focus on principles and others on applications; some emphasize memory and others understanding.

When mismatches exist between learning styles of most students in a class and the teaching style of the professor, the students may become bored and inattentive in class, do poorly on tests, get discouraged about the courses, the curriculum, and themselves, and in some cases change to other curricula or drop out of school. Professors, confronted by low test grades, unresponsive or hostile classes, poor attendance and dropouts, know something is not working. They may become overly critical of their students (making things even worse) or begin to wonder if they are in the right profession. Most seriously, society loses potentially excellent professionals. To overcome these problems, professors should strive for a balance of instructional methods (as opposed to trying to teach each student exclusively according to his or her preferences.) If the balance is achieved, all students will be taught partly in a manner they prefer, which leads to an increased comfort level and willingness to learn, and partly in a less preferred manner, which provides practice and feedback in ways of thinking and solving problems which they may not initially be comfortable with but which they will have to use to be fully effective professionals.

LEARNING STYLES ASSESSMENT Complete the Learning Styles Assessment --- www.engr.ncsu.edu/learningstyles/ilsweb.html Active and Reflective Learners

Active learners tend to retain and understand information best by doing something active with it--discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first. "Let's try it out and see how it works" is an active learner's phrase; "Let's think it through first" is the reflective learner's response.

Active learners tend to like group work more than reflective learners, who prefer working alone. Sitting through lectures without getting to do anything physical but take notes is hard for both learning types, but particularly hard for active learners.

Everybody is active sometimes and reflective sometimes. Your preference for one category or the other may be strong, moderate, or mild. A balance of the two is desirable. If you always act before reflecting you can jump into things prematurely and get into trouble, while if you spend too much time reflecting you may never get anything done. How can active learners help themselves?

If you are an active learner in a class that allows little or no class time for discussion or problem-solving activities, you should try to compensate for these lacks when you study. Study in a group in which the members take turns explaining different topics to each other. Work with others to guess what you will be asked on the next test and figure out how you will answer. You will always retain information better if you find ways to do something with it. How can reflective learners help themselves?

If you are a reflective learner in a class that allows little or no class time for thinking about new information, you should try to compensate for this lack when you study. Don't simply read or memorize the material; stop periodically to review what you have read and to think of possible questions or applications. You might find it helpful to write short summaries of readings or class notes in your own words. Doing so may take extra time but will enable you to retain the material more effectively.

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Sensing and Intuitive Learners

Sensing learners tend to like learning facts, intuitive learners often prefer discovering possibilities and relationships. Sensors often like solving problems by well-established methods and dislike complications and surprises; intuitors like innovation and dislike repetition. Sensors are more likely than intuitors to resent being tested on material that has not been explicitly covered in class. Sensors tend to be patient with details and good at memorizing facts and doing hands-on (laboratory) work; intuitors may be better at grasping new concepts and are often more comfortable than sensors with abstractions and mathematical formulations. Sensors tend to be more practical and careful than intuitors; intuitors tend to work faster and to be more innovative than sensors. Sensors don't like courses that have no apparent connection to the real world; intuitors don't like "plug-and-chug" courses that involve a lot of memorization and routine calculations.

Everybody is sensing sometimes and intuitive sometimes. Your preference for one or the other may be strong, moderate, or mild. To be effective as a learner and problem solver, you need to be able to function both ways. If you overemphasize intuition, you may miss important details or make careless mistakes in calculations or hands-on work; if you overemphasize sensing, you may rely too much on memorization and familiar methods and not concentrate enough on understanding and innovative thinking. How can sensing learners help themselves?

Sensors remember and understand information best if they can see how it connects to the real world. If you are in a class where most of the material is abstract and theoretical, you may have difficulty. Ask your instructor for specific examples of concepts and procedures, and find out how the concepts apply in practice. If the teacher does not provide enough specifics, try to find some in your course text or other references or by brainstorming with friends or classmates. How can intuitive learners help themselves?

Many college lecture classes are aimed at intuitors. However, if you are an intuitor and you happen to be in a class that deals primarily with memorization and rote substitution in formulas, you may have trouble with boredom. Ask your instructor for interpretations or theories that link the facts, or try to find the connections yourself. You may also be prone to careless mistakes on test because you are impatient with details and don't like repetition (as in checking your completed solutions). Take time to read the entire question before you start answering and be sure to check your results Visual and Verbal Learners

Visual learners remember best what they see--pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words--written and spoken explanations. Everyone learns more when information is presented both visually and verbally.

In most college classes very little visual information is presented: students mainly listen to lectures and read material written on chalkboards and in textbooks and handouts. Unfortunately, most people are visual learners, which means that most students do not get nearly as much as they would if more visual presentation were used in class. Good learners are capable of processing information presented either visually or verbally. How can visual learners help themselves?

If you are a visual learner, try to find diagrams, sketches, schematics, photographs, flow charts, or any other visual representation of course material that is predominantly verbal. Ask your instructor, consult reference books, and see if any videotapes or CD-ROM displays of the course material are available. Prepare a concept map by listing key points, enclosing them in boxes or circles, and drawing lines with

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arrows between concepts to show connections. Color-code your notes with a highlighter so that everything relating to one topic is the same color. How can verbal learners help themselves?

Write summaries or outlines of course material in your own words. Working in groups can be particularly effective: you gain understanding of material by hearing classmates' explanations and you learn even more when you do the explaining.

Sequential and Global Learners Sequential learners tend to gain understanding in linear steps, with each step following logically

from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it."

Sequential learners tend to follow logical stepwise paths in finding solutions; global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it.

Many people who read this description may conclude incorrectly that they are global, since everyone has experienced bewilderment followed by a sudden flash of understanding. What makes you global or not is what happens before the light bulb goes on. Sequential learners may not fully understand the material but they can nevertheless do something with it (like solve the homework problems or pass the test) since the pieces they have absorbed are logically connected. Strongly global learners who lack good sequential thinking abilities, on the other hand, may have serious difficulties until they have the big picture. Even after they have it, they may be fuzzy about the details of the subject, while sequential learners may know a lot about specific aspects of a subject but may have trouble relating them to different aspects of the same subject or to different subjects. How can sequential learners help themselves?

Most college courses are taught in a sequential manner. However, if you are a sequential learner and you have an instructor who jumps around from topic to topic or skips steps, you may have difficulty following and remembering. Ask the instructor to fill in the skipped steps, or fill them in yourself by consulting references. When you are studying, take the time to outline the lecture material for yourself in logical order. In the long run doing so will save you time. You might also try to strengthen your global thinking skills by relating each new topic you study to things you already know. The more you can do so, the deeper your understanding of the topic is likely to be. How can global learners help themselves?

If you are a global learner, it can be helpful for you to realize that you need the big picture of a subject before you can master details. If your instructor plunges directly into new topics without bothering to explain how they relate to what you already know, it can cause problems for you. Fortunately, there are steps you can take that may help you get the big picture more rapidly. Before you begin to study the first section of a chapter in a text, skim through the entire chapter to get an overview. Doing so may be time-consuming initially but it may save you from going over and over individual parts later. Instead of spending a short time on every subject every night, you might find it more productive to immerse yourself in individual subjects for large blocks. Try to relate the subject to things you already know, either by asking the instructor to help you see connections or by consulting references. Above all, don't lose faith in yourself; you will eventually understand the new material, and once you do your understanding of how it connects to other topics and disciplines may enable you to apply it in ways that most sequential thinkers would never dream of.

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Other Learning Style Resources http://www.learning-styles-online.com http://people.usd.edu/~bwjames/tut/learning-style/styleres.html http://www.agelesslearner.com/assess/learningstyle.html

BENEFITS OF UNDERSTANDING ONE’S LEARNING STYLE

Knowing one’s learning style can help a student make adjustments in approaches in classes where the instructors’ teaching styles are in conflict with his or her preferred ways of learning. Working with students who have learning styles different from yours can open up new possibilities and approaches to the class that may have never occurred to you. Students will be able to make more informed decisions about possible majors and careers. Your mentees will be more successful in school and the future world of work, because their personality and learning style will become their professional working style, and they will understand how to fit in to the system. You and they will begin to better understand yourselves—why you are gifted in some areas, and not-so-gifted in others.

RELATING LEARNING STYLES TO TEACHING STYLE

What are some of the benefits of your students’ relating their learning styles to different teaching styles? They will gain greater academic success, less frustration, better use of their time and self-knowledge that can help them in school, work and life. Whether one can identify particular teaching styles or merely the mismatches between the instructor’s style and theirs, students always have some control, and some choices about how you approach each course to improve their ability to be successful.

Sometimes this process requires that learners use different learning strategies to undo the mismatches in an instructors’ presentation style and your accustomed approaches to mentoring. Sometimes this process requires your help in eliminating of your mentee’s counterproductive attitudes toward an instructor or course. Sometimes being more successful in a course requires their seeing the course purposes differently from what they originally appeared to be. This change in thinking about a course and the instructor’s style can eliminate typical student reactions of: “This course is stupid,” or “This instructor is impossible to follow,” or “There’s no way—I might as well drop this one.”

The next figure suggests strategies for aligning student’s learning styles with different instructors’ teaching styles. Many of the teaching traits listed below are problematic for some students and not problematic for others. You may find that some of the traits below are difficult for nearly all learners to deal with, despite their personalities and learning styles.

Teaching Trait Learning Strategy Instructor lectures but presents no visuals whatsoever.

Review the visuals in the text before class; take the book to class, or review the text soon after class. Add pertinent pictures or diagrams to your notes.

Instructor uses so many visuals and explanations that keeping up with note taking is impossible.

Use the strategy where one partner copies the visuals while the other gets the teacher’s comments. Share later.

Instructor provides no outline of the lecture to follow and is very disorganized in presentation.

Review the accompanying text material and your previous note sets before class. Reorganize and add to your notes as soon as possible after class. Compare your notes with other students.

Instructor begins with a discussion of terms with no context.

Take notes on the terms; as soon as possible after class, review the related chapter and add the context, main ideas or missing structure to your notes. Compare your notes with other students.

Instructor spends so much time on the Take notes on the overview, including the “real-world” examples,

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overview that he or she never covers the important details.

then use the text or outside readings to supplement the details. Compare your notes with other students.

Instructor writes illegibly on the chalkboard or overhead projector.

Let the instructor know, in a diplomatic and private way, that you can’t read what is being presented.

Instructor does not summarize the important points of a lecture.

Draw a line at the end of the note set; re-read the notes, synthesize the information and add your own summary.

Instructor does not review any material from the previous class.

Meet with others in the class to discuss what has been presented; review your past notes before class.

Instructor uses, but does not define, technical terms.

Annotate your notes with discussions of the terms derived from the text. Visit the instructor in office hours for clarification. Compare your notes with other students.

Instructor does not follow the syllabus.

Visit the instructor for clarification of the intended order or choice of topics. In class, ask for the new organization of the material.

Instructor lectures mainly over topics not covered in the textbook.

Use office hours or appointments to ask for suggestions on how to integrate the lecture and text material. Try to find out the instructor’s view of how the sources relate. You might show the instructor your notes and ask for tips on how he or she sees the sources connecting. It may be time for a study group.

Instructor gets “off track” frequently. Keep taking notes—don’t stop—you may have to reorganize or decide what’s important later by consulting with other students in the class.

Instructor’s speech, accent or dialect is unfamiliar to you.

Sit in the front; ask questions to generate more discussion from the instructor to get more accustomed to the dialect. Visit office hours and have a conversation—you’ll get more accustomed to the dialect or accent in face-to-face contact.

Instructor offers criticism but rarely helpful comments or suggestions.

Use office hours or appointments to discuss your work; request strategies for improve your performance.

Instructor gives few choices or alternatives for assignments.

Use office hours or appointments to clarify assignments and/ or negotiate alternatives. Give the instructor a chance to broaden your choices of topics or formats.

Instructor doesn’t know you; the class is huge.

Use e-mail for a “safe” introduction; soon after, start using office hours early in the course and in a variety of ways. (See the section on Relating with Instructors for strategies.)

Instructor prefers “open” discussion to lecture and often calls upon students at random to add to the discussion.

Don’t get caught with nothing to say! Go to class prepared with notes from the readings, insights from previous discussions, and other “cue cards” that will help you have impressive observations to contribute to the discussion.

Instructor isn’t particularly helpful in office hours. This may be due to a lack of a “desk-side manner” or his or her own introverted nature.

You may have better interactions with some instructors via e-mail; they may be more willing or able to connect with you through this means of communication. Additionally, other students and tutors are good resources when the instructor is of little assistance.

Aligning Teaching and Learning Styles - (Bixby, 128-129)

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Mentors, Tutors and students alike can be greatly benefited through understanding their learning styles and an evaluation of their instructors’ teaching styles. (See Bixby, 2000,“ Learning Styles and Teaching Styles” ). Complete the chart by aligning the teaching trait with the learning strategy for each course.

Teaching Trait Learning Strategy Professor: Course:

Professor: Course:

Professor: Course:

Professor: Course:

Professor: Course:

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GOAL SETTING “Choosing a goal and sticking to it changes everything." - Scott Reed

Purpose

Goal setting is a powerful technique that can yield strong returns in all aspects of your life. All successful people and teams possess the ability to set goals and the knowledge to develop strategies to achieve them. The more relentless and tireless you are in the pursuit of these goals the more successful you will be. What is in it for me?

Research shows that effective goal setters: Experience less stress and anxiety Concentrate better Exhibit more self confidence Perform better Are happier and more satisfied

Types of goals: Short-term: A goal that can be achieved in the near future. These may help you achieve long-term goals. Long-term: A goal that looks toward the future and typically takes a lot of time and work to achieve. S.M.A.R.T Objectives: Specific - Objectives should specify what they want to achieve. Measurable - You should be able to measure whether you are meeting the objectives or not Attainable - Are the objectives you set, achievable and attainable? Realistic - Can you realistically achieve the objectives with the resources you have? Timely - When do you want to achieve the set objectives? Six steps to goal-setting:

Decide specifically what you want to achieve.

Write down your goals. Committing your goals to paper often increases your obligation to them. Anticipate obstacles. In pursuit of your goal, there will be obstacles along the way. If you can

identify these potential obstacles before you begin, it will be easier to confront them in the future. Make a plan. Create a list of the primary things you need to do to achieve your goal. Keep building

on your list until your goal has been met. This list may include short-term goals that will help you achieve your long-term goals.

Create a deadline. Deadlines will keep you motivated. Set a time limit for achieving each stage of your goal-setting plan

Act! Now it is time to execute. Ways to stay motivated:

Make it fun. If you are not having a good time working toward your goal, you might have set the wrong goal.

Add variety. Work toward you goal in different ways so that you do not get bored doing the same thing every day.

Fight discouragement. Working toward your goal is hard work but stay focused. In the end, your hard work and diligence will pay off.

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SAMPLE GPA PROBLEM

A= 4.0 B+=3.3 C+=2.3 D+=1.3 A-=3.7 B=3.0 C=2.0 D=1.0 B-=2.7 C-=1.7 D-=0.7 GPA = Total Points/Total Hours Total Points are found by multiplying grade points by the number of credit hours of the class. Class Hours Grade Points Eng 1000 3 B- 2.7x3=8.1 Psych 1000 3 B+ 3.3x3=9.9 SSC 1150 3 A 4x3=12 TDP 1200 2 C+ 2.3x2=4.6 ISLT 1111 1 C 2x1=2 12 hours 36.6 Total Points=36.6 Total Hours=12 GPA=3.05

Your GPA Goals Class Hours Grade Points Total Points= Total Hours= GPA= GPA website link: http://registrar.missouri.edu/grades-transcripts-records/gpa-calculator.php

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ACADEMIC GOAL SHEET

Class: Goal: How will I achieve my goals?

1

2

Result:

3

Class: Goal:

How will I achieve my goals?

1

2

Result:

3

Class: Goal:

How will I achieve my goals?

1

2

Result:

3

Class: Goal:

How will I achieve my goals?

1

2

Result:

3

Class: Goal:

How will I achieve my goals?

1

2

Result:

3

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LEARNING STRATEGY FOCUS: Learning Styles and Goal Setting

PREVIOUS LEARNING STRATEGY ASSIGNMENT: Did the student complete the class and tutor contact list? LEARNING STRATEGY: Learning Styles and Goal Setting

Complete Learning Styles Assessment Complete Teaching Trait/ Learning Style Exercise Complete Sample GPA

LEARNING STRATEGY ASSIGNMENT FOR NEXT WEEK: Have the student complete the academic goal sheet for next week and implement a new study method based on their learning style

Help student-athlete prioritize “Learning Objectives” and “To Do List” for the upcoming week Make sure the student-athlete’s playbook is accurate. Review their calendar with all tests, papers, projects, and assignments for each class. Add to the calendar:

Travel dates Assignment due dates Project due dates Exam and quiz dates

Have student-athlete login to Blackboard to check for assignments and grades Recommend getting tutors on subjects that the student-athlete may struggle with. Remind student-athlete of

Learning Objective assignments and to bring playbook next week Fill out weekly mentor report on blackboard within 24 hours Fill in hours with on myHR

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Week 3 (February 6-12): Transition, Instructor Relations and Email/text Etiquette

Previous Week Learning Strategy Assignment: Review the academic goal sheet from the student and the new study method implemented from the learning style assessment.

Transition—High School vs. College Professors Instructor relations Keys to Classroom success Complete: What Do You Believe About Instructor Relations Discuss Email and Texting Etiquette Review the next four weeks and point out any assignments or tests upcoming. Break down the next week’s assignments by creating a weekly learning objective for each course.

The student will be expected to complete the learning objectives prior to your next session.

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THE DIFFERENCES: HIGH SCHOOL VS. COLLEGE PERSONAL FREEDOM

... IN HIGH SCHOOL ... IN COLLEGE High School is mandatory and free (unless you choose other options).

College is voluntary and expensive.

Your time is usually structured by others (parents and/or teachers).

You manage your own time.

You need permission to participate in co-curricular activities.

You must decide whether to participate in co-curricular activities.

You need money for special purchases or events. You need money to pay for basic necessities. You can depend on your parents and teachers to remind you of your responsibilities and help you set priorities.

You will be faced with many moral and ethical decisions you have not previously had to face. You must balance your responsibilites and set priorities.

All correspondence is addressed to your parents. They read it and tell you what you need to know.

All correspondence will be addressed to you. You must read all your mail, as you will be responsible for its content.

Guiding Principle: You will usually be told what your responsibilities are and corrected if your behavior is out of line.

Guiding Principle: You are now responsible for what you do and what you don't do, as well as for the consequences of your decisions.

CLASSES Every day you proceed from one class directly to another. You often have hours between classes; class times vary

throughout the day and evening. You spend 6 hours a day-30 hours per week-in class. You spend 12 to 16 hours each week in class. The school year is 26 weeks long; some classes extend over both semesters and some do not.

The academic year is divided into two separate 14-week semesters, plus a week after each semester for exams.

Most of your classes are arranged for you. You arrange your own schedule in consultation with your academic adviser. Schedules may seem lighter than they are.

Teachers carefully monitor attendance. Some professors may not formally take attendance (most will), but they are still likely to know whether or not you attend.

Classes generally have no more than 35. Some classes may have 75-100 students. You are provided with textbooks at little or no expense. You must budget substancial money for textbooks that

usually will cost more than $200 per semester. You are not responsible for knowing what it takes to graduate.

Graduation requirements are complex and differ by major. Get and keep a copy of the Undergraduate Buttetin in effect when you matriculate (become a fully accepted student). It spells out the requirements that apply to you.

TEACHERS Teachers check your completed homework. Professors may not always check completed homework

or even collect it, but they will assume you can perform the same tasks on tests.

Teachers remind you of your incomplete work. Professors may not remind you of incomplete work. Teachers approach you if they believe you need help or tutoring.

Professors are usually open and helpful, but most expect you to ask for help or tutoring.

Teachers are often available for conversation before, during, or after class.

Professors want and expect you to attend their scheduled office hours.

Teachers have been trained in teaching methods to assist imparting knowledge.

Professors have been trained in experts in their particular area of specialization.

Teachers provide you with information you missed when you were absent.

Professors expect you to get from classmates any notes from classes you missed.

Teachers present material to help you understand the material in the textbook.

Professors may not follow the textbook. Instead, they may give illustrations, provide background information, or discuss research about the topic you are studying. Or,

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they may expect you to relate the classes to the textbook readings.

Teachers often write information on the board to be copied into your notes.

Professors may lecture nonstop, expecting you to identify the important points in your notes. When professors write on the board it may be to amplify the lecture, not to summarize it. Good notes, and, therefore, good attendance, are a must.

Teachers communicate knowledge and facts, sometimes drawing direct connections and leading you through the thinking process.

Professors expect you to think about and synthesize (put together) seemingly unrelated topics.

Teachers often take time to remind you of assignments and due dates.

Professors expect you to read, save, and consult the course syllabus (outline); the syllabus spells out exactly what is expected of you, when it's due, and how you will be graded.

STUDYING You may study outside of class as little as 0 to 2 hours a week, and this may be mostly last-minute preparation.

You need to study at least 2 to 3 hours outside of class for every hour in class.

You often need to read or hear presentations only once to learn all you need to know.

You need to review class notes and text material regularly.

You are expected to read short assignments that are then discussed, and often re-taught, in class.

You are assigned substantial amounts of reading and writing that may not be directly addressed in class.

Guiding Principle: You will usually be told in class what you needed to learn from assigned readings.

Guiding Principle: It's up to you to read and understand the assigned material. Lectures and assignments are based on the assumption that you have done this.

TESTS Testing is frequent and usually covers small amounts of material.

Testing is usually infrequent and may be cumulative, covering large amounts of material. You, not the professor, need to organize the material to prepare for the test. A particular course may only have 2 or 3 tests in a semester.

Makeup tests are often available. Makeup tests are seldom an option; if they are, you must request one.

Teachers frequently rearrange test dates to avoid conflict with school events.

Professors in different courses usually schedule tests without regard to the demands of other courses or outside activities.

Teachers frequently conduct review sessions, pointing out the most important concepts.

Professors rarely offer review sessions, and when they do, they expect you to be an active participant, one who comes prepared with questions.

Mastery is usually seen as the ability to reproduce what you were taught in the form in which it was presented to you, or to solve the kinds of problems you were shown how to solve.

Mastery is often seen as the ability to apply what you've learned to new situations or to solve new kinds of problems.

GRADES Grades are given for most assigned work. Grades may not be provided for all assigned work. Consistently good homework grades may help raise your overall grade when test grades are low.

Grades on tests and major papers usually provide most of the course grade.

Extra credit projects are often available to help you raise your grade.

Extra credit projects, generally speaking, cannot be used to raise a grade in a college course.

Initial test grades, especially when they are low, may not have an adverse effect on your final grade.

Watch out for your first tests. These are usually "wake-up calls" to let you know what is expected-but they also may account for a substantial part of your course grade.

You may graduate as long as you have passed all required courses with a grade of D or higher.

You may graduate only if your average in classes meets the standard for your major. Most majors departments require a student to maintain a 2.25 GPA in the major and

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a 2.0 cumulative average. Guiding Principle: "Effort counts." Courses are usually structured to reward a "good faith effort."

Guided Principle: "Results count." Though "good faith effort" is important in regard to the professor's willingness to help you achieve good results, in the grading process, it will not substitute for results.

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INSTRUCTOR RELATIONS (Adapted from Bixby, 121-129)

Advice for Students’ Effectively Working with Their Instructors

Of course it seems less risky for students to seek out and connect with their peers and to avoid their instructors for the purpose of studying and learning. Why? College instructors are intimidating, if not downright scary! Studying with other students is an obvious, usually less risky way to enhance college learning. Let’s face it—one of the biggest differences between high school and college is that in high school, teachers were by comparison rather conveniently located and easy to talk with.

On the other hand, in college students may be in large classes where the instructors seem distant and somewhat inaccessible. Some instructors, much like actors, have purposefully invented classroom or lecture hall “selves” that range in style from scholarly and serious to casual and down-to-earth. To add to the classroom challenge, if a student is from a small town but attends a large university such as MU, he or she could be in classes with more people than live in his or her hometown! Some students may feel that the only source of learning from instructors is what they present in the classroom.

Wrong! Relating with one’s instructors apart from what may be minimal classroom interaction is just as important as, if not more important than, working with peers and tutors to enhance learning.

The truth is that most college instructors are eager, valuable and essential resources for students’ learning and understanding. A history professor at a large Midwestern university once lamented, “I always keep my office hours and no one ever shows up! I’m going to get a cot and catch up on my sleep if this keeps up!” Instructors appreciate students who come to them outside of the classroom environment to learn with them. Unfortunately for both instructors and students, instructors are an underutilized natural resource for interaction, advice and learning.

The larger the school, the more difficult it may seem to connect with instructors. This section will acquaint you with the different types of instructors students may encounter in college and compare and contrast the different ways in which they may be helpful to both students and tutors. It will suggest different strategies for using instructors’ office hours, seeing them by appointment, and using tutors to heighten learning. This will help students understand why and how to take advantage of out-of-classroom learning situations and why and how to, in the process of learning with their instructors, take control and find that “right person.” She or he could become a long-term mentor, perhaps a private “guardian angel” for the college years and beyond.

Instructors, Teaching Assistants and Tutors Instructors

College instructors do have many different titles or designations, depending on their educational status, experience, and their roles on campus. As in every other system, “rank” implies status. Starting with the top, college instructors may hold one of the following titles:

Professor (or full Professor) Associate Professor Assistant Professor Lecturer Instructor

Considered faculty; full professors have attained tenure, which gives academic job security. All three levels have doctoral degrees, but “associate” and “assistant” professors may still be working towards tenure.

Teaching Assistant Graduate Assistant

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These designations do not imply or assure excellent vs. poor teaching.

Academic titles reflect amount of schooling, time spent in research projects, involvement in committees, and longevity at the institution, consulting and other related academic activities. Any instructor one may have in college is working on his or her own further education and professional advancement. College instructors care about their disciplines but (let’s be honest here) they have varying degrees of enthusiasm for presenting their material, interacting with their students, and valuing their teaching roles. What Instructors Do

Your college instructors may do much more than teach and test; they perform many functions such as conducting research, writing scholarly articles or books, advising students in their major areas, sitting on any number of campus or departmental committees, holding offices in faculty and professional organizations, and so on.

Regarding the courses they teach and their relationships with students, instructors are experts in their fields who plan what is to be taught, how it is to be taught and how students’ knowledge is to be assessed and evaluated. Remember that they are resources for your learning.

College instructors pick or produce their teaching materials, such as the required and suggested texts. More and more instructors are writing their own materials and making them available on the World Wide Web.

College instructors prepare course outlines, often called the syllabus, to show you the organization of the course content, reading assignments, timelines for quizzes, homework and exams, their grading policies, rules and expectations and their office hours. What Instructors Expect

College instructors expect you to attend and keep up with class, experiment with your learning strategies and your motivation, know the rules and regulations of your school and manage your time and tasks. They expect their students to read and understand their syllabuses, take notes on what they say in class, figure out what to do with all those textbooks and to seek help if necessary. (Whew—that’s a lot!) College instructors expect academic honesty.

College instructors expect you to respect their academic freedom to say what they believe, as long as human rights, privacy and lives are not jeopardized. They do not, however, expect you to agree with everything they say. Sometimes it is necessary to separate the content of the course from the personal points of view or the personalities of your instructors.

Teaching Assistants

Different schools and colleges have different criteria for selecting and using teaching assistants. These assistants are usually graduate students who are working on their own advanced degrees, either a master’s or a doctoral degree, and are hired to be assistants to faculty instructors. At some schools, teaching assistants may be the autonomous instructors of some courses, such as composition courses, lower-level mathematics courses, and so on. Larger schools with higher enrollments are more likely to use teaching assistants in both capacities—to assist faculty instructors as well as to teach certain classes by themselves. Smaller schools use various ranks of instructors in their teaching assignments, depending on the school’s budget.

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What TA’s Do If they are teaching autonomously, teaching assistants may perform any or all duties of other

instructors.

If the TA is a true assistant, he or she will likely be in charge of the discussion sections that meet to reinforce the lectures. In this situation, the TA and not the head instructor may be the grader for the course. If students have more than one instructor, it’s very important to know who will be evaluating your written work, and what sorts of grading standards and expectations the grader has. What TA’s Expect

Teaching assistants have the same expectations for your performance that all other instructors have. TAs may be closer to your age, but that does not automatically make them easier or “soft touches.” On the other hand, since TA's are also taking classes, they may be more understanding of students’ situations. Again, getting to know each of one’s instructors is the only way to be sure of their expectations.

Tutors Tutors in college play an important role in the learning process. Strategies for Students Working with Tutors

It is very common for a tutor to re-explain course content and to answer students’ questions. Tutors also assist with homework, but they do not do homework. It’s very important for tutors to have a wide variety of ways of interacting with and learning with students. Student-tutor interactions may include all of the following: The tutor will answer your questions. Be prepared to guide the session and use the time to your advantage.

The tutor may reiterate the lecture; it’s helpful if he or she explains concepts in alternate ways from the instructors so the tutee gets a slightly different version. Having more than one explanation enhances learning.

If the tutor’s discussion is too close to the instructor’s version, the tutor can suggest that the student might ask, “Can you say that another way?”

The tutor could provide “mock test” questions for you to answer in a “test-like” environment; i.e. with time limits and with no referring to notes. This sort of test rehearsal can help the tutor see what students do and do not understand, while they are “training to the task” of the upcoming test.

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SUGGESTED STRATEGIES: STUDENTS WORKING WITH INSTRUCTORS IN THEIR OFFICE

(Bixby, 114-117) The following are different strategies you may suggest for students’ meeting with their instructors:

Before the First Exam

There is no reason to wait until after that first big test to connect with instructors. They won’t assume students are clueless and desperate if they connect with instructors early on! There are legitimate questions they can answer early in the course: “How do my notes look?” “How should I use my textbook with my notes?” “In your particular discipline, what are good ways to take notes and organize the content?”

Remember that compared to high school, there are a lot fewer quizzes and examinations contributing to final grades. Therefore, it’s very wise for students to get off to the best start possible in each of their courses.

Strategies for Students

Arrange to meet with your instructor, take your class notes, your textbook and other related materials, your syllabus, and arrive with curiosity and an open mind. If office hours conflict with your schedule or if many other students are taking advantage of the posted times, ask your instructor for a private appointment.

Make the focus of the conversation your academic work; show your initial strategies for organizing and learning the material. You are not there trying to get your instructor to tell you the test questions! Instructors are impressed when students are willing to display their efforts at learning and understanding.

Be willing to let your instructor review your system and make suggestions for more effective ways to record lectures, use the texts, and/or predict areas to study for tests.

Be open to your instructor’s suggestions, and feel free to ask additional questions about managing the information or about particular aspects of the material.

Give your instructor a chance to be helpful; often instructors really open up with great suggestions for success in their courses. If you care enough to come to them, they are likely to give you very helpful extra advice that they would never suggest to the class as a whole. After the First Exam

The purpose and tone of a visit with an instructor may certainly change after the first exam. Remember that the goal of reviewing an exam with the instructor is to understand the kinds of adjustments needed to make immediately in a student’s information management systems and study strategies for the next test.

Suggest that students don’t wait too long to get feedback on a first exam; their goal is to modify their learning strategies right away, in time to make positive gain on your next test. Students need to learn more from their tests than just the scores.

If a student has been reasonably “successful” on the first test, or obviously if the tutee did not receive the score he or she expected, the student may wish to ask to see the exam if the students have or have not been able to see it or keep it. For security reasons, not all college instructors return their exams; they only post the grades.

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Others return your exams so students can see their scores and get a quick sense of where they went wrong, but it is rare that instructors spend much time going over the test during class. Students always have the right to request to see their exams during office hours.

Students should be willing and open-minded learners, not adversaries, even if it feels like they “got robbed” or “got fooled.”

Although students’ scores alone can give you an indication of the effectiveness of their knowledge and preparation, spending a few minutes reviewing that first test can give them terrific insights into ways to refine their studying and working with their tutor for the next exam. As a student reviews his or her exam, she should consider the following: Questions for Students:

Did you misread the question? Did you run out of time? Did you miscalculate a problem? Did you not recognize the topic? Did you memorize definitions only to discover the questions were not merely about definitions?

(That was high school.) Did you eliminate all but two answers on a multiple-choice test and consistently pick the incorrect

answer? (Oh, the heartbreak!) What was the instructor’s source for the questions and for the wording of the questions? Lecture content? The textbook? A topic covered in lecture, yet in the language of the text, or vice versa? An illustrative example given in lecture that you didn’t bother to record? Who knows? Were you more or less successful in different kinds of test questions? For example, did you do well

on the essay but bomb the matching and T/F items?

Certainly, if a student does not understand the nature of his errors, he can ask the instructor for clarification of the content and clarification of the above issues.

Throughout the Semester or Term

As the course progresses, students may wish to visit with your instructors on a regular basis. They should arrive prepared and use their time with instructors wisely.

If the course requires papers or projects, students may wish to meet with instructors to clarify writing assignments, brainstorm ideas for content or research sources, or even to borrow a book or two.

If an instructor shares office space and the topic of the visit is sensitive, you may wish to ask for more privacy.

Students should be open to the “unfolding of the instructor’s personality.” Many instructors have a different “presence” in front of the class than they do when they are meeting with you one-on-one. On the other hand, some instructors are the same (for better or for worse) in and away from the classroom.

After the Course has Ended

Depending on a student’s level of interaction with the instructor throughout the course, he or she may wish to stay in touch and consider taking another course from her or him.

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Also, you may wish to keep in touch because it’s important to know instructors who could and

would write letters of recommendation for you in the future. It’s shocking how many students inevitably wish to apply for jobs or graduate programs but don’t know any instructor well enough to ask for a letter of support!

Again, depending on the quality of your relationship, you might not stay connected to a particular instructor. You won’t appreciate your instructors equally, and that’s an important part of learning in college.

Instructors may develop a genuine interest in you and your academic progress. They may

appreciate your thinking of them and dropping by to keep them updated on your accomplishments and activities.

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INSTRUCTOR RELATIONS SUMMARY At the college level, instructors are valuable resources for advice and learning.

What Instructors Expect

1. Respect a. Interact with your professors the same way you would interact with your coaches by

showing respect, listening with a positive attitude, and being committed to the course. 2. Academic Integrity

a. Number one core value of this university and athletic department 3. Attend all classes and labs

a. Only classes and labs missed are for travel. 4. Positive attitude

a. Just like coaches, professors do not like to deal with someone that has a poor attitude. If you do not like the course material, there is always a lesson to be learned.

5. Keep up in class and complete all the work a. If you are leaving for competition, make sure to inform you instructor and ask if they would

prefer your work turned in early. b. Ask to meet during office hours to cover missed material.

6. Participate in class and ASK QUESTIONS

Communication Strategies with Instructors

1. Introduce yourself to your instructor within the first week of class 2. Use office hours 3. Request a meeting time outside office hours if you have a conflict.

Strategies for Using Office Hours

1. Do not wait until the end of the semester 2. Do not go in empty handed 3. Always focus on your academic work. You might ask about strategies for test preparation 4. Be open to suggestions. Listen. Allow the instructor to be helpful

Ways to Learn More About an Instructor

1. Ask upperclassmen 2. Read the professor biography on line 3. Ask an academic advisor

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KEYS TO CLASSROOM SUCCESS Sit in the Front of the Class. By sitting in the front of the class, you cannot sleep, leave early, read the paper, or talk with friends.

Always Remember the Word SLANT When in Class. S=Sit up L=Lean forward A=Act interested N=Nod T=Track the professor

By doing these things, the professor will notice you. If professors notice you paying attention they will automatically assume you know what is going on.

Attend Every Class. You are a student athlete and may need to miss class for athletic events. Professors are more willing

to help out a student that attends regularly than one that is always absent. So attend every class that you are not missing for an athletic event.

Visits the Professors at Their Office Hours. By attending office hours, you show the professor that you are serious about learning and want to

do the best you can. Professors are normally bored during office hours and would be more than willing to talk to an eager student. Confidence and Attire.

Dress in proper attire and carry yourself with confidence.

Introduce Yourself to the Professor. Shake your professors hand within the first week of class to establish a relationship.

Professors are People. Your professors are people too and making small talk never hurts.

Treat the Professor the Same as a Coach. Both professors and coaches want you to excel, both want to be respected, and both dedicate their

lives to your success. Therefore, it’s all your attitude and willingness to accept their help, trust, and support! Always Ask for Help.

Never be afraid to ask questions as more than likely someone else has that same question but not the courage to ask.

Use All that the University has to Offer. Use all the facilities and services the university has to offer: tutoring, mentoring, clubs, IT,

counseling, and workshops.

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WHAT DO YOU BELIEVE ABOUT INSTRUCTOR RELATIONS This is a test of students’ assumptions about using office hours and connecting with their instructors. “Teaching assistants” in this activity refers to those graduate students who help the instructors with their courses. Students should rate each item true or false then justify their answers in the spaces provided:

Item T or F Justify your answer If you go to an instructor’s office hours prior to your first big exam, your instructor will assume you are having trouble with the course.

College instructors want students to utilize their office hours but are never available by appointment.

It’s always best to go to an instructor with a list of specific questions.

Graduate teaching assistants are more help than the head instructors (who may be professors).

Appealing a grade never works in favor of the student.

Using study guides that are sold along with many textbooks are always the best way to study for those courses, so they make talking to the instructor unnecessary.

If an instructor says his or her exam will come mostly from his lecture, there is no reason to study from the text or to talk to the instructor outside of class.

A good out-of-class relationship with an instructor ends when the course is completed.

Test reviews are the best times to find out what to study for a particular test and make talking to the instructor unnecessary.

When in doubt, get an instructor’s old tests and use them to prepare for their exams; instructors use the same questions over and over on exams

If you have an international instructor, you are automatically at a disadvantage.

It is best to wait until you get a first test score before you visit with an instructor.

If you use office hours wisely, instructors will tell you more about how to study and what to study than they have told the regular class.

If you miss a class, a “good” student’s notes would be as helpful to you as a visit with your instructor.

If you take your class notes and textbooks to office hours, you have a solid basis for a good discussion with your instructor.

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E-MAIL AND TEXTING ETIQUETTE Although instant and text/SMS messaging is beginning to replace email for some groups' primary means of Internet communication, effective and appropriate email etiquette is still important. This resource will help you to become an effective writer and reader/manager of email.

How Do I Compose An Email To Someone I Don't Know? There are a few important points to remember when composing email, particularly when the email's recipient is a superior and/or someone who does not know you.

Be sure to include a meaningful subject line; this helps clarify what your message is about and may also help the recipient prioritize reading your email

Just like a written letter, be sure to open your email with a greeting like Dear Dr. Jones, Professor Forest, or Ms. Smith:

Use standard spelling, punctuation, and capitalization. THERE'S NOTHING WORSE THAN AN EMAIL SCREAMING A MESSAGE IN ALL CAPS.

Write clear, short paragraphs and be direct and to the point; professionals and academics alike see their email accounts as business. Don't write unnecessarily long emails or otherwise waste the recipient's time

Be friendly and cordial, but don't try to joke around (jokes and witty remarks may be inappropriate and, more commonly, may not come off appropriately in email)

Keep in mind that an email is different from a text message. Text messages are a casual conversation while emails are formal, professional letters.

What Are Some Guides For Continuing Email Conversations? Once you have exchanged emails with a person on a given subject, it is probably OK to leave greetings out of your follow-up emails. Here are some other points to consider about continuing conversations over email:

Try to respond within a reasonable time frame, though "reasonable" will depend on the recipient's expectations and the subject being discussed

Trim back the old messages: most email clients will keep copying older messages to the bottom of an email. Delete older messages so as to keep your message size from getting too large, and to keep your messages looking clean.

If someone asks a lot of questions, it may be OK to embed your answers into the sender's message copied at the bottom of your email. However, if you're going to do this, be sure to say so at the top, and leave generous space, for example:

> How long are you staying? Less than two weeks. >Will you have time to visit with us?

I'm really hoping to, but my schedule will be pretty tight. Let me get back to you about that after the weekend.

What Sorts of Information Shouldn't Be Sent Via Email? Most people do not realize that email is not as private as it may seem. Without additional setup, email is not encrypted; meaning that your email is "open" and could possibly be read by an unintended person as it is transmitted to your reader. With that in mind, never send the following information over email:

Usernames and passwords Credit card or other account information

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Additionally, avoid sensitive or information that could be potentially damaging to someone's career and/or reputation, including your own. Beyond email's general lack of security and confidentiality, your recipient can always accidentally hit the Forward button, leave her email account open on a computer, or print and forget that she's printed a copy of your email.

What about attaching papers to emails to professors? The ease of transmitting files to a particular person makes email very attractive. However, there are some guidelines you should follow:

Never send an attachment to someone you don't know the first time you contact them (unless, of course, the contact has posted a job ad requesting a resume in a Word document). They (or their computers) might think it is spam or a virus, and delete your message.

Avoid unnecessarily large file sizes. Digital photos especially: most digital photos come off the camera much larger than can be viewed on screen. Learn how to resize your digital photographs.

When you must send a large file or set of files, do the recipient the courtesy of sending an email telling them what you'll be sending and why.

Be sure to have anti-virus software installed on your computer to scan all of your outgoing and incoming messages for viruses.

Email Listservs and Discussion Groups Poor email behavior is always cropping up on email listservs and discussion groups. Here are some common mistakes to avoid:

Double-check the “To:” area of your email when you reply. Too many people have intended to reply to a message poster alone when, in fact, their reply went to the entire list—much to their embarrassment. If you want to be extra-careful, start a new email and type the single recipient's address.

Do not air your grievances or beefs about your school, colleagues, or employer on a list. Personal attacks should also be avoided. Such postings make the organization you are associated with look bad, while also making you sound like a gossip and whiner. Particularly on large lists, you also may not know who else is on it. Be professional, and likewise avoid piling onto discussions about who's got it worst at work, school, etc.

If you are new to a discussion list, you should "lurk" for awhile—that is, just be a reader to get the sense of what the group talks about, how it talks about it, and what types of behaviors are expected from list members. Only when you have gotten that sense should you initiate a post.

Writing Effective E-mails The following are some quick tips to keep in mind before writing a professional e-mail (such as e-mails to teachers) followed by an example of a formal e-mail:

E-mails should be short and concise. Get to the point. Open with a greeting. If you don’t know the title of the person you are e-mailing (i.e., do they have

their Doctorate or not?), then use common salutations such as “Professor” or “Instructor” in place of Dr. or Mr./Mrs.

If the person does not (or may not) know who you are give a brief introduction; about one sentence. Use full sentences. Don’t try to get to complex or formal as this may end up confusing the reader. Thank the person for their time. Include a phone number or other contact information after your signature so that all means of

communication can be utilized. Before sending a reply to an e-mail, eliminate all extra information that doesn’t apply to your

response. Don’t use all caps or hard-to-read colors. Stick with black.

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Template of a proper e-mail to an instructor: (Instructors Title and Name),

(Who you are) Body of email (what are you seeking)

(A “Thank you,” “With Regards,” “Sincerely,” etc.), (Name) (Complete Phone Number with Area Code) (E-mail Address)

Example: Professor Truman,

I am currently in your Mascot 1000 course this semester. I have a few questions I wanted to ask you about the assigned readings. I was wondering if I could schedule a time to meet with you before the next class?

Thank you for your time, Name Last (555) 555-5555 LastName@mizzou.edu

Texting Etiquette Here are some common courtesy tips and reminders that you should keep in mind when texting:

Don’t text mid-conversation when meeting with someone. Contrary to popular belief, composing an SMS while you're in a face-to-face conversation with someone is just about as rude as taking a voice call.

Don’t text during class, recitation, lab, study hall, tutor/ mentor meetings, office hours, advisor meeting, or any other time you are in a time sensitive environment with authority figures.

Remember that SMS is informal. SMS shouldn't be used for formal invitations. The casualness of SMS diminishes the strength and meaning of the message.

Don't get upset if you don't get a reply. Before you text someone and get frustrated at the lack of a response, be sure that they're familiar with how to use the service, and that their carrier will accept messages from yours.

Be aware of your tone. It is extremely difficult to discern tone in text messages, just as in e-mail. What seems to you to be a completely innocuous message may be grossly misinterpreted by the recipient, causing certain discomfort if not irreparable harm.

Don't SMS while you're driving. Talking on the phone is bad enough. You won't know what hit you - or what you hit - if you are pounding out a message on your keyboard.

Leave the slang to the kids. Don't expect your superiors at work to be hip to the lingo of the SMS streets. And don't expect to win points with your kids by trying to be cool, either.

Remember that SMS can be traced. If you wouldn’t say it out loud, don’t send the message at all. Be conscientious of others' schedules. Don't assume that because you are awake, working, or not

busy that the person you're texting is as well. If it's immediate, make a call. If you can't get through and your text message is ignored, there's

probably a good reason. There are still some times when people don't even have a thumb free to respond.

Remember that your phone does have an “off” button. There are very, very few things in the world that absolutely cannot wait.

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LEARNING STRATEGY FOCUS: Transition, Instructor Relations and Email/text

Etiquette

PREVIOUS LEARNING STRATEGY ASSIGNMENT: Review the academic goal sheet from the student and the

new study method implemented from the learning style assessment. LEARNING STRATEGY: Transition and Instructor Relations

Review High School vs. College Review Instructor Relations Complete Instructor Relations Exercise

LEARNING STRATEGYASSIGNMENT FOR NEXT WEEK: Email an instructor using the etiquette principals and have your mentor proof the email prior to sending.

Help student-athlete prioritize “Learning Objectives” and “To Do List” for the upcoming week Make sure the student-athlete’s playbook is accurate. Review their calendar with all tests, papers, projects, and assignments for each class. Add to the calendar:

Travel dates Assignment due dates Project due dates Exam and quiz dates

Have student-athlete login to Blackboard to check for assignments and grades Recommend getting tutors on subjects that the student-athlete may struggle with. Remind student-athlete of

Learning Objective assignment and to bring playbook next week Fill out weekly mentor report on blackboard within 24 hours Fill in hours on myHR

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Week 4 (February 13-19): Note Taking Previous Learning Strategy Assignment: Review the email etiquette used in the professor email

assigned as last week’s learning strategy assignment.

Note Taking Skills Note Taking Styles---visit Cal Poly website Textbook Reading Review the next four weeks and point out any upcoming assignments or tests. Break down the next week’s assignments by creating a weekly learning objective for each course

that the student will be expected to complete prior to your next session

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NOTE TAKING SKILLS Be prepared for class – this includes having all of your class materials, being well rested, and in the right mindset for taking notes and actively listening. Active listening – listen intently; think about what is being said by professors and classmates. Not all professors are great teachers, and you won’t find all your courses entertainment or stimulating. Regardless of the situation, you will still need to learn the material covered in class. In these cases, being able to focus under trying conditions will be a skill of much use. Focus your attention on the lecture. In a smaller class room, try and make eye contact with the professor. This will solidify your attention in class to your professor and increase your likelihood of success. Goal of note taking – capture the essential points being made (especially if they are new ideas to you). Taking notes will help you keep focused in class. When good note taking is combined with active listening, the outcome is true learning that will help ideas stay with you long after a test or even the end of a course. Note taking style – Class notes should be written in such a way that works best for you. The key is using as few words as possible to quickly record the main points in your own words. Keep your learning style and class material in mind when working to identify the best way for you to take notes. It may take some experimentation to find out what is best for your needs. You need to develop a shorthand that will allow you to keep up with the lecture yet not record every word, just the important points. You will have to write in a way that will remind you of what is being said sometimes weeks down the road. This means relating the material to your experience and using ideas that will help you recall the main points.

Note Taking Styles Check out these 5 note taking styles at this website: http://sas.calpoly.edu/asc/ssl/notetaking.systems.html Explore the above website with your mentee. Discuss the advantages and disadvantages of each method and how they may work for the student and each class. This process may take some experimentation and/or mixing portions of more than one method to meet the student’s needs. This will also be a skill that needs to be addressed throughout the semester. You should always look at a student’s notes and make suggestions on how they can improve. *** Please remind students that PowerPoint presentations that are made available on Blackboard are NOT a good substitute for actual note taking *** These slides can be useful to act as an outline for your class notes, but should only be used as a supplement to good class notes.

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THE TEXTBOOK APPROACH

How do you maximize the time you spend reading? The key with maximizing the time you spend reading is to work smarter, not harder. This means reading is done not just with your eyes but with your hands and mind as well. While reading, you should take notes. These notes will be helpful for test review and to make a comparison with your notes from class.

Textbook Notes Survey the assignment Start your session with a survey of the assigned material. This means skimming the full assignment for titles, headings, pictures, charts and keywords. Use these words to create an outline for your reading notes or take notes and highlight inside the book itself. Ask yourself these questions From what you have gained from skimming of the section ask yourself the, “who, what, where, when, why, and what do I already know about this topic?” In your notes make room for you to answer these questions. In order to comprehend the material, you must be able to draw on previous experiences to predict what is to come. Read Once you have your outline and questions lined up, it is time to read the text to find the answers to your questions. In the process, you will become a more active reader and improve on telling the difference between minor and major points. Developing this skill will allow you to recognize portions of the reading you will have to read more closely and those that you can skim over. Record When you have finished a section of the assignment, see if you can answer the questions from above. Record these answers, and practice recalling the information by reciting these answers. Review Review these notes before class is possible. Before a test, review all of the notes from the time period in question before taking the exam. Highlight your Textbook Your books are yours. Mark in them. Efficient highlighting your text, class handouts, and notes will save you hours in studying time. –Use a highlighter; highlight section headings, sub-headings, key words, and important sections. *** THIS WEEK, ASSIGN THIS READING AND NOTE TAKING PROCESS AS A LEARNING STRATEGY ASSIGNMENT!!!***

Reading Notes Example In this example, the mentor has set up their mentee with a running word file for reading notes for each class. This document has been saved on Bengal space and the student’s flash drive. The agreed upon note taking strategy is the outline method. Surveying: 1) Agony at Andersonville

a) Overcrowding b) Poor shelter

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c) Inadequate diet d) Disease

Questions: Filling in what you already know and can guess. 1) Agony at Andersonville

Who: Union Soldiers; What: Confederate Prison; Where: Andersonville, Georgia. When: Civil War . Why: To house Union POWs during the Civil War

a) Overcrowding i) Who- Too many soldiers were brought into camp.

b) Poor shelter i) What- Not enough shelter from the elements to protect the prisoners.

c) Inadequate diet i) Poor quality and small amounts of food were given to prisoners. The Confederates were not

prepared to care for this many prisoners. d) Disease

i) All of the above conditions made for poor sanitation and disease became widespread. Reading: Checking to see if your guesses were correct and (adding detail to the points). 1) Agony at Andersonville

Who: Union Soldiers; What: A Confederate Prisoner of War Camp; Where: Andersonville, Georgia. When: Feb. 1864. Why: To hold Union POWs during the Civil War.

a) Overcrowding i) Who- Too many soldiers (36,678) were brought into a camp designed with space for 10,000.

b) Poor shelter i) What- Not enough shelter from the elements to protect the prisoners. Prisoners were forced to

build their own shelters with what they could find. “Shebangs” (make shift tents) were made from bits of clothing and placed over holes in the earth that soldiers dug. These would sometimes fill with water and collapse on top of soldiers. Hundreds were even left without shelter and had to face rain, sun, heat, and cold alone.

c) Inadequate diet i) What: Poor quality (uncooked) and small amounts (1/4 lb. of meal, and 1/3 lb. meat) of food

were given to prisoners each day. The Confederates were not prepared to care for this many prisoners and could not feed them all properly.

d) Disease i) What/Why: All of the above conditions made for poor sanitation and disease became

widespread. Of the more than 45,000 Union soldiers that were put into Andersonville, more than 12,000 were died and were buried in the camp’s cemetery. Many died from diarrhea, dysentery, gangrene, and scurvy. The Confederate doctors could do little to contain such outbreaks.

Record: Record key facts and phrases as needed for each question: Who: Union Captives, Confederate Soldiers, Jailors What: POW camp that was overcrowded and deadly place. Where: Andersonville, GA. When: Feb 27, 1864

Why: To hold all the captured Union soldiers. To explain the terrible conditions some POWs faced. To show what can happen in the name of War.

Review: Create a chapter summary. Keep and maintain in a word file throughout the semester that will allow a student to print off notes as necessary to review for the test

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TEXTBOOK SUMMARY

1) Chapter Title

2) List The Major Headings a) List Main Ideas Per Heading

3) List Vocabulary Words 4) Answer Who, What, Where, When, Why 5) Summarize Chapter

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LEARNING STRATEGY FOCUS: Note taking

PREVIOUS LEARNING STRATEGY ASSIGNMENT: Review the student email sent to an instructor using

etiquette principals LEARNING STRATEGY: Note taking

Review Note taking Review Textbook Approach Practice reading notes exercise Create word documents for reading exercises Explain text book summary for learning strategy assignment

LEARNING STRATEGY ASSIGNMENT FOR NEXT WEEK: complete one reading assignment using the text book summary

Help student-athlete prioritize “Learning Objectives” and “To Do List” for the upcoming week Make sure the student-athlete’s playbook is accurate. Review their calendar with all tests, papers, projects, and assignments for each class. Add to the calendar:

Travel dates Assignment due dates Project due dates Exam and quiz dates

Have student-athlete login to Blackboard to check for assignments and grades Recommend getting tutors on subjects that the student-athlete may struggle with. Remind student-athlete of

Learning Objective assignment and to bring playbook next week Fill out weekly mentor report on blackboard within 24 hours Fill in hours on myHR

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Week 5 (February 20-26): Test Taking and Test Anxiety Previous Learning Strategy Assignment: complete the textbook summary completed on one reading

assignment and offer suggestions.

Test Preparation Types of Exams Complete practice test Test Anxiety—complete the questionnaire Review the next four weeks and point out any assignments or tests upcoming. Break down the next week’s assignments by creating a weekly learning objective for each course.

The student will be expected to complete the learning objectives prior to your next session.

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TEST PREPERATION

Test taking is a constant throughout the educational process as the primary method professors use to gauge the knowledge students have acquired. Not all students agree with exams being weighted so heavily for grading, however, the student will soon realize they need to become better test takers to perform at the collegiate level. Not only is the course material important for an exam, but also the test taking strategies that are connected to various kinds of exams.

Test preparation begins by knowing what material (chapters) will be covered on the exam and what type of exam will be given. The syllabus is a solid resource to refer to regarding what chapters and material will be covered on the exam. The instructor may hold review sessions, provide study guides or old exams to guide the students studying however the students should not rely solely on the professor providing this information. Before a student can begin the process to study for an exam, ideally the student would have taken all the notes, read every chapter, kept all handouts, and organized the information to construct a study guide. If the student has not performed all the essential tasks for successful test preparation, remain positive about the situation and inform the student to start the test preparation much earlier in order to make up for the lack of consistent studying throughout the weeks prior. Types of exams Subjective exams: Important to grasp the main ideas, the big picture; often a particular lecture will focus on a main idea and relationships; lists and outlines are very helpful here, especially if the professor has given you some clues on possible essay questions. Objective exams: Require you to focus more on facts, specific points, definitions, and terms; techniques used would involve study guides with definitions and key points; also useful would be index or note cards; use acronyms and mnemonics. These types of tests require one answer and are usually evaluated using multiple choice or true/false format Getting the cues: What to study? When tests are on the horizon students need to settle down and get a grip. Testing will always be part students’ reality if they are scaling the walls of higher education. There are ways to narrow your student’s focus as you help them regularly cope with all that material to be learned. They can’t learn everything, nor would you suggest that they try! In their regular day to day studying, suggest that students narrow their attention to these categories of information (many may overlap, which would be both helpful and comforting):

Topics prominent in the syllabus Handouts from your instructor Examples presented by the instructor during class Verbal cues from instructor, e.g., “This is really important,” “Let me repeat….” Topics referenced in both lecture and the textbooks Prolonged, multiple examples of a concept or set of concepts Topics explored in discussion or recitation sessions Sets of related topics as prepared in study guides Summaries in your textbooks Figures, tables and charts from text or lecture Concepts (not the questions themselves) that played prominently in your instructor’s past exams Topics of discussion from a post-class visit with the instructor (see Chapter 6) “Chunks” of topics from your lecture notes

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Format-Specific Preparation Strategies and Tactics Well-informed, regular, practiced and versatile study strategies are learnable test preparation skills. Some students believe that they can coast along day-to-day, and then entirely change their approaches to learning right before tests and receive high grades for last-minute valor. There aren’t certain pills to swallow or acts of magic to perform at the onset of exams. Certain basic strategies are appropriate for smart test preparation, regardless of the specific test format or kind of material. It is impossible to separate the acts of preparing for and taking tests, because certain kinds of study are the best practice for taking exams. Students will be able to take tests successfully if they are well practiced at recalling and using the information. The A-student is more likely to analyze and eliminate incorrect alternatives to help determine the right answer. Objective Tests Objective tests are “objective” because there is assumed to be one correct answer, and all one has to do is find it or provide it. Believe it or not, when preparing for objective tests, students who ultimately make the highest scores study as though they were preparing a more subjective short answer or essay test. Why? A basic learning process is involved here: it is easier to master details if they are related into a framework of larger concepts. Also, it is easier to answer multiple choice and true/false questions if you know enough about the topics to be able to write about them from memory. Therefore, the cognitive implications are that students should study the big ideas first, then gradually fit in the details, as though they were constructing knowledge the way contractors construct buildings, from the foundation upward. If that seems to be an unfamiliar system for a student, ask him or her to think about the following:

The course is taught for a purpose. What is that purpose? The syllabus has a plan, like a blueprint for a building. What is that plan? The instructor has a purpose. What is the instructor trying to bring out in all this information? What are the foundations--concepts and important related information for each that your

instructor seems to value most? What are the specific examples and terms that illustrate the course foundations?

o Answers to these kinds of questions will provide students with a blueprint for study. Details follow main ideas. Remember, details are just that—details. They are important, but not the most important aspect of the course. Don’t overlook the forest for the trees! If students know in advance that they will be held responsible for the recall of a multitude of details, they may be tempted to start right in—memorizing. This is the worst possible approach. Do this: study the big ideas first, then fit in the details (Is there an echo in here?) Learning is knowledge building, not knowledge borrowing.

Multiple-Choice preparation To put this discussion in perspective, consider the difference between a “high school level” multiple choice question and a “college” version of the same question: High School M/C: 1) According to the Constitution, which person or group is most “in charge” of American government?

a) the president b) the Congress c) the Supreme Court d) the people e) all of the above

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College M/C: 1) Of the following, which best generally describes who has the last word, i.e. sovereignty in the American

government system? a) The President when he issues an executive order. b) According to the process used to ratify Constitutional amendments, the groups that perform this

task. c) The Congress as it passes legislation, the President as he enforces the law and the Supreme Court as

it interprets the law. d) 1 and 3

The fundamental questions are the same, yet the added complexity of the college version includes these layers of mystery, intrigue and confusion:

Questions and answers that are long-winded Plausible, yet incorrect, distracters that students may have read while they were studying.

o Item “c” in the college example does say what each branch of government does; unfortunately it’s the wrong answer.

More complex multiple-multiple choice items (choice “d” in the above example). “Predictable” questions that are cast in unfamiliar wording—different from either the class notes or

the required books—so recognition of the “right” answer is more difficult. This brand of question tests comprehension and not memorization.

“Unpredictable” questions— are those for which students were not prepared because of their own deficiencies in note taking or study habits. This is usually the case for underprepared students who also miss class or assignments.

In college, basic rote memorization will fail you if only used to recognize the right answer. This approach insufficiently prepares students who are now expected to do more than “recognize” the right answer, but are expected to understand why that answer is best. If you memorize definitions, several of the “distracters” (the official name for the incorrect multiple choices) will seem plausible. This is the “I know just enough to be dangerous” test preparation approach which will lead to the “Gosh, I couldn’t pick the best answer” test taking experience. In the above example, could a student have chosen the correct answer to the college-level question by memorizing the functions of the three branches of government or by memorizing the definition of sovereignty? Maybe, but it would have been a stretch!

Multiple choice exams rarely require only the knowledge of definitions of terms. Instead, they require an understanding of the significance and relationships among sets of terms and discrete factors that require judgments such as the best, the most, the least or which item in the series does not belong with the set.

Multiple Choice Preparation Strategies

Multiple choice preparation strategies consist of good information management systems and a good time/task management system that include:

Notes/book/recall column study for recall. A regular cycle of rehearsal/retrieval study activities. Alternatives to the time consuming practice of rereading are: charting, webbing, transmediation

and writing to learn approaches

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Multiple Choice Tactics: Advice to Students The following format utilizes the successful test taking strategies of high-achieving students: Step 1: Hide the possible answers (do not read them, yet) Step 2: Read only the question and underline the topic of the question. Look out for and mark qualifiers, those sneaky little words that radically alter the aim of the question such as: always, never, best, least, except, not, may vs. will, and so on

Step 3: Formulate your own answer based on your knowledge. Step 4: Based on the answer you formulated, use the process of elimination to compare what you have already recalled in your mind to the choices presented on the page. Step 5: If you are having trouble, eliminate and mark off options you know to be wrong, irrelevant or “cute”, so you will not waste time rereading them.

Additional Multiple Choice Tips: Get what you know out on the page and write it where you can see it. Some students write

important terms and ideas on the test to serve as reminders of what they studied. Over time, note whether changing answers helps or hurts you. Study how best to use your time. For

example, do you reread unnecessary parts of the question or answers? How can you use this time more effectively.

Mark in the margin and skip items that you cannot answer in one or two attempts. Continue with the exam, and return to them later.

Recognizing cues and or testwiseness tips (“When in doubt, mark answer B;” “The longest answer is often the correct one;” “One of two opposite answers is correct.”) should not be the only primary test taking strategy. As you take more and more multiple choice tests, you will get better at recognizing the less plausible distracters, and at taking risks and guesses. Your experience with the language of college tests will enable you to get better at taking them.

Your mentee/tutee will need to practice taking tests and doing homework problems in test conditions (in a time limit, without the help of notes, books or peers) to improve their performance. Instructors don’t give grades for your ability to highlight what seems important, nor will they test you in ways that you can use your notes for assistance. Therefore, there is really no way to get better at taking tests than to regularly practice the thinking processes and pacing required to successfully complete the actual college exams. Other kinds of objective tests require only slight modifications in your test taking strategies. True-False Preparation True-false tests in high school were not fun, but they were not very complex, either. Consider the differences between “high school” and “college level” true-false items: High School T/F: 1.) John F. Kennedy was assassinated in 1963. Notice that there is a single subject, JFK, and only one item to consider. Because you only have one fact (the date) to consider, there is only one proposition to judge: whether he was assassinated in 1963. College T/F: 2.) John F. Kennedy, the 35th president of the United States, was shot in an open convertible in Dallas, Texas, on November 22, 1963, and died immediately.

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In this version, the question poses at least six separate propositions: Was he the 35th president? Was it a convertible? Was it open? Is the location correct? Is the date correct? Did he die immediately? (This is a tricky question.) Never mind the conspiracy theory. The best way to handle a loaded college-level T/F question is to underline each separate proposition, and then to consider each idea separately, as in the example of T/F tactics below: True-False Tactics The key to success with taking true/false exams is separating and marking all the different propositions imbedded in the sentence to be considered and judging each individually. John F. Kennedy, the 35th president of the United States, was shot in an open convertible in Dallas, Texas, on November 22, 1963, and he died immediately. By underlining each part to consider, it’s easier to keep reading until one can find one proposition that he or she knows, positively, to be false. Even if students not sure about the exact dates, if they keep reading and thinking, they can mark this item “false” if you are patient enough to wait until the last proposition: “he died immediately.” This example illustrates the point that in T/F items, it’s often easier to find “falses” to be false than it is to absolutely believe the “trues” to be true. Matching Items Preparation There is no special secret to studying if there will be matching items on an exam. Matching involves recall and an organized process of elimination; much like the processes one should master in order to be successful on multiple choice items. The biggest differences between the two forms of testing are the larger number of choices to choose from in matching, and the lack of context derived from the wording of the question that one gets in multiple-choice but does not have that advantage in the matching format. Matching Items Tactics When answering a matching question a student should concern themselves with two procedures: recall and the process of elimination. The best strategy for preparing for matching items is to prepare as though the format was to be short answer. Again, if a student knows information well enough that he or she could write it from memory, the accuracy in “matching,” or actually eliminating extraneous choices, will increase dramatically. Test Strategies for Objective Tests When taking objective exams, your goal is to find the correct choice among the possible answers provided. You want the best choice: the one that answers the question most completely and accurately. However, even when you have adequately prepared for a test, choosing the correct answer is not always easy. Knowing some test taking strategies may help you have a better chance of choosing the correct answer. These guidelines are not a magical formula for success and do not replace thorough studying. However, the strategies can help you to logically and critically think about objective test questions and make “educated guesses” when necessary. True-False Exams Strategy 1 For a statement to be true, each part must be true. One detail can make an entire statement false. Example question: 1.) Jean Piaget made some revolutionary discoveries about child behavior during the Nineteenth century.

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Answer: False. Although Piaget did make discoveries about child behavior, he did so during the twentieth century. Strategy 2 True-False questions may use words called “absolutes” or “qualifiers”. Absolute words imply there are no exceptions to the facts stated in the question. Examples of such words are: never, none, always, all, every, only. These words tend to make a statement false (but not always). Qualifiers such as some, few, often, many, frequently, limit meaning thus allowing exceptions and possibilities that can make a question true (but not always). Example question: 1.) Everyone should exercise daily. Answer: False, due to the word everyone. There are many people who should not exercise daily, and people who may be unable or prohibited from doing any exercise. Example question: 2.) All types of cars have some type of engine. Answer: True. Even though the absolute term “all” could tend to make this question false, the qualifier “some” makes the question more general and allows for possibilities (“some type of engine”: doesn’t have to be the familiar gasoline driven engine). Example question: 3.) Children sometimes have emotional problems following their parents’ divorce. Answer: True, because the qualifier sometimes limits the scope of this statement allowing for exceptions. Example question: 4.) The word steep is usually a verb. Answer: False, despite the qualifier usually, which indicates something less than “always”. The word “steep” is more frequently used as an adjective (steep hill) than a verb (to steep tea). In this case, the best test taking strategy was: knowing your vocabulary! Strategy 3 Double negatives (two negative words in a sentence) tend to indicate a positive relationship in English usage, just as in algebra multiplying two negative numbers equals a positive number. Example question: Aspirin is not an illegal drug. Hint: Cancel the negatives to turn question into a positive statement, then select your answer. (Aspirin is not an illegal drug = Aspirin is a legal drug.) Answer: True. Strategy 4 Be careful with negatives! Adding negatives such as “not” do not necessarily make a statement false. Hint: Re-phrase the sentence to help you clarify what is being asked or stated if the negative words confuse you.

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Example question: 5.) California is not a state in Canada. -Re-phrase: Canada does not have a state called California OR California is not in Canada. Answer: True (California is not in Canada.) Example question: 6.) It is not true that Canada is north of the U.S. -Re-phrase: “not true” means incorrect or false. So, rephrased, the question is: It is incorrect that Canada is north of the U.S. Answer: False (Canada is north of the U.S.) Multiple choice exams It is important to read multiple choice questions very carefully. Often, answer choices are designed to be similar so that your professor can determine that you have actually learned the material to the level he/she expects. Whenever possible, after you read the question or stem, first try to answer it in your own words without looking at the answer choices. Then, select the choice that best matches your answer. The following strategies can help you make educated guesses if you are unsure about an answer. If you do not know what the answer is, you can think critically and at least determine what the answer is not. These strategies can help you narrow the range of possible answers, thus increasing your chance for a correct response. Caution: These examples are more simplistic than what you will find in your actual course exams. But, they can help you develop effective test-taking skills. Remember: the key to test-taking strategies is to think carefully about what the question is asking and use logic, problem-solving, and critical thinking. Strategy 1 Look for answers that are grammatically correct. For example, using “an” indicates an answer beginning with a vowel. Select answers that match the stem for being plural or singular. Example question: 1.) Small salamanders are: A. mole B. tarpon C. cowl D. newts (“salamanders” is plural, so the answer needs to be plural.) Strategy 2 Look for root words in the answers that are similar to words in the stem. Example question: 2.) If an individual dies without a will, it is called: A. the principle of primogeniture B. dying intestate (Even if you didn’t know any of the terms in choices a, b, c, this answer is a likely choice because it contains a similar word to that in the stem.) C. testamentary freedom D. illegal

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Strategy 3 If there is a range of numbers or values choose a middle value. Example question: 3.) As late as 1800, less than ___ percent of the world’s population lived in cities of 20,000 or more. A. 1 B. 3 C. 10 D. 15 Note: Always use your background knowledge or logical thinking to help you choose answers. In this question, you are looking for the number of people that would likely be living in larger cities in 1800. Since you know most people were still living on farms or in rural areas 200+ years ago, it is more likely the lesser value of 3 (answer B) would be correct. Strategy 4 Eliminate silly or suspicious choices. Choose options that make sense based on logical reasoning and your background knowledge. In the following example, you must identify “Washo”. In this example, assume that you know Washo’s fame is related to research in the field of psychology. Example: 4.) Washo is A. one of the teaching assistants for this course. B. a chimpanzee that was taught American sign language. C. a gorilla who became a sexual deviant in captivity. D. the world’s only known talking chimpanzee. Strategy 5 Be sure the right choice is the best choice. At first glance, answer B seems to be the correct answer for the following question. However, your options reveal that D is a better choice. Example question: 5.) If you do not understand a question during a test, you should A. ask a friend to explain it to you. B. skip that question. C. look it up in your textbook D. ask your instructor for clarification. Note: Both B & D are correct. But, D is the best answer. When choosing the best answer, you need to consider the context in which you learned the information, examples or other information emphasized by the professor during lectures and discussions, and information contained in your text book. If your choice is marked wrong, and you can present an informed and clear explanation for your chosen answer, make an appointment to meet with your professor to discuss it. Strategy 6 Responses that look like the word to be defined are usually incorrect. Example question: 6.) An illusion is A. something that is not really there.

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B. an allusion. C. the same as elusive. D. another word for illustration. Note: Allusion, elusive, illustration all resemble the word illusion and are thus called “distractors” because they look appealing and divert your attention from the correct response. Distractors tend to be poor choices. Strategy 7 Watch for responses that are essentially the same. Example question: 7.) The chemically inactive substances used in experiments to determine drug effectiveness are A. prescription medications. B. federally controlled pharmaceutical products. C. similar to physician-prescribed drugs. D. placebos. Note: Choices A,B,C are the same thing, stated in different ways. Prescription medications (A) are federally controlled (B) and physician prescribed (C). Since these responses are the same, they cannot be the correct choice (assuming you are allowed to choose only one answer, which is typically how most exams are designed.) References: Longman and Atkinson. (1999). College Learning and Study Skills. Belmont, CA: Wadsworth Guidelines for Taking Multiple Choice Exams, Purdue University. Materials from Brigham Young University Learning Center, author and source unknown revised February 10, 2005

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PRACTICE TEST Directions: Read each question carefully. For each question, eliminate as many incorrect options as possible using the strategies described in this Idea Sheet. Mark the option that you determine is the correct answer. 1. Laws do nothing to diminish discrimination. True___ False___ 2. Patients should not ask doctors questions because this develops poor relationships between doctors and patients. True___ False___ 3. Categorization involves placing a word in several contexts in order to remember it. True___ False___ 4. Mentally healthy people

a. never change their goals. b. are always happy when alone. c. are sometimes anxious or afraid. d. never examine their mistakes.

5. Milk is considered an excellent food because

a. milk tastes very good to many people. b. milk is relatively cheap considering that it is a superior food product. c. milk contains many vitamins and minerals. d. milk is used in the preparation of a variety of food products.

6. The best example of the use of short-term memory is:

a. reciting the key points of what you have just read. b. repeating a phone number that was just told to you. c. remembering the concept of categorization and discussing it on an essay exam. d. remembering the name of a friend whom you have not seen for eight years.

7. The term hidden delinquency refers to the fact that

a. many delinquent acts are performed in backward areas, not known to the general public. b. many delinquent acts are never brought to official court attention. c. many neighborhoods make a practice of hiding delinquents from the police. d. Wealthy families do not notice when their children are delinquent. e. Social agencies shield delinquents from the police.

8. Modern theories of punishment for crime say that

a. retribution is a morally defensible notion in Western society. b. if the punishment is severe enough, an individual will desist from committing a crime. c. no punishment should be eliminated. d. all punishment should be eliminated. e. punishment should be aimed at rehabilitation.

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9. When statistics have been procured by unbiased and sound technical methods a. they are mathematically precise. b. they can serve as important clues. c. they are “fool proof” in their use. d. they can tell you exactly what you want to know. e. they define very clearly the nature and seriousness of the problem.

10. There is an average of one probation officer for every ___ children coming to the attention of the courts.

a. 15 b. 30 c. 60 d. 90

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ANSWERS TO PRACTICE TEST 1. Laws do nothing to diminish discrimination. True___ False___ Strategy: “Do nothing” is absolute, allowing no exceptions. Certain laws in fact do something to help diminish discrimination. 2. Patients should not ask doctors questions because this develops poor relationships between doctors and patients. True___ False___ Strategy: “Should” is a form of the verb “to be”. To be verbs tend to be absolute (but not always!). “Should not ask questions”, in this context, implies no deviation from this advice in any situation. It is too absolute, thus false. 3. Categorization involves placing a word in several contexts in order to remember it True___ False___ Strategy: Okay, this one was a bit tricky. You need to know your vocabulary and use your good critical thinking skills. “Categorization” means organizing into groups based on some classification. Putting a word into “context” means to attach a meaning to the word based on the surrounding facts, events, environment. So, the definition of categorization in this question in not correct. 4. Mentally healthy people a. never change their goals. b. are always happy when alone. c. are sometimes anxious or afraid. d. never examine their mistakes. Strategy: A, B, D use absolute language. 5. Milk is considered an excellent food because a. milk tastes very good to many people. b. milk is relatively cheap considering that it is a superior food product. c. milk contains many vitamins and minerals. d. milk is used in the preparation of a variety of food products. Strategy: Choose the best answer. All of the choices are correct. But, if this question came up in NFS 1020 Human Nutrition, it is most likely that “excellent food” would relate to nutrient content – containing vitamins and minerals. 6. The best example of the use of short-term memory is: a. reciting the key points of what you have just read. b. repeating a phone number that was just told to you. c. remembering the concept of categorization and discussing it on an essay exam. d. remembering the name of a friend whom you have not seen for eight years. Strategy: The question even gives you the hint: “best example”. Both A and B are correct, but B is the best example, especially if this is a test in Psychology 1010, covering a chapter about memory and cognition.

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7. The term hidden delinquency refers to the fact that a. many delinquent acts are performed in backward areas, not known to the general public. b. many delinquent acts are never brought to official court attention. c. many neighborhoods make a practice of hiding delinquents from the police. d. Wealthy families do not notice when their children are delinquent. e. Social agencies shield delinquents from the police. Strategy: Okay, in this question you really have to think logically and carefully. The key terms are “hidden” and “delinquency”. “A” is silly or stereotypical language; “C” is not likely, because “many” neighborhoods “make a practice of” is absolute language, also suggesting a stereotype or opinionated statement ; “D” is not likely as it is too dissimilar to the other answers and not in context; “E” you know is false, because social agencies do work with law enforcement. Answer “B” is the best choice: not bringing acts to official court attention meets the meaning of the key words “hidden delinquency”. 8. Modern theories of punishment for crime say that a. retribution is a morally defensible notion in Western society. b. if the punishment is severe enough, an individual will desist from committing a crime. c. no punishment should be eliminated. d. all punishment should be eliminated. e. punishment should be aimed at rehabilitation. Strategy: Here you will use the strategy of absolutes or qualifiers, but in a less obvious way. “A” is questionable, be careful of false assumptions or questions that might be more personal opinion than fact. “B” is too absolute in the conclusion it is offering; “C” and “D” use absolute language (“all”, “no”). 9. When statistics have been procured by unbiased and sound technical methods a. they are mathematically precise. b. they can serve as important clues. c. they are “fool proof” in their use. d. they can tell you exactly what you want to know. e. they define very clearly the nature and seriousness of the problem. Strategy: Pay attention to the key word(s) and think about what the question is asking you. Rephrase it, if necessary. “When statistics have been obtained by objective (unbiased) and valid (sound) methods”, then what? “A” is absolute: statistics are not mathematically precise in themselves, even if using unbiased and sound methods. “C” is absolute: “fool proof”, meaning no way to be mistaken. “D” is absolute: telling you “exactly”. “E” is absolute: defining “very clearly the nature and seriousness”. Even with unbiased and sound methods, the statistics in themselves may not very clearly define a problem. Only “B” allows possibilities and exceptions and describes the characteristics of statistics. 10. There is an average of one probation officer for every ___ children coming to the attention of the courts. a. 15 b. 30 c. 60 d. 90 Strategy: Don’t choose a strategy without careful thinking if you don’t know the answer. One strategy could be to choose a middle value. That would make “B” and “C” possibilities. But, think about the context in which you learned the information. Was it in a Sociology or Psychology or Social Work class? Did you learn about the lack of necessary services for children in the court system? Does the question relate to something you learned about reforms where more money is being spent to hire additional probation officers?

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No correct answer is given for this question. The objective is to help you understand that you need to use solid reasoning and background knowledge, as well as test taking strategies, to help you choose correct answers.

SUBJECTIVE TESTS: ARE THEY MORE DIFFICULT THAN OBJECTIVE TESTS? Writing what you know and winning over your audience It’s often much easier to predict what students may be asked on essay tests than on objective tests. Successful essay exam writing depends heavily on how students prepare. Researcher Cirino-Genra found that high-scoring students reported using the following strategies in essay tests: “quoting books and articles, rephrasing arguments several times, rephrasing the questions [and] the most common strategy was that of expressing opinions similar to those of the instructor”.

The taking of an essay test should be a very similar experience to the preparation for that exam. Actually, the writing of an essay test should feel as close to the preparation as an opening night performance is to a dress rehearsal of a play. There are no notes to lean on, and writers would perform even better because they want to please their audience, even if it’s only an audience of one, who is also a critic! Essay Exam Preparation Essay exam preparation is a matter of prediction and practice. Essay questions are designed for students to show what they know by constructing an argument, which is a proven point of view about main themes and concepts. A good way to begin to predict areas of questioning would be to find patterns of important topics in the syllabus and in the notes. The figure below shows an excerpt from an American history syllabus; it’s easy to see the instructor’s pattern of topic development. This particular instructor teaches history by examining the roles of family structures, work (who does it, where, and to what end) and the domestic impact of war. In fact, his syllabus very clearly states that his way of investigating history is through the themes of “family, work and war.” With that in mind, it’s easy to flush out possible areas from the notes and books to prepare to frame, write and illustrate a point of view as rehearsal for the examination:

Themes in American History (1600-Present) (This column not part of syllabus)

Date Topic Family, War or Work

Thur Feb 18 First Hour Exam (On text to p. 15 and lectures) Tues Feb 23 Victorian Family Life, 1820-1890 Family Thur Feb 25 Victorian North and South: Conflicts in the National

Consensus Family

Tues Mar 2 The Civil War: Crisis and Reaffirmation of Victorian Values Family

Thur Mar 4 Industrial Capitalism: The Dominant Culture Work Tues Mar 9 Industrial Capitalism: The Subordinate Cultures Work Thur Mar 11 Crisis and Regeneration: The Meaning of Imperialism War -- spring break -- Tues Mar 23 The Decline of Victorianism, 1890-1920 Family/Work Thur Mar 25 Over Here: WW I and American Culture War Tues Mar 30 Efficiency for Profit: The Degradation of Work in the 20th

Century (Review Session same evening) Work

Thur Apr 1 Second Hour Exam (On lectures, text pp 1-358, Sinclair and Gilman

Finding “Themes” in the Syllabus

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This instructor’s course organization and his mention of “themes” he values in the study of history enable his students to “see” the likely areas of questioning on his essay exams. There are clearly “family, work and war” themes in his syllabus, and luckily, his lectures deliver what he has planned and indicated on his syllabus. Not every course that includes essay exams as evaluation are this easy to “read”—that is, to predict what may be asked. However, in courses that include essay writing, this “predicting” procedure certainly reduces the uncertainty of which areas to review and write as preparation for the exam. In fact, more and more teachers who require in-class essays give out sample questions ahead of time so students won’t try to guess what to write about, and they are truly graded for their preparation.

The structure of a good essay is basically the same, whether one writes it in or out of class. The main difference between in-class and out-of-class essays is how writers use their writing time. The next figure shows that on an in-class essay, one should spend less time on an introduction, get down to the thesis quickly, and spend less time in the conclusion summarizing the essay, yet writers should always end with some statement of the significance or broader meaning of your answer.

Typical Patterns of Essay Development No essay should ever be written in a random, haphazard order. Writers must remember that they are out to persuade and impress a reader who needs structure to follow the argument. Essay exam preparation—all essay writing—requires a consideration of the content to be used and the most effective way to present it. The first requirement is to state the thesis, or main idea statement, which introduces the essay and lays the groundwork for what follows, serving as a map for both the student writer and your reader.

Basic Structure of an In-Class Essay

¶ 1: Main idea

¶ 2

¶ 3

INTRODUCTION TO ESSAY

THESIS In class, get to the thesis quickly

Use title to focus on the relationship of ideas in the essay

Include your main idea

Give clues as to how you intend to work it out

PROOF OF THESIS What should each paragraph be about? What is a “good” topic sentence? What support from the text or lecture should you use to

develop the paragraph?

CONCLUSION OF ESSAY Finish strong Answer the question “So what?”

Thesis Statement

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The following examples illustrate thesis statements that set up some of the most basic and useful organizational patterns of essay construction. The challenge of the essay in question is to explain the gradual and horrifying shift from white to black slavery in America beginning around 1619. In each case, the thesis statement is designed to state the purpose of the essay while supporting the organizational pattern to be followed. Chronological: The year 1619 is often referred to as the beginning of black slavery in America, when a Dutch warship disposed of 20 blacks at Jamestown. The travesty was legally (but not actually) ended by the passage of the Fourteenth Amendment in April of 1866. Spatial (in this instance, Geographical): Black slavery was not merely a southern phenomenon. Black slavery in America began with the delivery of 20 black slaves to Jamestown, Virginia, but by the end of the century the black population had spread through the Southern colonies as well as into the Northern states such as New York, Connecticut and Rhode Island. Black populations also grew in major seaport towns. Cause-Effect: The failure of indentured servitude, or white slavery, together with the rise of the plantation system, caused the need for another, more manageable group to use, and opportunistic European mercenary traders quickly began to raid Africa to use its people to sell into slavery in America. Problem/Solution: The shortcomings of white labor, such as limits on terms for indentured servitude, the massive numbers of runaways, lack of incentives to work hard and riots spawned by former “servants,” all resulted in the increasing importation of Africans to use as labor on the plantations and in the homes of white Americans. Most to Least: The reasons for the burgeoning of black slavery in America are many. The failure of white slavery, the ease of kidnapping Africans, the changes in the tobacco market and the restrictive trade regulations imposed by England forced small farmers out of business. The growth of the plantation system exacerbated the need for cheap, manageable labor, and the helpless Africans filled that need. Least to Most: The changes in the tobacco market and restrictive trade regulations that forced small farmers out of business, the resulting growth of the plantation, the need for a huge pool of cheap, manageable labor—all were contributing factors to the massive kidnapping into slavery of hundreds of thousands of helpless Africans. By Type or Category: The evolution from white to black slavery in America occurred due to a blend of economic, social and political reasons. Question-Answer: What were the many causes of the introduction of black slavery into America? The evolution from indentured white servitude to African slavery occurred through a confluence of economic, social and political forces. Do you see how easily you can cast the same issue from many different molds or frame a written argument in different ways to achieve the same end? Essay Exam Tactics It’s time for all that work and preparation to come together! In writing an in-class essay students should:

Take a minute, a deep breath and make a rough outline. This is your planned “performance.” Essays are arguments—proven points of view. Take the role of the “expert.”

Give the main idea of your essay in the first sentence or the first paragraph. Now you and your reader have an understanding about your intentions.

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Use new paragraphs to answer the different parts of the question. Paragraphs are groups of sentences focused on the topic of the first sentence of each. An essay written in one huge, endless paragraph, even if the information is brilliant, will not get the same high marks as an answer organized into paragraphs. It’s too hard for your reader to determine your main points unless they are in separate paragraphs.

Use good, illustrative supporting details in each paragraph. Generalizations alone don’t get A’s. Proof is essential in all successful arguments, in the classroom, workplace or court of law.

Use transitional words (additionally, however, next, finally) and phrases between sentences and paragraphs to help your reader follow your argument. She can’t read your mind.

Use your strongest, most persuasive ideas, reasons or explanations first. Check the flow of your essay with the original question to make sure you haven’t strayed from the

point. Starting the essay with the thesis statement is a good way to stay on track. Save time to proofread for mechanics, illegible words, misinformation and/or a lack of examples

and proof. You are out to impress your reader, not confuse her. Avoid pointless padding—this isn’t high school and your grader will hate it! However, it’s better to

scratch out an irrelevant point or to insert an unused key idea than to leave a neat but incomplete answer.

Watch your writing time and pace yourself appropriately to give the most important parts of the answer the most discussion.

End your essay with a restatement of your main point, then go beyond summarizing into relating your answer to a broader context: If you’ve just written about your interpretation of the main causes of the Civil War, give your reader a punch line. Answer the great college question: “SO WHAT?”

Fill in the Blank and Short-Answer Preparation The compelling feature of FITB and SA exams is that students must provide accurate information

from memory. Though students do not have to write sustained text, the cognitive processes required are the same. Unlike an essay exam, where if you write enough your instructor may give you the benefit of the doubt about what you’re trying to convey, precision and correctness are essential in success with these exams. The same strategies that are so powerful for any other kind of test will serve students well to prepare for these formats.

Fill in the Blank and Short-Answer Tactics Students should:

Review the suggestions for essay exam preparation; if you could write a well-informed essay about a topic, you should be equally successful with these kinds of tests.

Review the suggestions for preparing for multiple choice exams on page xx. Stress writing to learn as you prepare. Why would you prepare to provide answers in writing by

just rereading information? You might want to find out if a particular instructor will deduct points for misspelled terms. If you

are a poor speller, you may need to review the spelling of important terms, particularly those with obscure spellings. A few misspelled words in an essay are forgivable, but some instructors are real sticklers for correctness on FITB and SA tests.

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MEMORIZATION TECHNIQUES & TIPS

Make connections between yourself and the material. How does this relate to me? Analyze the material. Try to break it down and explain it to yourself in your own words. Make up your own examples and illustrations. Represent the idea graphically. Draw a picture to help you remember. Form a variety of associations among the points. Chunk the material into small amounts. Learn each group of material at one time. Make and review note cards. Write the question on one side and the answer or explanation on the

other side. Use ACRONYMS. You form acronyms by using each first letter from a group of words to form a new

word. This is particularly useful when remembering words in a specified order.

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TEST ANXIETY Test anxiety is not your mind playing tricks on you; it’s very real! Research has identified two factors that contribute to test anxiety: emotionality and worry. Emotionality is a level of psychological arousal that, at a certain level, helps test performance. Worry, on the other hand, manifests itself as internal messages that wreck test performance. How test anxious are you? Sarason and Ganzer created the Anxiety Scale shown below to help identify those most at risk for test anxiety. Wark and Bennett recommend a cutoff score of 11 or above as an indicant of test anxiety.5 How do you fare? Although research indicates that 20-50 percent of students report test anxiety, much of the anxiety is a symptom of their awareness of insufficient study strategies. If you modify your day-to-day study habits and your test preparation techniques, you are likely to experience much less test anxiety—that is, positive emotionality and reduced worry. Think back to a time when you experienced a serious bout of test anxiety. What was it like? What did you do to overcome those feelings? Were you truly prepared for the test? Please complete the text anxiety questionnaire below:

DIRECTIONS: Answer the following questions as truthfully as possible. Blacken out the T if the statement is generally true for you; F if the statement is generally false. While taking an important exam, I perspire a great deal. T F I tend to panic when I have to take a surprise exam. T F During tests, I find myself thinking of the consequences of failing. T F After important tests, I am frequently so tense that my stomach gets upset. T F While taking an important exam, I find myself thinking of how much brighter the other students are than I am.

T F

I freeze up on things like intelligence tests and finals. T F If I were to take an intelligence test I would worry a great deal before taking it. T F During course examinations, I find myself thinking of things unrelated to the course material.

T F

During course examinations, I frequently get so nervous that I forget facts that I really know.

T F

If I knew I was going to take an intelligence test, I would feel confident and relaxed beforehand.

T F

I usually get depressed after taking a test. T F I have an uneasy, upset feeling before taking a final. T F When taking a test, I find my emotional feelings do not interfere with my performance. T F Getting a good grade on one test doesn’t seem to increase my confidence on the second test.

T F

After taking a test, I always feel I have done better than I actually did. T F

I sometimes feel my heart beating very fast during important examinations. T F

Figure 4.5: Test Anxiety Scale (TAS) Items While there is no sure-fire remedy for test anxiety, the following are some suggestions for minimizing test anxiety: For starters, if you have access to old tests, use them wisely to help you prepare. Use them for real, timed test taking practice; don’t just memorize those questions and those answers. The wording of your exam will be different, and your memory will fail you. Do not make working with old exams your first priority in test preparation; your reliance on old tests will make you more anxious when you see the real thing.

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Do not study late into the night before the exam. New learning bumps out the previously stored information. You’re much better off getting a good night’s sleep. Focus. Manage your worries. Arrive at the test site early, but do not visit with others; you may inherit their anxiety. Instead, indulge yourself in positive messages: “ I’ve been doing successful work with material that this test will require; I know this material and can use it effectively!” You can say this to yourself with real confidence if you have had a regular, proficient system for learning. Know that a certain degree of nervousness is healthy and productive. You are creating energy to recall and accurately use information. You may actually wish to visit, before the exam, the room where you will take the test. You go to a test site to study and do active work with the material you predict will be on the exam, and work with it near or where you will take the exam. This process “desensitizes” you to the testing site and will make the actual testing situation more familiar and comfortable. Manage distractions and use your emotionality in a positive way. Once in the exam, begin with success, even if it means skipping to a later part of the exam or a different type of question later in the exam. Unless you’ve been specifically told not to mark on your exam, strategic underlining and marking parts of the questions can help you focus and reduce confusion. Also, it’s vital to get what you know “out in the world” where you can see and use it. If you draw or write fleeting bits of pertinent information as you proceed through the exam, you create a record of that which you have recalled, and you can use this information to answer the questions. Somehow students think it’s strange to write on tests, especially multiple choice exams. You can be prepared to “leave trails of knowledge” only if you have practiced this strategy as a regular part of your study cycle. Manage the test conditions. That is, deal with or shut out disruptions such as a lack of choices of essay topics, surprise questions or problems to solve, the number of test items, distractions from the proctor or even the temperature of the room. You have the power to concentrate on the information you have learned and truly understand. Concentrate on what you know you know.

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LEARNING STRATEGY FOCUS: Test Taking and Test Anxiety

PREVIOUS LEARNING STRATEGY ASSIGNMENT: Review the textbook summary completed on one reading

assignment and offer suggestions for improvement. LEARNING STRATEGY: Test Taking and Test Anxiety

Review Test Preparation Review Types of Exams Complete Test Strategies for Objective Tests-- Practice test

LEARNING STRATEGYASSIGNMENT FOR NEXT WEEK: complete test anxiety questionnaire Help student-athlete prioritize “Learning Objectives” and “To Do List” for the upcoming week Make sure the student-athlete’s playbook is accurate. Review their calendar with all tests, papers, projects, and assignments for each class. Add to the calendar:

Travel dates Assignment due dates Project due dates Exam and quiz dates

Have student-athlete login to Blackboard to check for assignments and grades Recommend getting tutors on subjects that the student-athlete may struggle with. Remind student-athlete of

Learning Objective assignment and to bring playbook next week Fill out weekly mentor report on blackboard within 24 hours Fill in hours on myHR

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Week 6 (February 27- March 5): Writing Assignments. Previous Learning Strategy Assignment: Be sure the test anxiety summary is complete. Based on

areas the student-athlete indicated they struggled in the assessment assist the student-athlete in planning corrective measure for the next test.

Types of college papers – discuss the various forms academic writing may take and when it is appropriate to use each. Evaluate each form’s strengths and weaknesses.

10 steps to writing a research paper – review these steps with the student explaining why each is necessary.

Resources for paper preparation – Discuss the role of resources in a research paper and where at MU to find helpful resources.

Types of resources – Discuss the differences in resource types and when each is appropriate. Review the next four weeks and point out any assignments or tests upcoming. Break down the next week’s assignments by creating a weekly learning objective for each course.

The student will be expected to complete the learning objectives prior to your next session.

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WRITING ASSIGNMENTS College students are expected to be able to complete a variety of writing assignments such as essays, reviews, summaries, and research papers. Students may also encounter a range of rhetorical modes in which essays must be written, for example, description, cause/effect, comparison/contrast, definition, example, narration, persuasion, and classification.

The two most common types of college level papers are review and the summary:

Review Means to “see again” so this type of writing has to recreate the item in question. Usually includes: what, where, when, who, and why? Then a summary of the main ideas or events of item Concludes with an evaluation of item or experience by the writer. This process shouldn’t be hard to write if proper notes are taken during the experience.

Summary Summaries come in many styles but they all contain the main ideas of the original work in a shorten form. (Ex. Article summary) Summaries can paraphrase the author’s original points by using their own wording and style. Sometimes students have to summarize their own work in the form of an abstract. This is a very precise statement of the main idea of the paper

Research Papers: Research papers require students to find information beyond that information given to them in class and in textbooks. This style of writing requires students to become acquainted with the process of finding quality resources to support the main points of their paper. This means not relying entirely on internet sources and becoming familiar with the resources available at the University Library. The ten steps to completing the ideal research paper:

1. Find a topic This step may not be necessary as the professor may have assigned one. If the student does have to select their own topic, be sure to that the subject is interesting to the writer and is not too broad. Be original and avoid common topics that will bore professors. 2. Read a bit about the topic This preliminary research is to help form an opinion on the topic. This should only take a few hours and based on the available resources materials. This will help support the ideas further in the paper. 3. Formulate a temporary thesis and make a temporary outline This does not have to be a complex document; but it should give the student an idea of where to go next and what sort of information to seek out. Students can use an expanded version of the 4. Prepare a working bibliography In this step the student should identify books, articles, journals, magazines, newspapers, encyclopedias etc. that will be useful in writing the paper. This requires a good amount of time and the knowledge of the library resources. Students should seek out library personnel for help if necessary. Be sure that references meet the criteria of the assignment, for example, some professors have minimum requirements for number of books, articles etc. 5. Take notes from relevant sources. Finding useful information that is taken directly from a source should be noted for citation purposes including author, title, and page number of quotes. This is one of the most time consuming

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tasks of the entire writing process and should be incorporated into road trips whenever possible. Using note cards is advised in this process as it allows for a greater sense of organization later. 6. Sort and label notes; revise temporary outline After notes have been written, organize the notes in a manner that reflects the purposed outline. Stack the quotes and ideas according to their topic, then arrange the note cards in the order they will appear in the paper. The temporary outline is now an outline of citations and quotes. 7. Write the first draft

Tie together the outline and quotes in a logical way that meets the needs of the assignment.

8. Revise the first draft; add an introduction and conclusion. After the first draft is complete, have a tutor, instructor, or academic staff member read the paper. When this is done make the necessary changes, additions, and corrections. This is a good task for a tutoring session or an extra mentoring session. 9. Add documentation and put bibliography in final form Add in all of the citation information from the note cards. See the “Resources” section to help meet all APA or MLA requirements. After this process is complete be sure to submit the paper into “Safe Assign” if the course has access to this program. At this point, would be a good idea to have a plagiarism discussion and how to avoid such accusations. 10. Type paper and add a title page.

Writing is a highly personalized process that students have to develop over the course of their career. Our goal at the TPP is to embrace the draft, peer-review and revise method professed by the University of Missouri. There are a host of resources available on campus and in the MATC facilities that students should also be encouraged utilize throughout the writing process.

Resources for Paper Preparation Finding reliable resources can be a challenge if students don’t know where to look or how to use those resources. From the MU Libraries website students can gather tips and tools that can help them in writing a wide variety of papers. One of the hardest tasks in writing a paper is finding quality resources. MU Libraries provides numerous tools and resources students can use that will decrease their time searching for information. Go to the MU Libraries website at: http://mulibraries.missouri.edu/

Become familiar with the Home page as it will link to many tools. On the left side of the page are

numerous links to quickly access commonly used information or items. The “I need to…” section

will allow students to renew books, find specific articles/books, request items, etc. Below that there

are also links to library information and contact information.

o By clicking on the “More” link under the “About Libraries” section students can access even

more information such as library services (ask a librarian, borrow and check out materials,

research & study links, and simply how to find your way around the library).

In the middle of the Home page there is also a search engine. By typing in a topic of interest with the

“Summons@MU” tab selected students can perform a basic search.

o Try typing in a topic, an example could be “drug testing in college athletics.” The search will

return the most relevant resources it can find whether they are newspaper articles, journals

articles, thesis/dissertations, or other publications. Using the drop-down tab in the upper

right of the page students can sort their results by newest, oldest, and relevance.

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Students can also find data bases by subject/content area. Click on the “Databases” tab. If a student

doesn’t know the name of a specific data base to search they can find a data base by subject,

popularity, or type. By clicking on the “Find Database by Subject” link a student can find links to the

top databases in their respective major/course.

The top tool bar also has numerous links that can aid student-athletes with their homework and/or papers. By clicking on the “Homework & Research Help” tab students can find numerous resources that can

be helpful to them. Browse this site and get familiar with it. For example, if you click on the “Course

Guides” link under the “Research Guides” section, students can find an alphabetical listing of

course-related research guides.

Clicking on the “Homework & Research Help” tab will drop down a menu that will also line to other

resources, such as a “Writing & Citing” link. Clicking on this link will provide numerous tools to help

the students write strong papers. Some of the important and helpful links to visit are:

o APA | MLA | Chicago | Turabian : These links are under the “Citing” section in the upper

right corner of the page. APA is the most common citing style used, while at times MLA may

be required. By clicking on the APA link you will find a list of examples about commonly

used citations for bibliographies/reference pages, in-text citations, citing of public

information, and citing of electronic resources.

o APA Tutorial: A tutorial about writing an APA style paper can also be found under the

“Citing” section. This site will walk through the basics of formatting the paper. (Make sure

the computer volume is turned on so that you can hear the presenter).

o Citation Machine: MU Libraries also lists links to citation machines that will aid in building a

correct reference page. Although these sites are helpful they aren’t always correct, so it is

important to still be familiar with the proper formatting.

o Writing Section: On the left hand side of the page is a list of writing tools that can be used.

There are links to tools/tips on writing argument papers, a thesis statement, book reviews,

comparing/contrasting papers, and many more. Additionally, a “Citation Builder” can also

be used by clicking on “Research Tools” on the top tool bar.

By becoming familiar with these sites and tools, every student will be able to become more efficient with their time in writing papers, thereby decreasing their amount of stress.

Types of Resources One of the biggest problems that student-athletes have when preparing for a paper is finding the right resources for research papers. Listed below are primary resources that a student should look for first when writing a paper to ensure the proper information is found.

Social Documents or Records Created by Organizations (the federalist papers, registers, etc.)

Professional Journals (these are specifically written to advance knowledge in a certain field)

Research Articles (these are first-hand accounts that have statistics that either prove or disapprove

information)

Diplomatic Sources (charters, constitutions, etc.)

Audio recordings

Letters

Interviews

Speeches

Artifacts

o Archives and Databases provide access to numerous primary resources

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Secondary Resources can also be used but are not as strong as primary resources. Students must be careful when using secondary resources as some will not be suitable to writing a strong paper. The following resources can be used to supplement a paper if they are referenced well:

Biographies

Commentaries or criticisms

Histories

Textbooks

These secondary resources should be avoided: Magazines

Blogs

Wikipedia

E-how

Etc.

The final types of resources are called tertiary resources. These are resources that contain basic information that are nice when more understanding is needed but shouldn’t be used as a main source of information.

Almanacs

Bibliographies

Chronologies

Dictionaries and Encyclopedias

Directories

Fact Books

Manuals

Helpful Websites to the writing process: Safe Assign Information: This website and program will help identify passages, in any style of electronic document, which shares a resemblance to other pieces of work and may need to be cited. This is not a tool designed to catch plagiarism in action, but to prevent it before it occurs. https://courses.missouri.edu/faculty/blackboard/safeassign.php Campus Writing Program: This University of Missouri website provides useful information and links to help students meet the needs of writing intensive coursework. The links provided on this website include “writing resources”, a list of writing intensive course (may help in planning an upcoming semesters), and guidelines for writing in differing genres and revision resources. http://cwp.missouri.edu/

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LEARNING STRATEGY FOCUS: Writing Assignments

PREVIOUS LEARNING STRATEGY ASSIGNMENT: Complete test anxiety questionnaire. Assist the student-athlete in planning corrective measures for the next test.

LEARNING STRATEGY: Writing assignment Review basic essay format Review types of essays Review strategies for successful writing Review resource types and ways to find them at MU

LEARNING STRATEGYASSIGNMENT FOR NEXT WEEK: Create an outline for an upcoming writing assignment and identify potential resources.

Help student-athlete prioritize “Learning Objectives” and “To Do List” for the upcoming week Make sure the student-athlete’s playbook is accurate. Review their calendar with all tests, papers, projects, and assignments for each class. Add to the calendar:

Travel dates Assignment due dates Project due dates Exam and quiz dates

Have student-athlete login to Blackboard to check for assignments and grades Recommend getting tutors on subjects that the student-athlete may struggle with. Remind student-athlete of

Learning Objective assignment and to bring playbook next week Fill out weekly mentor report on blackboard within 24 hours Fill in hours on myHR

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Week 7 (March 6-12): Time Management

Previous Learning Strategy Assignment: create an outline for an upcoming writing assignment and identify potential resources.

Time Management/Stealers 16 Traits of an effective time manager Sabotaging time A-B-C’s of time management (prioritize the week ahead using this method) Review the next four weeks and point out any assignments or tests upcoming. Break down the next week’s assignments by creating a weekly learning objective for each course.

The student will be expected to complete the learning objectives prior to your next session.

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TIME MANAGEMENT AND FOUR TIME STEALERS

Laziness - “I just don’t feel like doing it.” Sidetracks - “Oh, I better see Mike first.” Procrastination - “I’ll do it later.” Day-dreaming - “Some day, I’ll amaze them all.”

The more efficiently you use your time, the more time you seem to have. Efficient time management is one of the biggest factors in your academic success. As a student-athlete, you have far less time available for studying or socializing than most other college students. Because of rigorous practice and training commitments, in addition to your academic responsibilities, time management is essential. Organization is vital to successful time management. Know what academic responsibilities and deadlines lie ahead. The best way to do this is to use a calendar or planner that allows you to look at the whole semester. Complete a semester calendar listing all exams, papers, projects, quizzes, and travel dates. As you look at the calendar for each month, write in all tests, due dates for papers, competitions, travel dates, etc. This helps you see conflicts or weeks that are especially busy so you can work ahead and prepare things in advance. Make notes on your calendar and adjust it whenever something is added or changed. You may notice a lighter week which would allow you to focus on work towards an upcoming paper or project so you can always stay ahead. Student athletes need to plan a weekly to do list to help maintain time management daily. It is also important to organize your daily schedule. In addition to your classes, pencil in workouts and practice times. This allows you to see how much and what time you have available for study. Make a plan. Use time available between classes to prepare for an upcoming class, review notes, or begin homework assignments. This will help lighten the amount of studying you have to do in the evening. During the evening, estimate how much time you will need to spend studying in order to get everything done. Also, decide where you will do your studying. More often than not, your dorm room is not the best place to study. There are distractions or temptations to sleep, visit with friends, watch TV, etc. Try to study at the same time and in the same place each day. It is helpful at the end of the evening to make a “To-Do” list for the next day. The list should include classes, meetings, practices, study times, tutoring appointments, etc. This will help you keep on top of everything. Your goal should be to stay ahead in every class and be on time for all meetings and/or appointments. When you get behind in a class, the work begins to pile up and things become more stressful. Missing meetings and/or appointments creates more work. Contacting the person, apologizing, and setting up another meeting all requires more time.

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16 TRAITS OF EFFECTIVE TIME MANAGERS

1) Break projects into steps with specific deadlines for completion of each step. Do you set deadlines? If no, how can you start setting deadlines?

2) Generate manageable due dates for the achievement of these steps and schedule specific times to complete the steps to meet these due dates. Do you break down deadlines into manageable steps? If not, how can you start?

3) Use due dates to monitor progress towards the completion of steps in your plan. Do you have a method to monitor due dates? Do you follow that plan?

4) Write down daily tasks and cross them off as they are accomplished. Do you make a “to do” list daily? If not, how would you start one?

5) Use calendar books to record assignments and intended dates for completion of tasks. Do you record your assignments in a calendar? Do you hold yourself to those completion dates?

6) Have daily objectives to move them toward the completion of multiple tasks. Do you hold yourself to your “to do” list? Do you prioritize your list?

7) Continually review long-term goals so the sight of long range objectives is not lost. Do you make long term goals? If not, do you think making goals would be helpful?

8) Begin projects early to give yourself time and freedom to brainstorm about the best ways to accomplish your tasks. Begin early on assignments to create the opportunities to gather information, think over the matter, and collaborate with others for assistance and suggestions. Do you plan ahead to start projects in enough time?

9) Be honest about how plans are going. Don’t hesitate to modify plans to achieve better results. How often do you modify your plans? Do end up procrastinating?

10) Seek advice from others. Accept and even seek input from anyone in a position to assist you or offer

helpful information. Review other's materials, converse and correspond with expert sources, and consider other's ideas as you plan a course of action.

11) Use available resources and don’t try to go it alone unless it is unavoidable.

Do you seek assistance from professors, teacher assistants, tutors, or your mentor?

12) Inform people involved as much in advance as possible about any role these people may have in any activity. This allows time for others to plan ahead as well.

13) Remain flexible and prepare for the unexpected. Successful people have plans B and C.

14) Try to anticipate obstacles but be ready to adapt plans in cases of the unexpected.

15) Remain persistent in the face of adversity by considering other avenues of approach when encountering barriers. Effective time managers don’t give up easily.

16) Realize that a polite "No" is sometimes a proper response. An effective time manager has the ability to say, "No, I cannot do that now" if the request is disruptive to task completion and progress toward goals. Are you willing to say No to your friends if you are not done with your academic responsibilities? If no, do

you believe it might hinder your performance?

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SABOTAGING TIME

Many people sincerely want to improve their time management but unintentionally put up roadblocks that sabotage success and make time management a dead-end proposition. Here are ten ways you may be sabotaging your success, and strategies for overcoming them. Sabotage Strategy #1: Predict Failure Success Strategy: It is easy to give up before you start, saying something to yourself like, "Schedules never work for me." Hold judgment on whether or not you can be successful and think positively. Say things to yourself like, "I can learn to manage my time step by step" or "I don't know if I can be successful, but I cannot lose by trying; I know I'll learn something." Sabotage Strategy #2: Start Too Big Success Strategy: An expectation that you can move from rarely managing your time to managing every moment or even most of your time is unrealistic and will set you up for failure. Start by scheduling a very short period of time where you are fairly certain of experiencing success. Even using a schedule 30 minutes or an hour out of a day can be a great place to start if it means you will experience success it's a 100% improvement over 0 minutes of sticking to a schedule, which may be what you are used to!

Sabotage Strategy #3: Schedule Every Possible Moment Of The Day Succes Strategy: A common fear expressed by people concerned about their time management is, "If I schedule in my time, I will lose all the spontaneity and fun in my life." Life is made interesting by the unexpected; so don't schedule it out of your life. Leaving open times helps you avoid feeling trapped by your schedule and gives you the freedom to enjoy unexpected opportunities as they arise.

Sabotage Strategy #4: Be Totally Unrealistic When You Schedule Success Strategy: A general rule of thumb is to estimate how long it will take you to do a task, then double that estimate. Hard to believe? You'll be surprised to find the doubled estimate quite often accurate. If doubling your estimates means you won't get everything done, you are probably overscheduled and could benefit from looking at the "big picture" of all the commitments you are balancing.

Sabotage Strategy #5: Assume You Have Failed And Give Up When The Schedule Does Not Go As Planned Success Strategy: No one can stay perfectly on a schedule all the time, or perhaps even most of the time. If you expect yourself to schedule perfectly, you will be setting yourself up for failure. This failure then offers a great excuse to abandon scheduling all together. When you drift away from your schedule, find a way to have a success experience with whatever part of the schedule remains for that day. You might say something to yourself like, "Well I blew the last three hours of my schedule, but I have one hour now where I can do what I have scheduled." Sabotage Strategy #6: Focus On The Past Success Strategy: Past failures are just that-past. Look forward toward success, using the failures to motivate your growth, rather than as an excuse to beat yourself up.

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Sabotage Strategy #7: Emphasize Failures, Ignore Successes Succes Strategy: People who do not manage time well often get angry with themselves. Yet this anger interferes with effective time management, taking up time that could be better spent working toward goals. It is not possible to learn a new skill without making mistakes. Focus on what has gone well, and keep building on small successes that will add up to bigger successes as you improve. Also, think about mistakes in a different way-as a sign that you are trying new things and growing as a result.

Sabotage Strategy #8: Prioritize The Least Meaningful And Most Unproductive Activities Success Strategy: It is easy to do smaller, less important tasks to avoid more difficult and challenging goal-related activities. Some people find it helpful to schedule high-priority or difficult activities first to get them accomplished and out of the way. Others find that scheduling one simple, easy task to start with helps them get settled into work, after which they can tackle a difficult task. Whatever style works best for you, prioritize difficult or goal-oriented activities and set a specific time to do them. Use talking on the phone, going shopping, running errands, etc. as rewards for working on high priority projects.

Sabotage Strategy #9: Base Your Time Management On Other People's Needs And Priorities Success Strategy: Your motivation to succeed will be much stronger if you are working towards goals which feed your hopes and dreams rather than someone else's plans. Even those parts of life which are based on someone else's priorities (paying bills, working on that nagging project the boss gave you, etc.) will go more quickly if you also have time to work towards your personal goals. Take time to define your own personal and career goals, and develop a one-year, five-year, and ten-year plan to implement these goals. Sabotage Strategy #10: Go It Alone Success Strategy: Don't be a loner when it comes to changing old habits. Research shows that people who enlist the support of others are more successful at turning bad habits into new-found skills. Find a person who will support your successes and encourage you to keep improving despite setbacks. Finding a supportive partner who also wants to improve time management gives you creative opportunities for mutual problem solving, contracting and support

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A-B-C's OF TIME MANAGEMENT Here's a step-by-step plan for how to more effectively manage your time:

1) Write a daily "To Do" list at the same time every day. Most people do this first thing in the morning or just before they go to sleep in the evening. Brainstorm everything you need to do in that day on this list.

2) Review the list and break large tasks down into smaller tasks.

3) Prioritize the list using the following method:

It's an "A" priority if…

It supports a personal / professional long-term goal. It is in support of other people your work with or have relationships with. It is both urgent and important. ** If you are unsure, ask yourself, "what terrible thing would happen if I didn't do this today?"

It's a "B" priority if…

It is important, but doesn't meet the "A" criteria of urgency. ** Time, a waiting period, will usually elevate "B's" to "A's" or drop them down to "C's."

It's a "C" priority if…

It's a nice thing to do, but really not that important. Be ruthless. Only give yourself one "A-1" priority. You may have an "A-2" and "A-3," but only top

priorities get this category.

4) Delegate those tasks that would more appropriately be done by someone else. On your "To Do" list, write the name of the person to whom you are delegating the task.

5) Schedule your day. Decide when to do your "A-1" first. Consider your daily energy cycle so that you do your most important or demanding task(s) when you are most alert. Schedule your tasks evenly throughout the day, allowing time for unexpected events should they arise. You do not want to have every moment of your day rigidly planned out.

Additional Time Management Tips Assign a deadline for each and every task or project. Whenever possible, work on one task at a time and work on it until it is completed. Make "personal time" an "A" priority everyday. Respect your physical and mental limitations by learning how to say "no" when asked for favors

that impede progress toward achieving your priorities. Be prepared for waits and make "waiting time" into useful time.

Strive for balance - schedule time for what you want to do as well as for what you need to do.

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LEARNING STRATEGY FOCUS: Time Management

PREVIOUS LEARNING STRATEGY ASSIGNMENT: Create an outline for a writing assignment and identify

potential sources for the paper. LEARNING STRATEGY: Time Management

Review Time Management/Stealers Review 16 Traits of an effective time manager—complete questions with student Review sabotaging time Review A-B-C’s of time management

LEARNING STRATEGYASSIGNMENT FOR NEXT WEEK: apply the ABC’s of time management to your weekly to do list.

Help student-athlete prioritize “Learning Objectives” and “To Do List” for the upcoming week Make sure the student-athlete’s playbook is accurate. Review their calendar with all tests, papers, projects, and assignments for each class. Add to the calendar:

Travel dates Assignment due dates Project due dates Exam and quiz dates

Have student-athlete login to Blackboard to check for assignments and grades Recommend getting tutors on subjects that the student-athlete may struggle with. Remind student-athlete of

Learning Objective assignment and to bring playbook next week Fill out weekly mentor report on blackboard within 24 hours Fill in hours on myHR

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Week 8 (March 13-19): Procrastination Previous Learning Strategy Assignment: Did the student properly apply the ABC’s of time

management to their weekly to do list? Did they follow through with the plan? Procrastination Procrastination Assessment Pick a task this upcoming week to not procrastinate on Review the next four weeks and point out any assignments or tests upcoming. Break down the next week’s assignments by creating a weekly learning objective for each course.

The student will be expected to complete the learning objectives prior to your next session.

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PROCRASTINATION

Are you a procrastinator? The formula is pretty simple: A = You postpone things you should be doing B = You feel guilty about doing it A + B = procrastinator If you don't feel guilty, you are likely just being selective about the things you do. For example, you are not procrastinating if you put off calling friends because you think it is more important to finish a class assignment - even if your friends think the calls should come first. Why do people procrastinate? Procrastination is a coping strategy that we use to protect ourselves from uncomfortable feelings. These uncomfortable feelings may be related to a variety of reasons, including our fear of failure, fear of success, desire for perfectionism, or need to exert control in our lives. "Now, wait a minute,” you may be saying to yourself. "When I procrastinate, I don't get things done or I don't do a good job. Thus, I've failed. So how does procrastination protect me from a fear of failure?" It does seem a little complicated, but here is how it works. Many people believe that they are a good person only when they perform well. They may feel that if they don't perform perfectly or better than anyone else, they are inadequate as a person. Their self-worth is based solely on their performance. This can be pretty damaging to their self-esteem because they say to themselves "I failed as a person" versus the more realistic appraisal "I failed on this task.” So, procrastination is a behavior you may use to cope with your fears that you just aren't good enough. Procrastinating allows you to tell yourself that your "failures" are due to lack of time versus lack of ability. The scenario might sound something like this: "I got a "C" on that research project. That's pretty good considering I only spent two days on it. I could have gotten an "A", no problem, if I had more time to do the work." The good news is... Procrastination is not an inherited trait nor is it a terminal disease! It is, however, a learned behavior. And, just as you learned to use procrastination to help you cope in your life, you can unlearn it. You can replace it with healthier coping strategies - ones that help you to perform more effectively and feel better about yourself.

Can I Get There From Here? Visualize yourself succeeding. Imagine yourself taking the first step in achieving your goal, continuing without obstacles until you achieve what you set out to do. Post success reminders in places where you spend most of your time (pictures of a person in a graduation gown on your bathroom mirror; picture on your refrigerator of a runner breaking through the tape on the finish line, etc.). Increase your chances for success. Set up your environment so that it works for you, not against you. Pick supportive people to help you, not people you know will unduly criticize you. Work on your goal during your "prime" energy times, not when you can expect distractions and disruptions.

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Do it now. There is never going to be the "perfect" time to start. You may not ever "want" to start. There is always some small task you can do to get you going, even if you aren't in the ideal mood or frame of mind to work. Listen for excuses. Excuses are "red flags.” When you hear yourself launching into them, you know you are preparing to procrastinate. Take it one step at a time. Don't look at everything that must be done; that's how you lead yourself into feeling overwhelmed. Focus on the here and now; take "baby steps.” Tell yourself “I can do it." "It's going to be okay." Get beyond your first obstacle. You will encounter problems, but don't give up. Remember, problems are opportunities in disguise. Determine if you need a new strategy to accomplish your goal. Use this opportunity to assess your situation and determine if a new strategy is needed. Work on other parts of your goal while figuring out how to get past the obstacle. Reward yourself. Every accomplishment, regardless of how "small" you perceive it to be, is worthy of reward. Find rewards that you value and give them to yourself immediately after the desired behavior. Be flexible about your goal. Certain circumstances are beyond your control. When unexpected things happen, readjust your goal. This is a realistic response, not a failure. It doesn’t have to be perfect. "It doesn't have to be perfect; it just has to be done!" The more you let go of your perfectionism, the more you can accomplish. Adapted from Burka, J.B. & Yuen, L.M. Procrastination: Why You Do It , What To Do About It. Reading, MA: Addison-Wesley, 1983.and the USU Academic Resource Center

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PROCRASTINATION ASSESSMENT Sure, we all put off a few unpleasant tasks. But psychologists say that some of us -- so-called trait procrastinators -- poison our happiness with chronic procrastination that costs us careers and friends. Are you a trait procrastinator? Evaluate yourself using the General Procrastination Scale created by Clarry Lay, PhD, professor of psychology at York University in Toronto. Rate each statement as it applies to you: 1 point = extremely uncharacteristic. 2 points = moderately uncharacteristic. 3 points = neutral. 4 points = moderately characteristic. 5 points = extremely characteristic 1) I often find myself performing tasks I intended to do days earlier. 2) I often miss concerts, sporting events, or the like, because I don't get around to buying tickets on time.

3) When planning a party, I make the necessary arrangements well in advance. 4) When it is time to get up in the morning, I most often get right out of bed. 5) A letter may sit for days after I write it before mailing it. 6) I generally return phone calls promptly. 7) I find that even jobs that require nothing more than sitting down and doing them, seldom get done for days.

8) I usually make decisions as soon as possible. 9) I generally delay before starting on work I have to do. 10) When traveling, I usually have to rush in preparing to arrive at the airport or station at the appropriate time.

11) When preparing to go out, I am seldom caught having to do something at the last minute. 12) In preparing for some deadline, I often waste time by doing other things. 13) If a bill for a small amount comes, I pay it right away. 14) I usually return an "RSVP" request very shortly after receiving the invitation. 15) I often have a task finished sooner than necessary. 16) I always seem to end up shopping for birthday or Christmas gifts at the last minute. 17) I usually buy even an essential item at the last minute. 18) I usually accomplish all the things I plan to do in a day. 19) I am continually saying, "I'll do it tomorrow." 20) I usually take care of all the tasks I have to do before I settle down and relax for the evening. TOTAL Scoring The General Procrastination Scale is a research tool and not intended to be used for diagnosis. You can, however, get a general sense of your tendency to procrastinate. Add together your scores from questions 1, 2, 5, 7, 9, 10, 12, 16, 17, and 19. If the total comes to between 40 and 50 points, procrastination may be limiting your success and happiness.

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LEARNING STRATEGY FOCUS: Procrastination

PREVIOUS LEARNING STRATEGY ASSIGNMENT: Did the student properly apply the ABC’s of time

management to their weekly to do list? Did they follow through with the plan? LEARNING STRATEGY: Procrastination

Complete the Procrastination Assessment Review Procrastination handout

LEARNING STRATEGYASSIGNMENT FOR NEXT WEEK: The student-athlete should pick a task they are procrastinating on whether it be the goal set for the semester or big project they have due at the end of the semester that they haven’t started. They should take steps towards accomplishing the task.

Help student-athlete prioritize “To-Do List” For the upcoming week Make sure the student-athlete’s playbook is accurate. Review calendar for each course with all tests, papers, projects, and assignments for each class. Add to the master list:

Travel dates Assignment due dates Project due dates Exam and quiz dates

Have student-athlete login to Blackboard to check for assignments and grades Recommend getting tutors on subjects that the student-athlete may struggle with. Remind student-athlete of

Learning Objective assignment and to bring playbook next week Fill out weekly mentor report on Blackboard within 24 hours Fill in hours on myHR

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Week 9 (March 20-26): Staying Motivated Previous Learning Strategy Assignment: what task did you decide to complete and did you

follow through w/ completion? Motivation Style Motivation vs. Leadership Style Review the next four weeks and point out any assignments or tests upcoming. Break down the next week’s assignments by creating a weekly learning objective for each course.

The student will be expected to complete the learning objectives prior to your next session.

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MOTIVATION Motivation is the force that draws you to move toward something. It can come from a desire or a curiosity within you or can be from an external force urging you on. In either case, you make the decision to seize or to skip a chance to learn. When learning seems interesting, fun, meaningful, or relevant, you don’t have any reason to try to understand your motivation. Learning comes naturally. The challenge comes when you aspire to learn something that’s not particularly interesting, when you have only a few choices, or when you lack adequate support, respect, or encouragement. In those situations, learning and finding the motivation to learn more can be tough. It’s easy to think you just lack motivation. That’s not really possible, though. We’re all equally motivated and we’re always fully motivated. With the exception of involuntary anatomical processes, such as your heart beating, your blood flowing, or breathing in and out, everything else we do is motivated. If you stopped reading this now, it would be inaccurate for me to say, “You’re not motivated!” For some reason, you’re motivated to stop reading. That motivation was stronger than your motivation to continue. The same could be said when you’re trying to learn something from your wife, a colleague, a teacher, or a parent and you keep thinking about dinner or what to watch tonight on TV. It isn’t that you’re unmotivated to learn—you’re just not motivated to do what someone else wants you to do at that moment. Something else is drawing you (motivating you) to focus on dinner or the TV. It could also be that you’re motivated to avoid the aggravation you feel when someone seems to be wasting your time or you have a gnawing suspicion that you will never understand something. You don’t lack motivation; you lack confidence in success—and that drives your motivation elsewhere, to avoid the feeling or the fear. It’s not that you were unmotivated. You were probably super-motivated. Consider how much motivation it takes to ignore something right in front of you! Are you ready to find out what motivates you to learn? Motivation styles vary for different situations and topics, but you rely on one primarily. Some people learn in order to achieve a certain goal. Some people learn for the sake of learning, and other people learn for the gratification they get from meeting people in learning settings. At other times, you might like being part of a group, even if your primary style is learning-motivated. Likewise, you might go wholeheartedly after a goal, even if your primary style is relationship-motivated. Many of us have learned how to be goal-motivated because our society places a premium on meeting goals. Whether you’re goal-motivated, learning-motivated, or relationship motivated, it’s helpful to recognize your predominant motivational style so that you can identify the situations that best satisfy your needs. http://media.wiley.com/product_data/excerpt/02/04712739/0471273902.pdf

Motivation Style www.OnTrackAcademic.com What’s Your Motivation Style? Self-Quiz How do you get yourself going in the morning? How do you convince yourself to turn off the internet and get started on the next pressing thing? What’s your motivational style? Everyone has a way that they naturally motivate themselves. Take this quiz to find out what strategies you’re already using to motivate yourself and how you can use that information to be more focused and smarter with how you use your time. Feel free to mark more than one answer. Scoring is explained. 1. When I sit down at my desk in the morning, the first thing I do is: A. Turn my attention to my most important project, though I’m not always sure quite where to start. B. Make sure my advisor hasn’t sent any emails since I last checked.

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C. Check my task list and get started on whatever’s first. D. Focus on the chapter I promised my colleague I’d have done next week. E. Spend a few hours on the Internet and then call a friend to complain about how I never get anything done. 2. I’ve been assigned to present a paper in class in two weeks, so I: A. Consider my other priorities to make sure I can fit it in my schedule. B. Block out the next 2 weeks to practice my talk so it’s flawless. Though, I end up spending the first week catching up on [fill in your favorite bad TV show]. C. Make a schedule for when the talk needs to be completed and how many times I should practice it before the class. D. Talk to the professor prior to the class to make sure I am on track. E. Freak out. Practice negative self talk 3. I feel the most jazzed-up about your academic career when: A. I think about what contributions I can make to my field. B. I write a paper that people tell me was really great. C. I get everything on my list done for the day. D. I talk with professor about my project. E. I can’t remember the last time I was excited about my academic career. 4. I’m sitting on the couch and can’t seem to get started on an important, but most-likely boring task. To get myself going I: A. Give myself a heroic pep-talk, reminding myself why I’m in grad school/academia in the first place. B. Imagine my advisor’s/an esteemed colleague’s reaction if I don’t get the paper done. C. Think about what I should get done today, and then make a list. D. Call up a friend and meet up for a study date. E. Stretch out, fluff the couch pillow, and consider what’s for dinner. I’ll get going in a while. I will. 5. My advisor or teacher corners me to let me know that I’m behind and that I should turn in at least two late papers ASAP, so I: A. Take the opportunity to assess what projects I have in the works and which ones I can get done quick. B. Slink back to my room, embarrassed and crushed that I’m falling short of these expectations. C. Keep plugging away at my weekly task list. Eventually something’s got to be worthy of the teacher. D. Set up an appointment with my advisor/teacher to lay out what I’ve gotten done and where I’m headed, and ask for honest advice. E. Whole-heartedly agree. Two papers. Sure. That’d be nice. Impossible, but nice. 6. I am most confident about where my academics are heading when: A. I sit down and plot out 1-, 3-, and 5-year goals. B. My advisor tells me I’m on the right track. C. I finish the week strong, having met my goals for the week. D. I share my ideas with peers about the unbelievable amount of money I will make. E. I pass my classes. The OnTrack Academic www.OnTrackAcademic.com

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Motivation Styles: Scoring: Simply add up how many “A’s” you have, and then do that for “B” through “E” too. Once you’ve scored your quiz, take a minute and decide what step you’re going to take TODAY to increase your motivation. Mostly A’s: You motivate yourself by focusing on core values and long-term goals Congratulations! Research shows that this kind of motivation is very effective for defining and reaching your goals. We should all work toward using long-term goals to set our daily agenda. Are you really clear about your long-term goals? Once you’re really clear, make sure you know how to take that long term vision and turn it into daily goals. Try using S.M.A.R.T. goals to “drill-down” from long-term goals to a weekly and daily agenda. Also, be sure to periodically revisit your long-term vision to make sure you’re working towards goals and values that are still important. One trap that long-term, structured planners can fall into is failing to leave room for spontaneity. Sometimes excellent opportunities present themselves out of the blue. Though these opportunities may not be part of the 5-year-plan, you can be ready for these serendipitous openings! Use your strength of personal vision to evaluate what might fit. Mostly B’s: You motivate yourself by focusing on avoiding punishment or looking good to others No one wants to look stupid in front of people that matter. You harness this impulse and use it to get working. You may even take that external motivation and internalize it as guilt. Instead of worrying that others think you’re lazy, you now pin that label on yourself. This kind of punishment avoidant motivation can be really powerful, but it must be used very carefully lest we do some serious damage to our self-image. Many of my clients overuse punishment avoidant motivation or guilt and under use other, more positive techniques. One strategy for lessening the negative side effects of punishment avoidant motivation is to get very clear on expectations. Do you have a revise-resubmit paper gathering dust as the deadline quickly approaches? Instead of worrying you’ll do a poor job, dig into the reviews. What information do you have? Is there something you’re still unclear on? Email the professor! Make a list of exactly what needs to be done to remake a good-enough paper. And then go ahead and do it! The Good Enough paper is a strategy I use with my clients. We’re not aiming for perfection. Perfectionism is the flip side of not wanting to look bad. As academics we’re in the business of building knowledge and that requires a conversation. Perfection is impossible and spending too much time trying to get there keeps your new, worthy information out of the conversation where I could do it’s little bit of good. Instead aim for a Good Enough paper that effectively communicates your ideas and then be done with it. If you’re just starting a project, you might aim for a SFD (Stinky First Draft), instead of something stellar on the first go. When you start off with the goal of just getting things on paper, you might find that you end up with something pretty good. Perfectionism is challenging to overcome because it requires recalibrating your internal compass according to your own goals and values. You might find that coaching or counseling can help if you’ve got a serious case of perfectionism or self-doubt that won’t budge. Mostly C’s: You motivate yourself by focusing on daily goals and rewards This is a great strategy for getting going and making each day productive. Just make sure it’s counting toward something that’s important to you. Your kind of motivation is about getting on a roll and staying there. Psychologists say we all have a need to feel competent, and feeling good about what you’re accomplishing can be a motivator in and of itself. No one needs to be watching for you to feel good about getting a tricky paragraph written. Without anyone looking over your shoulder you feel good about setting and reaching goals. If this is your dominant mode of motivation, that’s great. But it’s really important, especially for you, to have a system for maintaining that momentum! Try “parking on the downhill:” Finish

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each day by first reviewing what you accomplished and then making a list of exactly how you'll get started in the morning. This means writing more of those SMART goals (smaller and even more specific for tomorrow if you got off-track today). This strategy helps you start tomorrow in second gear by not losing the momentum of what you accomplished today. And reward yourself for a job well done. Make sure the size of the reward fits the goal accomplished Mostly D’s: You motivate yourself by feeling connected We’re all social beings, but unlike a lot of other folks, you get more work done in social settings than holed up alone at your desk. If you know this about yourself, it only makes sense that you should strive to create more social working situations. What would this look like? Can you meet a colleague for a studydate? Set one up now! Can you create an ongoing workgroup that meets weekly and gives you the opportunity to discuss your successes and challenges. You may find that public goals or deadlines are enough of a social component to get you going without a formal group. Give a schedule to your advisor. S/He may not even read it, but just knowing it’s out there may help motivate you to get started. Another sure-fire strategy is to make an appointment to get feedback on a draft. This way your goal isn’t only public, but someone’s made time in his/her schedule for you because you promised to produce. We're often much more likely to keep promises to others than those made to ourselves. A common trap that those who are socially motivated should avoid is putting other’s priorities before your own. Are you more likely to get that unimportant newsletter article to the department secretary than to work on a task crucial to your latest project? Beware of giving more attention to other people’s needs or priorities than your own. How can you guard against this? Get really clear with yourself on your priorities and set short- and long-term goals only after checking in on what’s valuable to you, where you want to go, and who you want to be. Finally, if you are in a field that encourages collaboration, by all means use this opportunity to your advantage. Write joint papers (if you’re writing a dissertation, check with your advisor about what kinds of collaborative projects can be included in the final dissertation project). By discussing deadlines and scheduling regular meetings with your partners you build in some social support. ANY E’s: Let’s be honest. You’ve got some problems motivating yourself. If you marked any E’s that means that first, you’re human: everyone has trouble now and then. It also means that you have room to grow and academic coaching may be just the ticket to learning how to create an effective motivational strategy that matches your style. If your goals are important then it’s worth it to figure out how to reach them without guilt, pain, or hours upon hours of terrible-TV-avoidance. Other motivation resources: http://www.motivateeveryone.com/nlpstyle.html

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LEADERSHIP STYLE VERSUS MOTIVATION

Leadership Style versus Motivation

Leadership Style Motivation Type Motivation is Based on:

Personality Type Efficiency

Limited supervision Worker with decision making responsibility

Self motivated

Creativity

Leader of ideas or people. Independent Achiever Thrives on change

High Team motivated

Mixed styles

Goal motivated Opportunity Personality type and efficiency depends on leader's skill and/or the work environment he's created.

Reward motivated Materialism

Recognition motivated Social status

High level of supervision Command-and-control

Peer motivated To be like others Status quo Dependency Resist change

Low Authority motivated Follows policy

Threat, fear motivated Reacts to force

Self-motivated or visionaries will not accept authority controlled environments. They will find a way to escape if trapped.

In a team-motivated environment, dependency types will become inspired and strive to be acceptable with independent thinking coworkers.

Associates influence the level of individual motivation.

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LEARNING STRATEGY FOCUS: Staying Motivated

PREVIOUS LEARNING STRATEGY ASSIGNMENT: what task did you decide to complete and did you follow

through to complete the task. LEARNING STRATEGY: Staying Motivated

Review Motivation Style Review Leadership vs. Motivation Style

LEARNING STRATEGY ASSIGNMENT FOR NEXT WEEK: Explain a task you are unmotivated to complete and explain how you can use your motivation style to complete the task.

Help student-athlete prioritize “To-Do List” For the upcoming week Make sure the student-athlete’s playbook is accurate. Review calendar for each course with all tests, papers, projects, and assignments for each class Add to the master list:

Travel dates Assignment due dates Project due dates Exam and quiz dates

Have student-athlete login to Blackboard to check for assignments and grades Recommend getting tutors on subjects that the student-athlete may struggle with. Remind student-athlete of

Learning Objective assignment and to bring playbook next week Fill out weekly mentor report on Blackboard within 24 hours Fill in hours on myHR

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Week 10 (March 27- April 2): Spring Break (No Mentoring) Send a reminder email and/or text to your student regarding assignment completion and

test preparation _________________________________________________________________________________________________________________

Week 11 (April 3-9): Problem Solving

Previous Learning Strategy Assignment: Explain a task you are unmotivated to complete and explain how you can use your motivation style to complete the task.

C.O.P.E. Problem Solving Review the next four weeks and point out any assignments or tests upcoming. Break down the next week’s assignments by creating a weekly learning objective for each course.

The student will be expected to complete the learning objectives prior to your next session.

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C.O.P.E.ing WITH PROBLEMS “WE CANNOT SOLVE PROBLEMS AT THE SAME LEVEL AT WHICH WE CREATED THEM.” ~Albert Einstein

Problems are created when there is a mismatch between what you have and what you want. Problem solving is what we do to reduce the gap between these two factors. However, some problems can seem overwhelming or particularly difficult, challenging your problem-solving skills. Using a step-by-step process in these situations can enhance your ability to identify effective solutions. The C.O.P.E. process that is presented in this Idea Sheet is just one way to approach solving problems. Use what works for you. Also, keep in mind that while you can solve many problems by yourself, there will be occasions when you need assistance. Don’t hesitate to seek out this assistance. The Academic Resource Center is an excellent place to obtain information about the many campus and community resources available to you.

Locus Of Control: Getting A Handle On Causes Of Problems Before using the C.O.P.E. process, it is important for you to be aware of how you define the sources of your problems. Your ability to solve problems, and thus your confidence and trust in the solutions you develop is affected by your locus of control. Locus of control refers to whom or to what you attribute your ability to manage your life. Answer the following questions to help you assess your locus of control: Yes No 1. I can get a good grade in any course no matter how good or bad the instructor is, because it depends on me doing the work. Yes No 2. If the teacher isn’t a good speaker or doesn’t keep me interested, I probably won’t do well in the class. Yes No 3. I believe that I have the power to control what happens to me. Yes No 4. I believe that I have very little control over what happens to me. Yes No 5. When I make a mistake, it’s usually my fault. Yes No 6. When I make a mistake, it’s usually because someone didn’t make clear to me what I was supposed to do. If you checked mostly even-numbered statements, then you may tend to use an external locus of control. If you checked mostly odd-numbered statements, then you may tend to use an internal locus of control.

External Locus Of Control An external locus of control results in an individual believing that it is up to someone else to solve a problem. Common behaviors caused by an external locus of control would include blaming, excessive anger or resentment, withdrawal (“I can’t do/handle this”), or denial of a problem. It is true that there are many problems caused by factors outside of your control, such as:

The computer system “crashes” in Financial Aid, thus holding up your aid check; Your roommates hold a party, making too much noise for you to study;

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You are not able to register for a class because it is full or unavailable. Approaching these types of problems with an external locus of control can seriously limit your ability to solve them. Examples of an external locus of control approach:

Internal Locus Of Control An internal locus of control results in an individual believing that he/she can find effective solutions to a problem, even if it is caused by factors outside of his/her control. Common behaviors caused by an internal locus of control would include expressing frustration or anger appropriately to find a solution or talking with others for ideas about how to cope.

An internal locus of control allows you to be an effective problem solver, because it focuses on your role in the problem, including your attitudes and self-talk. Because these are things you have control over, you are able to expand your options and choices for solutions. C.O.P.E. The letters in C.O.P.E. stand for Challenge, Options, Plan, and Evaluation – an effective method for solving personal problems.

“C” Challenge yourself to clearly identify your problem, its causes, and the results that you want. This is the most important step. If you do not state the problem clearly and honestly, you will be misguided in finding solutions that will help you get what you want. Read the following problem statements. The first statement is too general. The second is more specific and clearly states the problem, its causes, and the desired results.

“That stupid Financial Aid! They never have their act together. They messed up my check, and now there’s no way I can pay my rent”

“I’m sick and tired of my roommates being so inconsiderate. Tomorrow, I’m going to invite a bunch of people over and give them a taste of their own medicine.”

‘“Thanks to this stupid university, I can’t get the classes I need to graduate. Now I’m going to have to graduate a semester later.”

I am really upset about the computer system crashing in Financial Aid. Seems like they should be able to avoid things like that. But, I’ll meet with my Financial Aid Counselor to figure out where I can get emergency funds until my check arrives.

You guys, I am really upset by what happened last night when you had a party while I was trying to study. I would like to sit down tonight and talk about it, so we can come up with new rules about party and study time.

I can’t believe that class isn’t going to be offered this semester. I am going to meet with my advisor to see what other alternatives I have so that I can still graduate on time. I also have some ideas about waiving the class. I can talk with the department head if my advisor isn’t able to help me.

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Example 1. My problem is that even though I study a lot, I still make poor grades on tests. 2. My problem is that even though I study three hours a day for MATH 1100, I still make poor grades on tests because I get nervous, my mind goes blank, and I am easily distracted by what other students are doing. I want to overcome my test anxiety and make a course grade of a “B”. Exercise Answer the following questions to prepare you for writing out a clear statement of your problem: • How do I contribute to my problem? _______________________________________________________________________________________________ ___________________________________________________________________ ___________________________ _______________________________________________________________________________________________ • What parts of my problem can I control? _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ • What parts of my problems can I not control? _______________________________________________________________________________________________ _______________________________________________________________________________________________ ____________________________________________________________________________________________ • In order to get my desired results, what do I need to change? _______________________________________________________________________________________________ _______________________________________________________________________________________________ ____________________________________________________________________________________________ • What can I change? _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ ___________________________________________________________________________________________ Statement of my problem: • What is it about the present situation that is different from what I want? ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ • What causes this situation? ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ • What results do I want? ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ • Put it all together and write a clear statement about your problem that includes a definition, the causes, and the specific results you want: ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________

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“O” Create a list of options for solving your problem. Don’t judge your options at this point, just try to generate as many as possible. For each option, there are two columns: advantages and disadvantages. Your assessment of advantages and disadvantages will guide you in determining the option(s) that will help you get the results you want. Remember to focus on solutions over which you have control. Example Options for improving poor grades: Increase study time - attend time management workshop - take SSC 1150 - attend Supplemental Instruction (SI) or tutoring - use a study partner. After identifying options, list the advantages and disadvantages of each one. As you are identifying your options, ask yourself: “Do I need any special skills, abilities, or resources to use this option as a solution?” The answer can affect how you assess advantages and disadvantages of each option. Option 1: __________________________________________________________________________________________________ ________________________________________________________________________________________________ Skills, abilities, and resources I will need: __________________________________________________________________________________________________ __________________________________________________________________________________________________ Advantages: Disadvantages: ________________________________________________ ___________________________________________ ________________________________________________ ___________________________________________ ________________________________________________ ___________________________________________ ________________________________________________ ___________________________________________ Option 2: __________________________________________________________________________________________________ __________________________________________________________________________________________________ Skills, abilities, and resources I will need: __________________________________________________________________________________________________ __________________________________________________________________________________________________ Advantages: Disadvantages: ________________________________________________ ___________________________________________ ________________________________________________ ___________________________________________ ________________________________________________ ___________________________________________ ________________________________________________ ___________________________________________ Option 3: __________________________________________________________________________________________________ __________________________________________________________________________________________________ Skills, abilities, and resources I will need: __________________________________________________________________________________________________ __________________________________________________________________________________________________

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Advantages: Disadvantages: ________________________________________________ ___________________________________________ ________________________________________________ ___________________________________________ ________________________________________________ ___________________________________________ ________________________________________________ ___________________________________________ Option 4: __________________________________________________________________________________________________ __________________________________________________________________________________________________ Skills, abilities, and resources I will need: __________________________________________________________________________________________________ __________________________________________________________________________________________________ Advantages: Disadvantages: ________________________________________________ ___________________________________________ ________________________________________________ ___________________________________________ ________________________________________________ ___________________________________________ ________________________________________________ ___________________________________________

“P” Make an action plan to implement your chosen solution(s) within a reasonable time period. Ask yourself these questions: What do I need to do to make my solution work? When do I need to do it? Evaluate the progress you have made in solving your problem: Action step: _____________________________________________________ Date:______________________ Action step: _____________________________________________________ Date:______________________ Action step: ______________________________________ _______________ Date: _____________________ Action step: _____________________________________________________ Date: ____________________

“E” Evaluate the progress you have made in solving your problem: How has my problem or situation changed or improved? _______________________________________________________________________________________________ _______________________________________________________________________________________________ What about my action plan is helping me get the results I want? _______________________________________________________________________________________________ _______________________________________________________________________________________________ What about my action plan is keeping me form getting the results I want? _______________________________________________________________________________________________ _______________________________________________________________________________________________ Have I given my action plan sufficient time to work? _______________________________________________________________________________________________ _______________________________________________________________________________________________ Do I need to revise my action? _______________________________________________________________________________________________ _______________________________________________________________________________________________ Do I need to review C.O.P.E. and redefine my problem? _______________________________________________________________________________________________

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LEARNING STRATEGY FOCUS: C.O.P.E Problem Solving

PREVIOUS LEARNING STRATEGY ASSIGNMENT: Explain a task you are unmotivated to complete and

explain how you can use your motivation style to complete the task. LEARNING STRATEGY: C.O.P.E Problem Solving

Review C.O.P.E handout Complete C with student

LEARNING STRATEGY ASSIGNMENT FOR NEXT WEEK: Complete O.P.E for next week. Help student-athlete prioritize “To-Do List” For the upcoming week Make sure the student-athlete’s playbook is accurate. Review calendar for each course with all tests, papers, projects, and assignments for each class Add to the master list:

Travel dates Assignment due dates Project due dates Exam and quiz dates

Have student-athlete login to Blackboard to check for assignments and grades Recommend getting tutors on subjects that the student-athlete may struggle with. Remind student-athlete of

Learning Objective assignment and to bring playbook next week Fill out weekly mentor report on blackboard within 24 hours Fill in hours on myHR

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Week 12 (April 10-16): Career/Major Interests Previous Learning Strategy Assignment: Completed O.P.E Career/ Major Interests Emphasize first year portion of the timeline Set up a life skills appointment Explore major interests at www.missouri.edu Review the next four weeks and point out any assignments or tests upcoming. Break down the next week’s assignments by creating a weekly learning objective for each course.

The student will be expected to complete the learning objectives prior to your next session.

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CAREER/MAJOR INTERESTS Whether a student is in their first year or last year of college it is always a good idea to research how their career interests and their major are taking shape. The Life Skills department provides numerous resources for student-athletes that can aid them in both their discovery of a career/major and in their progression towards their professional careers. A year-by-year timeline of important Items in the Tigers for Tomorrow program is outlined below.

First Year

Complete or Schedule a Discover Career Assessment Program: this program will ask the student questions about their abilities, interests and values. The program will then provide a list of possible corresponding career fields.

Research Potential Majors: using the career assessment results, student’s can research certain majors and decide if they match any of the careers that may interest them. Look up potential majors at www.missouri.edu.

Start a Basic Resume: the resume may not be much at first, but as a student becomes involved in activities they can easily update their resume while also see weaknesses that they can improve upon.

Schedule Time to Attend a Life Skills Workshop: these workshops not only earn the student Tiger Cup points but also allow a student to gain points toward a leadership certificate.

Start on a Leadership Certificate: Leadership Certificates allow the student-athlete to gain excellent experience to put on their resume while also building toward their future career. If a student-athlete starts early enough they can easily earn the points needed. Below are suggested items that can be scheduled to earn points.

o Register for a Leadership Certificate. o Schedule and complete 10 hours of Community Service o Meet with a Leadership Advisor o Attend Workshops o Become a SAAC member

Schedule a Meeting with the Tigers for Tomorrow Staff: The staff is in place to help the student find a job when they graduate and the better the student get’s to know the staff the more help they can provide.

Second Year

Schedule a Meeting with the Tigers for Tomorrow Staff: This will allow staff members to help students in their progress towards a career.

Choose a Major: This can be a very hard decision, so the student needs to make sure that they have seen the academic and career staff for help.

Update Resume: Read, edit and update to ensure a suitable. Schedule Time to Attend a Life Skills Workshop. Schedule Time to Job Shadow a Job Shadow: This can help a student to decide if a

major/career path is right for them Schedule Time to Continue Earning Points for a Leadership Certificate.

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Third Year

Schedule a Meeting with the Tigers for Tomorrow Staff: This will allow staff members to help students in their progress towards a career.

Update Resume: Read, edit and update to ensure a suitable. Schedule Time to Attend 2 Career Workshops: This is important as they will help a student prepare

for career fairs, networking and many other items. Schedule Time to Attend a Career Fair: Career fairs can help the student to find possible internships

or work experience. As they are difficult for student-athletes to attend find a future date and stick to it.

Sign up on hiremizzoutigers.com: This will allow the student to post their resume and cover letter to be viewed by employers across the nation.

Work on a Cover Letter: this can be for a specific career/job or a generic one to post on websites like hiremizzoutigers.com.

Schedule a Mock Interview: The interview process can be intimidating, but with practice a student can gain the confidence they need to get the job.

Schedule Time to Continue Earning Points for a Leadership Certificate.

Fourth Year

Begin a Job Search: A student should start looking for a job at least 6 months before graduation. Schedule a Meeting with the Tigers for Tomorrow Staff: This will allow staff members to help

students in their progress towards a career. Update Resume: Read, edit and update to ensure a suitable. Schedule Time to Attend a Career Fair: Career fairs can help the student to find possible internships

or work experience. As they are difficult for student-athletes to attend find a future date and stick to it.

Schedule a Career Field Mock Interview: The career field Mock Interview allows a student to practice answering questions that are relevant to the jobs they are applying for.

Schedule Time to Continue Earning Points for a Leadership Certificate: If the student has kept a

consistent schedule they should be able to officially finish their certificate.

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LEARNING STRATEGY FOCUS: Career/Major Interests

PREVIOUS LEARNING STRATEGY ASSIGNMENT: Completed O.P.E LEARNING STRATEGY: Career/Major Interests

Review Life Skills Time line Review Major possibilities

LEARNING STRATEGY ASSIGNMENT FOR NEXT WEEK: Make an appointment with the Life Skills staff Help student-athlete prioritize “To-Do List” For the upcoming week Make sure the student-athlete’s playbook is accurate. Review calendar for each course with all tests, papers, projects, and assignments for each class Add to the master list:

Travel dates Assignment due dates Project due dates Exam and quiz dates

Have student-athlete login to Blackboard to check for assignments and grades Recommend getting tutors on subjects that the student-athlete may struggle with. Remind student-athlete of

Learning Objective assignment and to bring playbook next week Fill out weekly mentor report on Blackboard within 24 hours Fill in hours on myHR

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Week 13 (April 17-23): Reprise and Review Previous Learning Strategy Assignment: Did the student make an appointment with Life Skills

staff? Reprise Time Management and plan the next two weeks for assignment completion prior and

during Thanksgiving break and test preparation Review academic goals and GPA desired for motivation If the grades do not match the desired GPA; discuss strategies to improve grades during the last

three weeks Review the next four weeks and point out any assignments or tests upcoming. Break down the next week’s assignments by creating a weekly learning objective for each course.

The student will be expected to complete the learning objectives prior to your next session.

LEARNING STRATEGY FOCUS: Reprise and Review

PREVIOUS LEARNING STRATEGY ASSIGNMENT: Did the student make an appointment with Life Skills

staff? LEARNING STRATEGY: Reprise and Review

Reprise Time Management Review Academic Goals and current grades If the grades do not match the desired GPA; discuss strategies to improve grades during the last few

weeks LEARNING STRATEGY ASSIGNMENT FOR AFTER BREAK: complete assignments and prepare for upcoming

exams Help student-athlete prioritize “To-Do List” For the upcoming week Make sure the student-athlete’s playbook is accurate. Review calendar for each course with all tests, papers, projects, and assignments for each class Add to the master list:

Travel dates Assignment due dates Project due dates Exam and quiz dates

Have student-athlete login to Blackboard to check for assignments and grades Recommend getting tutors on subjects that the student-athlete may struggle with. Remind student-athlete of

Learning Objective assignment and to bring playbook next week Fill out weekly mentor report on Blackboard within 24 hours Fill in hours on myHR

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Week 14 (April 24-30): Overall Review Previous Learning Strategy Assignment: Discuss how assignment completion and test preparation

went during break Overall review on learning strategies development and how the sections interrelate Which sections were most and least helpful? Review current grades and discuss any missed assignments and/or attendance points. Provide

suggestions on how to approach instructor regarding potential grade discrepancies. Review the next three weeks and point out any assignments or tests upcoming. Break down the next week’s assignments by creating a weekly learning objective for each course.

The student will be expected to complete the learning objectives prior to your next session.

LEARNING STRATEGY FOCUS: Overall Review

PREVIOUS LEARNING STRATEGY ASSIGNMENT: discuss how assignment completion and test preparation

went during break LEARNING STRATEGY: Overall Review

Overall review on learning strategies development and how the sections interrelate Which sections were the most and least helpful Review current grades and discuss any missed assignments and/or attendance points. Provide

suggestions on how to approach instructor regarding potential grade discrepancies. LEARNING STRATEGY ASSIGNMENT FOR NEXT WEEK: contact instructors if grade discrepancies occurred. Help student-athlete prioritize “To-Do List” For the upcoming week Make sure the student-athlete’s playbook is accurate. Review calendar for each course with all tests, papers, projects, and assignments for each class Add to the master list:

Travel dates Assignment due dates Project due dates Exam and quiz dates

Have student-athlete login to Blackboard to check for assignments and grades Recommend getting tutors on subjects that the student-athlete may struggle with. Remind student-athlete of

Learning Objective assignment and to bring playbook next week Fill out weekly mentor report on Blackboard within 24 hours Fill in hours on myHR

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Week 15 (May 1-5): Finals Week Preparation

Previous Learning Strategy Assignment: Did the student contact professors regarding any grade discrepancies

Make sure the student knows when and where each course final will take place Complete Finals Study Hall week schedule (turn into the Academic Coordinator’s mailbox) Make sure any tutor (s) appointments the student may want during finals week are arranged Give your student the mentor survey and tutor survey(s) (have the student turn them into Charlie

Frey’s mailbox) Complete the Mentor/ Tutor survey through MoCat (a link will be sent to your email) Review the next two weeks and point out any assignments or tests upcoming. Break down the next week’s assignments by creating a weekly learning objective for each course.

The student will be expected to complete the learning objectives prior to your next session.

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Total Person Program: Student-Athlete Tutor Excellence Survey

Instructions: Please indicate your level of agreement with the following statements regarding the level of satisfaction with your academic tutor by circling the corresponding number to match your assessment. 5 – Strongly Agree 4 – Agree 3 – Neutral 2 – Disagree 1 – Strongly Disagree N/A–Not Applicable

Tutor Name:______________________________________ Subject:___________________________________________ Questions: Strongly Agree Neutral Disagree Strongly N/A Agree Disagree

My tutor is punctual at appointments 5 4 3 2 1 N/A

My tutor is knowledgeable about the subject he/she tutored me in. 5 4 3 2 1 N/A

My tutor is able to communicate well in tutorial sessions. 5 4 3 2 1 N/A

My tutor is able to suggest strategies for studying effectively. 5 4 3 2 1 N/A

My tutor gives me assignments to complete for our next session. 5 4 3 2 1 N/A

My tutor was more social than productive during our sessions. 5 4 3 2 1 N/A

My tutor helped me understand the progression of the course and plan for the semester. 5 4 3 2 1 N/A

My tutor cancelled sessions in an acceptable manner. 5 4 3 2 1 N/A

Working with my tutor enhanced my study skills. 5 4 3 2 1 N/A

My tutor was able to suggest other resources when I needed them. 5 4 3 2 1 N/A

My tutor was respectful and polite 5 4 3 2 1 N/A

My tutor missed sessions without notifying me. 5 4 3 2 1 N/A

I would recommend this tutor to another student. 5 4 3 2 1 N/A

*Please list any additional comments that you might have on the back of this paper.*

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Total Person Program: Student-Athlete Mentor Excellence Survey

Instructions: Please indicate your level of agreement with the following statements regarding the level of satisfaction with your academic tutor by circling the corresponding number to match your assessment. 5 – Strongly Agree 4 – Agree 3 – Neutral 2 – Disagree 1 – Strongly Disagree N/A–Not Applicable

Tutor Name:______________________________________ Subject:___________________________________________ Questions: Strongly Agree Neutral Disagree Strongly N/A Agree Disagree

My mentor is punctual at appointments 5 4 3 2 1 N/A

My mentor is knowledgeable about ways to organize a semester’s work. 5 4 3 2 1 N/A

My mentor is able to communicate well in our sessions. 5 4 3 2 1 N/A

My mentor is able to suggest strategies for managing my time effectively. 5 4 3 2 1 N/A

My mentor is helpful in creating useful weekly learning objectives. 5 4 3 2 1 N/A

My mentor was more social than productive during our sessions. 5 4 3 2 1 N/A

My mentor helped me understand the progression of the course and plan for the semester. 5 4 3 2 1 N/A

My mentor cancelled sessions in an acceptable manner. 5 4 3 2 1 N/A

Working with my mentor enhanced my study skills. 5 4 3 2 1 N/A

My mentor was able to suggest other resources when I needed them. 5 4 3 2 1 N/A

My mentor was respectful and polite 5 4 3 2 1 N/A

My mentor missed sessions without notifying me. 5 4 3 2 1 N/A

My mentor listened when I had some personal problems to talk about. 5 4 3 2 1 N/A

I would recommend this mentor to another student. 5 4 3 2 1 N/A

*Please list any additional comments that you might have on the back of this paper.*

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Shelden Academic Center Individual Study Plan: FINALS WEEK

Name:__________________________________________ Sport:_______________________________________ Test/Tutor Test/Tutor Thursday:

8:00 – 10:00 1:00 – 3:00

10:00 – 12:00 3:00 – 5:00

Sunday:

8:00 – 10:00 1:00 – 3:00

10:00 – 12:00 3:00 – 5:00

Monday: 8:00 – 10:00 1:00 – 3:00

10:00 – 12:00 3:00 – 5:00

Tuesday:

8:00 – 10:00 1:00 – 3:00

10:00 – 12:00 3:00 – 5:00

Wednesday:

8:00 – 10:00 1:00 – 3:00

10:00 – 12:00 3:00 – 5:00

Thursday: 8:00 – 10:00 1:00 – 3:00

10:00 – 12:00 3:00 – 5:00

Signed:_________________________________________ Date: _______________________________________

TEST DAY/DATE TIME LOCATION

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LEARNING STRATEGY FOCUS: Finals Week Preparation

PREVIOUS LEARNING STRATEGY ASSIGNMENT: did the student contact professors regarding any grade

discrepancies LEARNING STRATEGY: Finals week preparation

Make sure the student knows when and where each course final will take place Complete Finals Study Hall week schedule (turn into the Academic Coordinator’s mailbox) Make sure any tutor (s) appointments the student may want during finals week are arranged Give your student the mentor survey and tutor survey(s) (have the student turn them into Charlie

Frey’s mailbox) Complete the Mentor/ Tutor survey through MoCat (a link will be sent to your email)

LEARNING STRATEGY ASSIGNMENT FOR NEXT WEEK: study for finals Help student-athlete prioritize “To-Do List” For the upcoming week Make sure the student-athlete’s playbook is accurate. Review calendar for each course with all tests, papers, projects, and assignments for each class Add to the master list:

Travel dates Assignment due dates Project due dates Exam and quiz dates

Have student-athlete login to Blackboard to check for assignments and grades Recommend getting tutors on subjects that the student-athlete may struggle with. Remind student-athlete of

Learning Objective assignment and to bring playbook next week Fill out weekly mentor report on Blackboard within 24 hours Fill in hours on myHR

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Appendix

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Mentor Report Form Name: Date: Sport: Mentor:

Class: Current Grade:

New Grades:

Upcoming assignments, quizzes, papers, projects, exams w/due Dates:

Comments/Information/Course Summary:

Learning Objective:

Class: Current Grade:

New Grades:

Upcoming assignments, quizzes, papers, projects, exams w/due Dates:

Comments/Information/Course Summary:

Learning Objective:

Class: Current Grade:

New Grades:

Upcoming assignments, quizzes, papers, projects, exams w/due Dates:

Comments/Information/Course Summary:

Learning Objective:

Class: Current Grade:

New Grades:

Upcoming assignments, quizzes, papers, projects, exams w/due Dates:

Comments/Information/Course Summary:

Learning Objective:

Class: Current Grade:

New Grades:

Upcoming assignments, quizzes, papers, projects, exams w/due Dates:

Comments/Information/Course Summary:

Learning Objective:

Learning Strategies:

General Comments/Concerns:

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Mentor Report Form Name: Truman Tiger Date: 9/15/2010 Sport: Football Mentor: Harry Truman

Class: PYSCH 1000 Current Grade: 77/100 - C

New Grades: Exam 1 = 77/100

Upcoming assignments, quizzes, papers, projects, exams w/due Dates: Exam 2 = September 30

th

Paper 1 = October 15th

Comments/Information/Course Summary: Truman has some text book readings to complete. Exam 2 is not until 9/30. He really needs to do well on Exam 2 to get his grade up to a “B” because there is no cumulative final for this class. Hopefully, the professor will give them some more pop quizzes and attendance points by the end of the semester to help his grade as well.

Learning Objective: Read and outline Chapter 5

Class: Theatr 1100 Current Grade: 121/160 -C

New Grades: Quiz 3 = 10/10, Exam 1 111/150 – Both Confirmed on BB

Upcoming assignments, quizzes, papers, projects, exams w/due Dates: Needs to see The Color Purple and do a write up about the play by September 20 for 200 points

Comments/Information/Course Summary: Truman received his Exam 1 grade back this weekend. It was a confirmed 74% (111/150). I was expecting Truman to do better on this exam, because he studied for several days. However, there is a lot of information covered on these exams. Truman still has a lot of points up for grabs before the class is complete.

Learning Objective: See The Color Purple and do the write-up

Class: HRM 1043 Current Grade: 95/100 - A

New Grades: No new grades

Upcoming assignments, quizzes, papers, projects, exams w/due Dates: Exam 2 = Sept 25

th

Comments/Information/Course Summary: Truman looks to get another A on the next exam

Learning Objective: Complete the exam study guide

Class: Chem 1100 Current Grade: 83/150 - F

New Grades: Quiz 3 = 5/10 – BB,

Upcoming assignments, quizzes, papers, projects, exams w/due Dates: HW 15 = 9/20 Exam 2 = 9/25

Comments/Information/Course Summary: Truman got half points for giving the right answer on the quiz, but he did not work the problem the way the instructor wanted him to.

Learning Objective: HW 15 completed by Wednesday Follow-up Meeting

Class: English 1000 Current Grade: 25/25 - A

New Grades: Did not receive any new grades this week

Upcoming assignments, quizzes, papers, projects, exams w/due Dates: Revise the first paper and submit via Blackboard by Midnight 9/25 Submit topic for paper 2 to instructor

Comments/Information/Course Summary: Truman is doing a good job of keeping up with the assignments in this class. He seems to really like this class because he is able to express himself freely.

Learning Objective: Revise and submit Paper 1 by 9/25 Learning Strategies: Prepping for multiple choice exams

General Comments/Concerns: Main concern is that Truman needs to manage his time more appropriately to get his

readings completed before class, so that he is better prepared for the lectures.

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Learning Objectives

Week of: _________ Student Name:___________________________________ Mentor Name: ___________________________________

Class: _______________________________

Class: _______________________________

Class: _______________________________

Class: _______________________________

Class: _______________________________

Completed

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Weekly “To-Do” List

Name:_________________________________________ Week Of:______________ List assignments that need to be completed

Time Sun. Mon. Tues. Wed. Thurs. Fri. Sat. 7:00-8:00

am

8:00-9:00 am

9:00-10:00 am

10:00-11:00 am

11:00-12:00 am

12:00-1:00 pm

1:00-2:00 pm

2:00-3:00 pm

3:00-4:00 pm

4:00-5:00 pm

5:00-6:00 pm

6:00-7:00 pm

7:00-8:00 pm

NOTES

List of items to complete by the end of the week:

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