Starting the Term Off Right

The Pieces of Academic Success

Time Management

Rationale Essay

Goal Setting

Learning Styles

Developing a Study Plan

ReadingEfficiency

WritingCritical Thinking

Academic Research

Stress Management

Navigating ESC Resources

Learning Coaches, Peer Coaches, & Content Tutors• One-to-one appointments in-person or via phone, e-mail, Internet, etc.

• Small group assistance (online & onsite)

• Online Content Area Tutoring – Smarthinking - www.esc.edu/smarthinking

Curricular Support Face-to-Face & Online Support • NEC Academic Support - www.necacademissupport.pbworks.com

• Workshops (online & onsite) – www.esc.edu/learningsupport

• YouTube – www.youtube.com/NECAcademicSupport

• Enhancing the Academic Eye a self-paced or credit-bearing study - http://AcademicEye.pbworks.com

• Phasing out Dec 2010-- ANGEL Community Group - NEC Academic Support http://www.esc.edu/ole• Log in with your MyESC Username & Password

Academic Support @ NEC

Services & Resources

Helping You Connect the Pieces for Academic Success

digitalagecourse.pbworks.com

What is a learning coach?

A learning coach is someone who provides academic support to students in one-on-one or small group settings in all areas of the writing process and related study skills strategies including time management, organization, reading efficiency, developing a study plan, goal setting, critical thinking, library research skills, note-taking, and learning styles.

Sarah Spence-Staulters is located in Latham working with Schenectady & Latham/Albany students Her hours are: Mondays – 3pm- 7:30pm

Wednesdays – 3:00pm-7:30pmFridays - 9am- 4pm

Contact Sarah to make an appointment : (518) 783-6203 ext 5992 or Sarah.Spence-Staulters@esc.edu

____________________________________________________________________________________________________

Kate Stockton is located in Latham working with Johnstown & Latham/Albany students Her hours are: Mondays - 4:00pm-7:30pm

Wednesday - 4:00pm-7:30pmThursdays - 4:00pm-8:00pm

Contact Kate to make an appointment : (518) 783-6203 ext 5992 or Kate.Stockton@esc.edu

Mary Sanders-Shartle is located in Saratoga working with Saratoga & Queensbury students Her hours are: Mondays – 12pm-2pm

Wednesdays – 3pm-6pmThursdays 4pm-6pm

Contact Mary to make an appointment :(518) 587-2100 ext 2827 or Mary.Sanders-Shartle@esc.edu

____________________________________________________________________

Meet the Learning Coaches

Helping You Connect the Pieces for Academic Success

A peer coach is a current undergraduate or graduate student trained to guide and encourage other students in improving their academic performance and development as a life-long learner, focusing on general study skills, specific content-areas, navigating college resources, and developing within their Areas of Study.

They work in both face-to-face and virtual environments.

Peer coaches are trained under College Reading & Learning Association (CRLA) international standards for peer tutors and are either volunteers, work-study, or practicum students.

Peers

Engaging as

Energizi

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Resourc

es

Center-base

d &

0nline

Academic

Collaborativ

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Helpers

Enhancing

Success

Academic Support @ NEC

Goal Setting & Developing a Plan

1. Define your goal

2. Know where you are right now

3. Honest Assessment (develop Sub-Goals)

4. Personal Plan of Action & Affirmations

5. Set and pursue short term goals• Set and pursue daily goals/tasks

6. Commit yourself completely

7. Continually monitor your progress

General Success Strategies• Understand how you learn best and maximize your studying to match your strengths. Take a learning styles inventory. We’ll do this at the first residency.• Apply your learning to your own experiences. Make connections between what you are learning and what you already know. • Ask questions when needed and do not let problems go unresolved! Be a self-directed and self-motivated learner.• Maximize your learning. Understand requirements, assignments, and methods of evaluation by reviewing your learning contract(s). • Set appropriate goals to meet course time constraints, requirements, and expectations.

Understanding What is Expected of You

• Empire State College is reading and writing intensive.• Several strategies can assist you in being more efficient and effective with your reading, writing, and critical thinking. • Understand the purpose of your studies/courses will also help you better complete your reading & writing assignments.

What are you supposed to learn about and what outcome is expected? Activate your schema. Understand the overall concepts and organize your thoughts.

Managing Your Time More Effectively Workshop

Time Management Strategies for Work, School and Life

TIME IS A VALUABLE COMMODITY

We all have the same amount of time ~◦60 seconds in a minute, ◦60 minutes in an hour, ◦24 hours in a day, ◦168 hours in a week,◦720 hours in a month,◦And 8,760 in a year.

Time cannot be saved and it does not gain interest. There are no rollover minutes!

How are you spending your time???

Time Management

• Understand your own time limitations and opportunities• Categorizing Priorities:

- Important & Urgent (crisis, deadlines)- Important & Not urgent (planning, preparation,

prevention, relationships)- Minimize the Urgent & Not Important (interruptions,

many pressing matters)- Minimize the Not urgent & Not important (trivia, time

wasters)• Make sure you are utilizing your chosen method of keeping track

- Physical day planner vs. blackberry or other technical device

- www.memotome.com• Understand what makes you procrastinate

Prioritizing Your Time.

IMPORTANT

URGENT (Due Soon)

NOT URGENT (Due in the Future)

This is what should be finished 1st

This is what should be finished 2nd

NOT IMPORTANT

This is what should be finished 3rd

This is what should be done 4th

Quadrant I:Crises, Pressing Problems, Deadline-driven projects

Quadrant II: Prevention, Reflection,

Planning, Recreation, Stress Management, Recognizing

New Opportunities

Quadrant III: Interruptions, Some Phone Calls, Some E-mail, Some Reports, Some Meetings,

Pressing Matters

Quadrant IV: Trivia, Busy Work, Some

E-mail, Some Phone Calls, Escapist Activities (IM, TV, DVD, etc.)

Adapted from Steven Covey’s First Things First

Important & Urgent (crises, deadline-driven

projects)

Important & Not Urgent (preparation, prevention, planning, relationships)

Urgent & Not Important (interruptions, many

pressing matters)

Not Urgent & Not Important (trivia, time wasters)

Getting Organized

Tips for getting organizedFirst have a way to keep track of your time and your assignments:• You can use your PDA, a date book, your phone , your computer or a calendar• Write or Record it all. Make sure you schedule time for school assignments and your

family and your self. • Make it a HABIT• Give your self a way to check off what you have accomplished

Keep All of your Course Material together:• Have a binder for each class with paper or a notebook for taking notes while you read• Have a folder in the binder for all of your work form your teacher• Keep a clean workspace • Have an external drive or a folder on your desk top and in your e-mail for school

work to find e-mails and papers easier.

Can you think of some other ways that might help keep you organized?

"If a cluttered desk signs a cluttered mind, of what, then, is an empty desk a sign?“ Albert Einstein

Using Learning Contracts to Help You Organize Your Time

A few minutes now will save you many in the future!

Review Learning Contract

= Key Concepts

= Critical Thinking Skills

= Benefit to You

Review Learning Contract

= Key Concepts

= Critical Thinking Skills

= Expectations & Requirements

= Key Materials

= Due Date

= Requirements

Review Learning Contract

ORGANIZATIONAL BEHAVIOR

Planning for Your 1st Set of Assignments

Week Monday Tuesday Wednesday Thursday Friday Saturday Sunday

SEPTEMBER

1

10 11 12 13 14 15 16

Term BeginsORG BEHAVIOR

Read Chaps 1 & 16

2

17 18 19 20 21 22 23

ORG BEHAVIORRead Chaps 17 & 18 & 19

18

3

24 25 26 27 28 29 30

ORG BEHAVIORRead & Take

Notes Activity 12.5 & Start

Write-up Case 4 (4-6 pages)

OCTOBER

4

1 2 3 4 5 6 7

ORG BEHAVIORFinal Draft of

Write up Case 4 (4-6 pages)

5

8 9 10 11 All Work Due 12 13 14

Columbus Day

ORG BEHAVIORReadings &

Case 4 Due

ECONOMICS

Planning for Your 1st Set of Assignments

Week Monday Tuesday Wednesday Thursday Friday Saturday Sunday

SEPTEMBER

1

Term Begins 10 11 12 13 14 15 16

ECONOMICSRead Chap 1

Do QFT - 2 & 5 Do P&E - 1, 5 &10

ECONOMICSRead Chap 2

Do QFT – 3, 11, 16 Do P&E – 3 & 4

ORG BEHAVIORRead Chaps

1 & 16

Spend time with the family

2

17 18 19 20 21 22 23

ECONOMICSRead Chap 3

Do QFT – 8 & 15 Do P&E – 4 & 5

ECONOMICSRead Chap 4

Do QFT – 3,8,14,15

Do P&E – 2 & 3

ORG BEHAVIORRead Chaps 17 & 18 & 19

Spend time with the family

3

24 25 26 27 28 29 30

ECONOMICSRead Chap 6

Do QFT – 1, 9, 13 Do P&E – 8, 14,

17

ECONOMICSRead Chap 8

Do QFT – 1 & 2 Do P&E - 1, 7 & 9

ORG BEHAVIORRead & Take

Notes Activity 12.5 & Start Write-up

Case 4 (4-6 pages)

Spend time with the family

OCTOBER

4

1 2 3 4 5 6 7

ECONOMICSRead Chap 9

Do QFT – 1 & 5 Do P&E - 1,3,5a,5b

ORG BEHAVIORFinal Draft of

Write up Case 4 (4-6 pages)

Spend time with the family

5

8 9 10 11 All Work Due 13 14

Columbus Day

ECON PROBS & ORG BEHAVIOR

Readings & Case 4 Due

Spend time with the family

Accessing the ESC Websites workshop

My ESC Website Some useful things to know how to find on myesc. • Smarthinking link• An access to the ANGEL site and your online

classes• Your Degree Plan • Financial Aid • The Library • Registration and more.

How to Use Smart Thinking? First you have to create an account.

How is smarthinking going to help me?Smarthinking can help with:

•Online live tutoring in classes like Statistic, Spanish and Biology with a one on one tutor or you can take your turn and have your questions answered that day.

•You can have help with writing your papers, you can submit your writing and they will send it back to you with feed back for you to look at.

• You can submit a question and they will get back to you with an answer

•There is academic resources.

•The best part is that it is all free to ESC students.

How to create an account

• Step 1: Go to www.esc.edu/smarthinking• Step 2 : log in with your esc log in information• Step 3:Click on the learning center that you

are assoceated with (ex. Northeast center) • Step 4: Fill out the information form. • Step 5: Take advantage of this wonderful free

service.

What you need to Know about the ANGEL Site

• http://www7.esc.edu/jgaul/cdlpromo.html talks a little more about angel.

• Where to find the tutorial • How to make and respond to post and reply

in the discussion forum.• Where and how to use the calendar• How to access your Modules • Where to find the resource

Learning styles

Aural/Auditory

Kinesthetic

Visual

Read/Write

MULTI-MODAL

Learning Styles

• Most people have developed a preference for how they learn.

• One style is not better than another, and all of approaches to learning can be improved.

• Effective learners know how their minds work and are able to adapt their studying strategies to any learning situation.

The Basics

Identifying Your Learning PreferenceVARK Learning Styles Self-Assessment Questionnaire

TAKE ASSESSMENThttp://www.vark-learn.com/english/page.asp?p=questionnaire

What were your results?

Your VARK preferences can be used to help you develop additional, effective strategies for learning related to how you:

take in information; study information for effective learning; and

study for performing well on an examination.

Visual Study Strategies (V)Aural/Auditory Study Strategies (A)

Read/write Study Strategies (R)Kinesthetic Study Strategies (K)

Multimodal Study Strategies (MM)

Characteristics of Visual Learners

• Have a keen sense of aesthetics, visual media and art.

• Easily remember information presented in pictures or diagrams.

• Have strong visualization skills. They can look up and “see” the information invisibly written or drawn.

• Make “movies in their minds” of information they are reading. Their movies are often vivid and detailed.

• Have very strong visual-spatial understanding of things such as sizes, textures, angles and three-dimensional depths.

• Pay close attention to the body language of others (facial expressions, eyes, stance, etc.).

VISUALVisual learners tend to:

Characteristics of Aural/Auditory Learners

• Remember quite accurately details of important information heard during conversations or lectures.

• Have strong language skills, which include a well-developed vocabulary and an appreciation for words.

• Have strong oral communication skills. They can carry interesting conversations and can articulate their ideas clearly.

• Have a “fine tuned ear” auditory may lead to learning a foreign language more easily.

• Often have musical talents, can hear tones, rhythms, and individual notes.

AURAL/AUDITORY

Aural/Auditory learners tend to:

• Work well with their hands and may be good at repairing work, sculpting, art or working with various tools.

• Often have well coordinated and have a strong sense of timing and body movement.

• Learn with movement = often do well as performers: athletes, actors, or dancers.

• Often wiggle, tap feet or move their legs when seated.

• Have been often labeled “hyperactive” as children.

Characteristics of Kinesthetic Learners

Kinesthetic learners tend to: KINESTHETIC

• Like lists and words to keep ideas and “To Do” items straight.

• Remember information displayed as words.

• Emphasize text-based input and output - reading and writing in all its forms.

• Prefer PowerPoint, the Internet, lists, filofaxes, dictionaries, thesauri, quotations and words, words, words...

Characteristics of Read/Write Learners

Read/Write learners tend to: READ/WRITE

Life is multimodal. There are seldom instances where one mode is used, or is sufficient. Those who prefer many modes almost equally are of two types. There are those who are context specific who choose a single mode to suit the occasion or situation.

There are others who are not satisfied until they have had input (or output) in all of their preferred modes. They take longer to gather information from each mode and, as a result, they often have a deeper and broader understanding.

READING EFFICIENCY: GETTING THE MOST OUT OF

WHAT YOU READ

Reading

Reads One Word at a Time

Reads Multi-Word Phrases

Re-reads SentencesKeeps Reading

Leaves Pages CleanMarks Text for Memory

Reads “to the end”Reads with a Purpose

Rarely (if ever) PracticesPractices Speed Reading

Lets Eyes WanderUses a Pacer

Reads Everything SameAdjusts Speed to Need

Reads WordsReads Ideas

The Slow Reader…The Efficient Reader…

*CREATE A POSITIVE READING ENVIRONMENT*• Relatively free of interruptions (phone, email, TV, friends)• Free of distractions (noise, people watching, windows)• Study in the same place & time (routine)• Not too comfortable (easily fall asleep)• Choose a time when you are mentally alert

**INCREASE YOUR ATTENTION SPAN**• Set specific and manageable study goals • Read with a purpose • Read actively (create study aids)• Keep a distractions list • Varyyour reading• Take breaks• Approach assignment with a positive attitude

friends/family)

CREATE INTEREST• Set Goals:

•“What is my purpose for doing this reading?”•“What do I want to learn?”

• Look at lesson objectives • Learn new vocabulary • Preview the reading• Review introductory information

USE WHAT YOU ALREADY KNOW• Activate prior knowledge (schema):

“What do I know about the topic?”

Comprehension TipsComprehension Tips

Think about how to best take notes

What does it mean to be a critical thinker?

Thinking Effectively & Critically

Critical & Effective Thinking Critical thinking:• A productive and positive activity• Includes identifying and challenging

assumptions • Exploring and imagining alternatives• A process, not an outcome • It is not passive. • Manifestations depend on context • Triggered by positive as well as

negative events• Involves alternating phases of

analysis and action• Combines reflective analysis and

informed action• Is emotive as well as rational

COMPONENTS of Critical Thinking

• Identifying and challenging assumptions

• Challenging the importance of context

• Imagining and exploring alternatives

• Reflective skepticism

Bloom’s Taxonomy

KNOWLEDGE - Student recalls or recognizes information, ideas, and principles in the approximate form in which theywere learned.

COMPREHENSION - Student translates, comprehends, or interprets information based on prior learning.

APPLICATION - Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction.

ANALYSIS - Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question.

SYNTHESIS - Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her.

EVALUATION - Student appraises, assesses, or critiqueson a basis of specific standards and criteria.

EXAMPLES of Ways to Read and Discuss TextFrom: www.criticalreading.com/ways_to_read.htm

Consider the following nursery rhyme... Mary had a little lamb, Its fleece was white as snow,

and everywhere that Mary went The lamb was sure to go.

What A Text Says talks about the topic of the original text, Mary and the lamb. Mary had a lamb that followed her everywhere.

What A Text Does talks about the story. The nursery rhyme describes a pet that followed its mistress everywhere.

What a Text Means talks about meaning within the story, here the idea of innocent devotion. An image of innocent devotion is conveyed by the story of a lamb's close connection to its mistress.

The devotion is emphasized by repetition that emphasizes the constancy of the lamb's actions ("everywhere"…"sure to go.") The notion of innocence is conveyed by the image of a young lamb, "white as snow." By making it seem that this connection between pet and mistress is natural and good, the nursery rhyme asserts innocent devotion as a positive relationship.

Characteristics of Strong Critical Thinkers(from Vincent Ruggiero, Beyond Feelings, A Guide to Critical Thinking):

• Critical Thinkers... "Are honest with themselves, acknowledging what they don't know, recognizing their limitations, and being watchful of their own errors."

• Critical Thinkers... "Regard problems and controversial issues as exciting challenges."

• Critical Thinkers... "Strive for understanding, keep curiosity alive, remain patient with complexity and ready to invest time to overcome confusion."

• Critical Thinkers... "Set aside personal preferences and base judgments on evidence, deferring judgment whenever evidence is insufficient. They revise judgments when new evidence reveals error.“

• Critical Thinkers... "Are interested in other people's ideas, so are willing to read and listen attentively, even when they tend to disagree with the other person."

• Critical Thinkers... "Recognize that extreme views (whether conservative or liberal) are seldom correct, so they avoid them, practice fair-mindedness, and seek a balanced view."

• Critical Thinkers... "Practice restraint, controlling their feelings rather than being controlled by them, and thinking before acting."

Introduction to Library Research Skills

Using the Empire State College Online Library to Research & Evaluate

Information Sources

WHAT DO I RESEARCH? • Locate background information using summaries and overviews in "reference" materials.

• Find books on your topic.

• Use online database services to search for periodical articles using online indexes and abstracts.

• Research your topic on the Internet using search engines and subject directories.

• Evaluate, document and organize your resources.

www.esc.edu/library

Links to a comprehensive annotated listing of all the databases the library subscribes to – a one-stop-shopping site for your research. The 3 best databases are EBSCO, JSTOR & PROQUEST.

EBSCOHost  

Best Place to Start for an Overview of FIVE STEPS FOR FINDING

INFORMATION: • Identify Your Topic • Find Keywords That Describe

Your Topic and Create a Search • Get Definitions and Background

Information • Find Journal and Newspaper

Articles and Books • Document Your Information

Sources

If you needed immediate help you can always chat live with a librarian

Resources to help develop your writing skills and style

Unblock the Writing Experience

Writers need to know…• How to get inspired & motivated• How to get started• The mechanics of writing• How to get resources

Get Inspired!• Talk to your instructor and classmates about your topic (start

brainstorming if/when instructor discusses the assignment during class)

• Visit a local library or bookstore and skim through relevant books/magazines

• Search for ideas and inspiration on general search engines (google, bing, blogs, etc.)

• Talk to others about your assignment and ask for their ideas and feedback

• Read! But when you read ANYTHING pay attention to the writing style not just the content

• Create a writing ritual in a comfortable, quiet place at a productive time

Why is it so hard to get started?

• Pre-existing condition: writing anxiety?• The “eternal perfectionist” syndrome• Lack of experience, or lack of confidence• Not familiar with pre-writing exercises or

writing resources• Procrastination – under too much time

pressure and/or stress to do a good job

Responding to the Assignment

• Reaction Paper• Journal• Book Review• Synthesis• Literature Review• Argument or Persuasive• Research Paper

Know what kind of assignment it is…

Responding to the Assignment

– Analyze– Apply– Argue– Compare/Contrast– Define– Describe

– Discuss– Evaluate/Critique– Interpret– React– Summarize– Synthesize

What is the goal of the assignment?

Writing with Purpose

• Define the purpose and audience• Pre-Writing

– Brainstorms, outlines, mindmaps• Gathering the Information• Organizing the Information• Writing• Proofreading & Editing

Knowing the Purpose & Audience

• Always treat your readers with respect• For some assignments you will have to take a

stand and convince your audience to agree with your point of view

• Don’t make assumptions about your audience (what they already know/don’t know, what is right vs. wrong, etc.)

Stress Management

School

The World In General!

Work Family

External Stressors

Internal Stressors

FearsThings that are out of our control

Time Pressures

Things that are unpredictable

Worrying about what you can accomplish

Stress Management

• Having a plan reduces stress!• Be able to recognize when you are stressed• Accept the fact that taking time to “de-stress”

IS being productive and you MUST take the time

• Try some universal stress relievers:• Deep breathing, finding a quiet place, relaxing

music, closing your eyes, physical exercise• Find out what works for you!

Increasing Your Resilience

• Getting good nights sleep • Eating well• Be aware of caffeine intake• Taking time to relax • Exercise• Be positive • Laugh out loud often • Meditation and Yoga

Writing Resources

ESC Writing Center http://www.esc.edu/ESConline/Across_ESC/WritingResourceCenter.nsf/homepageForm?OpenForm

Research Tutorials: http://subjectguides.esc.edu/tutorials

Free online writing help - www.esc.edu/smarthinking

Writers Digest - http:// www.writersdigest.comVisuWords - http:// www.visuwords.comFuel Your Writing - http://www.fuelyourwriting.com/

REFERENCES USED IN THIS PRESENTATIONVARK Learning Styles Questionnairehttp://www.vark-learn.com/english/page.asp?p=questionnaire

ADDITIONAL ONLINE MATERIALS (including other self-assessments) Online Learning Styles Inventories with Immediate Feedback

Index of Learning Styles Questionnaire http://www.engr.ncsu.edu/learningstyles/ilsweb.html

A set of 44 two choice questions, covering the following learning styles: Active and Reflective, Sensing and Intuitive, Visual and Verbal, & Sequential and Global

Brain Works’ Downloadablehttp://www.jcu.edu.au/tldinfo/learningskills/learningst/An interesting exercise (PC users only - 1.1MB) called brain.exe can be downloaded from this site. It will give you some more information about your dominant brain hemisphere. To get out of the program before completing the assessment, use ctrl alt del keys to access Task Manager and stop the program. The esc key does not always work.

C.I.T.E.  Learning Styles Instrument http://www.wvabe.org/cite.htm

References & Resources

CONTINUED…

ADDITIONAL ONLINE MATERIALS (including other self-assessments) continued…Online Learning Styles Inventories with Immediate Feedback continued

A Learning Style Survey for College http://www.metamath.com/multiple/multiple_choice_questions.html

A 32 question survey with immediate feedback assessing the following learning styles:

Visual/ Verbal, Visual/ Nonverbal, Tactile/ Kinesthetic, & Auditory/ Verbal

Information about Learning StylesLearning Styles & Strategies http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm

References & Resources

Please give us your feedback at:

Thank you for attending tonight's workshop If you would like to view this worship again to refresh your memory or just for fun please visit:

www.necacademicsupport@pbworks.com

Fall 2010 Workshop ScheduleSept. 20 Start the Term Right27 Time Management29 Start the Term RightOct. 30 Navigating the ESC Websites6 Critical Thinking 8 Introduction Library Skills ( 10am-11am )13 Navigating the ESC Websites14 Time Management18 Critical Thinking20 Reading More Efficiently25 Leveraging Your learning Style28 Unblock the Writing Experience

Nov.1 Reading more Efficiently 33 Introduction to Library Skills8 Unblocking the Writing Experience17 Stress Management19 Time Management (10am-11am)22 Resume and Cover Letter Writing

Dec. 20 Stress Management6 Ending the Term Right8 Ending the Term Right9 Writing a Rational Essay13 Stress Management20 Resume and Cover Letter Writing