Preparing for Academic Success

1
Preparing for Academic Success

• Learning Assistance Center (LAC)
• Division of Student Affairs Services
• University Pavilion, Suite 120
• [phone]- Main

2
Introduction

• Many entering freshmen are unaware of the
  requirements and time commitment needed to be
  successful in college. This workshop reviews what
  is needed for a successful experience at the
  University of Cincinnati. It is the goal of the
  Learning Assistance Center to provide
  information designed to help you hit the ground
  running with a firm grasp of what it takes to be
  a successful college
• student.
• While much of the enclosed information may seem
  elementary, it forms a crucial part of your
  academic and personal development in college.
  Preparing for Academic Success begins with a
  review of what you might experience during your
  freshman year at the University of Cincinnati.
  This is followed by an outline of the four
  aspects of academic success Personal
  Development, Campus Involvement, Utilizing Campus
  Resources, and
• Career Development.

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Before the First Year

• The Learning Assistance Center recommends that
  every entering freshman participate in Bearcat
  Bound Summer Orientation before attending the
  University of Cincinnati in the fall. Some things
  to keep in mind during the summer include

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Use the Summer Wisely

• Enroll in Summer Courses Get started with your
  college requirements during a summer session at
  UC or a community college. Discuss your options
  with your advisor during orientation to ensure
  that credits earned will transfer.
• Pick an Early Orientation Session Courses at
  the University of Cincinnati are filled on a
  first come-first served basis. Attending earlier
  orientation sessions give you a better choice of
  classes with fewer closed registration.
• Use a Map to Schedule Classes Using a map of
  the campus while you register for classes will
  help you prevent scheduling classes too distant
  from each other. You do not want have to run
  across campus between classes to make your next
  class.

• Buy Books while here for Summer Orientation
  Buying your books early will give you time to
  review them before the quarter begins. You might
  also avoid long lines, find used books that are
  cheaper.
• Keep Your Book Receipts If you decide to drop
  a course at the beginning of the quarter, you
  will need your receipt to get the full price
  refund.
• Attend welcome week programs These programs
  provide valuable information about various campus
  organizations, college information and
  entertainment, as well as how to access various
  campus resources.
• Grab a Local Telephone Book It is important
  when you move to a new community to obtain a
  local telephone book to help find resources
  within the community such as grocery stores,
  restaurants, dentists, physicians, pharmacies or
  Western Union. These resources will enable you to
  easily transition into your new surroundings.

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Common Emotional Conflicts of University Students

• There are a number of social or emotional
  conflicts experienced by first year college
  students. These common conflicts are a source for
  stress, and even though they are not experienced
  by all first year students, awareness is one key
  to successful stress management.
• On the next slide are some examples of what
  students might experience during their first year
  at a college or university.

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September

• Values Crisis Students may be confronted with
  questions of conscience over values in areas such
  as morality and religion, race, drug and alcohol
  experimentation, and social and sexual
  expectations.
• Inadequacy or Inferiority Crisis Feelings of
  inadequacy and inferiority can develop because of
  the discrepancy between high school status,
  grades, and initial college performance.
• Depression Students might feel depressed because
  of real or perceived restrictive policies and
  regulations of the university.
• Culture Shock The multitude of new experiences
  and situations can seem overwhelming.
• Financial Management Financial problems can
  cause stress to develop.
• Organizational Crisis Poor organizational skills
  can lead to poor decision-making and poor time
  management.
• Time Management Students who are forced to mix
  academic schedules with job requirements might
  become stressed over time pressures.

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OCTOBER

• The Pile Pile-on Affect Freshman sometimes
  begin to realize that life at college is not as
  perfect as they were led to believe by parents,
  teachers, and counselors. Old problems seem to
  continue while new ones are added.
• Mid-term Blues Mid-term workload pressures can
  be followed by feelings of failure and loss of
  self-esteem.
• Values Values-II Sexual conflicts and confusion
  result when confronting different heterosexual
  standards and homosexuality for the first time.
  Also, non-dating students can experience a loss
  of esteem because so much value is placed upon
  dates. For women who do date, the pressure to
  perform sexually increases and consequently
  increases feelings of rejection, loneliness, and
  guilt.

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NOVEMBER

• Pile Pile-on to Pile Pile-up Academic pressure
  mounts as poor time managers (procrastinators)
  suffer from increased difficulty of work and lack
  of ability.
• Economic anxiety Funds from parents, grants,
  or loans begin to run out loans become due.
• Right or Wrong Friends Some students have
  ceased to make attempts at establishing new
  friendships beyond two or three parasitic
  relationships.
• Pending Doom Anxiety, fear, and guilt can
  increase as final examinations approach and
  papers are due.

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December

• Time Strain train Seasonal parties, concerts,
  social service projects, and religious activities
  can be very draining.
• Escapism Drug and alcohol use can increase as
  students do not adequately deal with issues they
  are facing.
• Pre (and Post) Christmas Blues Depression can
  set if its the first Christmas away from family
  or there is conflict within the family.
• Financial Strain rain Christmas gifts and
  travel costs need to be budgeted with school
  needs and activities.

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January - June

• Academic Probation Shock The start of a new
  quarter on Academic Probation forces students to
  reevaluate the performance and difficulties from
  the fall.
• Weather Blues Brings Cabin Fever Snow and bad
  weather cause a great deal of anxiety and
  depression.
• More Probationary Shock The optimism of a
  fresh start for the quarter disappears as the
  winter quarter drones.
• Social Life Blues Depression often increases
  in those students who have failed to establish
  supporting relationships.
• Pre Pre-re registration Frustration and
  confusion develop because of decisions necessary
  for pre-registration.
• Major Bummer Students may feel pressured to
  select a major.
• Summer Finances Summer job pressures begin to
  mount.
• Dont Give Up! Do not allow these (and or
  other) her) mounting academic pressures force you
  to temporarily give up.
• These incidents are key times to contact the
  Learning Assistance Center for help!

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Terms, Definitions Customs

• Degree abbreviations Credits needed
  (typically)
• A.A. Associate of Arts 60 credit hours
• A.S. Associate of Science
• A.A.S. Associate of Applied Science
• B.A. Bachelor of Arts 120 credit hours
• B.S. Bachelor of Science (no foreign language)
• M.A. Master of Arts 30 graduate credit hours
• M.Ed. Master of Education
• M.S. Master of Science
• Ph.D. Doctor of Philosophy 90 graduate credit
  hours
• Ed.D. Doctor of Education

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Terms Definitions

• A student must be registered for twelve (12) or
  more credit hours per quarter in order to
  maintain fulltime Status.
• A student registered for at least six (6) credit
  hours maintains part-time status.
• College an independent and often times
  self-governing entity for the study of particular
  disciplines (i.e., College of Education, College
  of Arts Sciences, or the
• College of Business).
• Co-requisite A course that is taken in
  conjunction with another course.
• Pre-requisite a course a student must complete
  and pass before registering for another course.
• Departments, Offices Programs typically the
  smallest units within the collegiate
• structure (i.e., Disability Services
  Office, Honors Program, Department of
  Anthropology).
• Division the central administrative offices at
  the University of Cincinnati (i.e., Development,
  Finance, Information Technology, Student Affairs
  Services, etc.).
• Drop Add Form form located in University
  Pavilion on the second floor students use to add
  or drop a class. There are specific deadlines for
  dropping and adding classes and the failure to
  meet these deadlines affect the students final
  grade for the class.
• Grade Point Average (G.P.A.) See information on
  calculating your GPA.
• Lab course in which students meet in a
  laboratory to perform experiments related to
• class instruction. Lab classes are
  typically co-requisite courses and often led by
• teaching assistants.

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Terms Definitions

• Lecture a presentation of material through a
  prepared speech. Lecture courses typically
  involve general topics and include a large body
  of students.
• One Stop Center Contained within the
  University Pavilion, it is the one place where
  students can satisfy most of their administrative
  issues with the University of Cincinnati. The OSC
  houses admissions, career development, cashiers
  office, disability services, educational
  services, financial aid, learning assistance,
  registration, student records, student success
  center, and tutoring.
• Plagiarism occurs when a person copies
  information (without citation) and passes it as
  his/her own work. The Student Handbook provides
  you with more information regarding the
  consequences of plagiarism. In short,
  plagiarizing anothers work can result in your
  expulsion from the University of Cincinnati,
  effectively ending your college career.
• Quarter a specific length of time in which
  students take classes. Quarters are
• comprised of three 10 or 11 week schedules of
  classes. At the University of
• Cincinnati, three quarters equal one academic
  year, and students have the option of
• attending an additional quarter in the summer.
• Reserve Readings are items placed in the
  library by your professor, to enhance your
  understanding of a particular class or specific
  subject matter. Typically students must go to the
  library to check-out the item for a two hour
  window. Some reserve items are saved
  electronically and can be obtained through the
  UCIT website.

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More Terms Definitions

• Seminar a course that involves a small group
  of students, with a lot of active
• discussion, critical reflection, and very little
  lecture.
• Supplemental Instruction A peer led review
  session designed for historically difficult
  courses. Students should attend these FREE help
  sessions weekly.
• Syllabus An outline of the requirements of a
  course including its assignments, their
• due dates, the grading policy of the
  instructor/professor, and the final exam
• schedule. The syllabus is often seen as a
  contract between the student and the
• course instructor/professor.
• Teaching Assistant (T.A.) usually a graduate
  student hired to assist the
• instructor/professor with a course. This person
  usually holds office hours separate
• from the instructor/professor and is available to
  help students with the course
• material.
• Tutor a person who has been hired by the
  Learning Assistance Center to provide assistance
  with a course you may have trouble. A tutor is
  NOT someone who completes your homework for you.
• University includes all of its colleges,
  divisions, departments, offices and programs.
• (I.e. University of Cincinnati, University of
  Dayton, etc.).
• Workshop an hour course designed to cover a
  specific topic. Students usually should register
  for workshops so its facilitator has an accurate
  number of students who are expected to attend.

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Customs

• Computer Labs Students interested in using
  computer labs should begin assignments early in
  the quarter. The computer labs become busier
  during midterms and finals weeks. There are often
  waiting-lines at these facilities during these
  weeks. Getting
• started on projects early is always the best
  plan!
• Wait Time How long do you wait for an
  instructor?
• Instructor 5 minutes
• Assistant Professor 10 minutes
• Associate Professor 15 minutes
• Professor 20 minutes

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University of Cincinnati Undergraduate Grading
System
17
Academic Success

• Good Study Skills A Great Attitude
• Good study skills are a necessary part of your
  academic success at the University of Cincinnati.
  There are a number of campus-wide initiatives in
  place to help you acquire and improve your study
  skills. Some attributes of academically
  successful students include having a positive
  attitude, high motivation, and low anxiety.
  Successful students also find it easy to
  concentrate and process information (both when
  reading and listening), readily select the main
  ideas from readings, and use a variety of study
  aids, self tests, and test taking strategies to
  continue their success. Most importantly,
  successful students manage their time to maximize
  their free time!

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Learning Study Strategies Inventory (LASSI)

• All undergraduate students needing assistance
  with their study skills can work
• with the Learning Assistance Center staff to
  create an individualized study
• strategy program.
• We use the Learning and Study Strategies
  Inventory (LASSI), to assess students current
  study strategies. The LASSI provides the student
  and UC a comprehensive analysis of each students
  attitudes, skills, and beliefs related to
  learning in the three components of learning
• 1. Skill Component information processing,
  selecting main ideas, test strategies
• 2. Will Component attitude, motivation, and
  anxiety
• 3. Self-Regulation Component concentration,
  time management, self-testing, and study aids.
• In addition, the LASSI is used as
• A diagnostic measure to help identify areas in
  which students could benefit most from
  educational interventions
• A counseling tool for college orientation
  programs, developmental education programs,
  learning assistance programs, and learning
  centers
• A basis for improving all student's learning
  and study strategies and
• An evaluation tool to assess the degree of
  success of intervention programs or courses.
• The LASSI is easily administered in 15-20
  minutes, and students are provided with immediate
  feedback.

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• Class Etiquette
• Review the course syllabus carefully at the
  beginning of the quarter and at
• the beginning of each week of the quarter. This
  will help you schedule
• reading time for assignments and work time for
  papers and projects.
• Complete the assignments for each class in
  advance of the class. Never go
• into a classroom without being familiar with the
  topic and materials.
• Review your notes from the previous lecture and
  reading assignments before
• each class meeting. Prepare to ask or answer
  questions about the
• assignments.
• Remind yourself of the role each class plays in
  your collegiate goals before
• each class meeting.
• Do not be late to class. Tardiness irritates
  the instructor and your classmates.

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Seek Tutorial Assistance Immediately

• Students should seek tutorial assistance if they
  anticipate or are having difficulty in a class.
  Do not wait until it is too late for the tutor to
  be effective. Tutorial Services are free and
  available to all undergraduate students for most
  courses. Tutoring begins the second week of each
  quarter and ends the last week of classes.
  Students can receive two hours of free tutoring
  each day, for a maximum of 10 hours each week.
• The Learning Assistance Center also offers free
  24/7 online tutoring through Smarthinking Online
  Tutoring. Students can receive 10 hours of free
  online tutoring each academic year. The
  application process for tutoring takes about 3
  minutes, stop at the Learning Assistance Center
  at 120 University Pavilion, or call 556-3244.

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Get Motivated

• Determine whats important to you.
• Visualize the future.
• Set related goals.
• Work with confidence and enthusiasm.

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Determine a Place to Study

• Where a place that is quiet, private, well
  lit, organized and consistent.
• When before and after class, develop scheduled
  times.
• What check your calendar, identify your
  priorities, and set goals for studying material.

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Time Management The Key to Life Success

• Keep a quarter calendar.
• Review each weeks schedule at its start.
• Update calendar as needed.
• Review each day the evening before.
• Create a to do list
• Stick with your schedule.

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Be Prepared for Different Lecture Styles

• The Fast-Talking Lecture lectures that move
  like lightening, and you can
• hardly keep up. Try recording these lectures and
  take notes from your tapes!
• The Bewildering Lecture lectures that provide
  you with a new perspective,
• and often times a different view of reality.
  These lectures can leave you feeling
• uncertain about your values, beliefs, judgments,
  or question your prejudices.
• The key to success is to keep an open mind, and
  ask questions!
• The Disorganized Lecture lectures that are
  literally all over the place.
• Sometimes professors take you over the hills and
  through the woods in
• order to explain a point or describe a process.
  Success in this type of class is to
• ask for an outline of what will be discussed, so
  you are prepared for its main
• points!
• The Tedious Lecture lectures that are really
  boring and make you feel like
• sleeping. The key to success in these types of
  lectures is to come up with
• questions from the course reader or textbook and
  ask them in class. This will
• help you gain a better understanding, and tailor
  the class to meet your specific needs.

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Stand Out as a Student

• Attend class regularly.
• Arrive on time.
• Sit near the front.
• Ask questions.
• Participate.
• Take advantage of extra credit options.
• Meet with your instructor during his/her office
  hours.
• Read ahead of time.
• Get to know your classmates.
• Join discussions.
• Take notes on what others say.
• Make connections between points.
• Review afterwards.

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Know the Technology that is Needed in College

• Word processing
• Spreadsheets
• Graphics
• Presentation Software
• Research Databases
• The World Wide Web
• E-mail

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Be a Critical Thinker

• The Critical Thinker
• Acknowledges personal limitations
• sees problems as challenges
• Makes understanding a goal
• Use evidence to make judgments
• Is interested in others ideas
• Is skeptical of extremes views
• Think before acting

• The Uncritical Thinker
• Pretend to knows more than he does
• Gets annoyed by problems
• Is impatient
• Judges on first impressions
• Focuses on his own opinions
• Looks only for ideas like his own
• Is guided by feelings rather than thoughts

Food for thought Look at your LASSI scores and
determine what areas you need assistance. What
resources are available on campus to help you in
those areas? What can you do personally to ensure
your own academic success?
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Personal Development

• The University of Cincinnati hosts a diverse
  student population with different ideas,
  decision making, and conflict resolution tools
  are needed by every student to effectively deal
  with personal challenges caused by this
  diversity. Students who can positively deal
  with adversity will be successful.

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1. Residential Life Roommates

• Go to residence life icebreakers and floor
  activities. This is a good place to meet people,
  create friendships and learn about campus events.
• Top 10 Ways to Make Your Roommate happy
• 10. Buy your own shampoo and deodorant and use
  it.
• 9. Wash your cereal bowl and socks before
  theyre green and fuzzy.
• 8. Keep your wet towel off of the beds.
• 7. Keep visits from friends to less than once a
  week.
• 6. Dont hit the snooze a million times for an
  eight oclock class.
• 5. Keep your beverages off of the computer
• 4. Dont erase the answering machine and then
  announce, Someone called for you but I dont
  remember who.. Write it down!
• 3. Remember, its a residence hall, a shared
  space and not a romantic hideaway.
• 2. Dont disappear when its time to pay for
  the pizzaor anything else.
• 1. FLUSH!

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2. Set Goals

• Identify Goal
• Create Sub-Goals
• Set Completion Date
• Acknowledge Obstacles
• Goals should be challenging, reasonable and
  specific.

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3. Avoid Poor Health Practices

• Skipping Meals
• Abusing alcohol drugs
• Overeating
• Not getting enough sleep
• Avoiding Exercise
• Relying on snacks as primary food
• Smoking

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4. Be an Interpersonal Communicator

• Engage in appropriate self-disclosure
• Demonstrate mutual respect
• Find a common frame of reference
• Listen actively and check the meaning
• Express feelings appropriately
• Empathize
• Accept all feelings as legitimate
• Accept conflict

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5. Manage Your Money

• Identify Expenses
• Identify Resources
• Compare Expenses with Resources
• Budget
• Food for thought Thinking about the current
  skills you possess, what could you enhance to
  create and or foster personal development?

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Campus Involvement

• The University of Cincinnati has over 300
  student programs and organizations students can
  join. Not only does campus involvement help
  students feel more connected with the University,
  but it fosters leadership, cooperation and
  organizational skills, which are all necessary
  for a peaceful life and economic prosperity.
  Student Activities Leadership Development is
  the key place to get a picture of what campus
  involvement entails. For the University of
  Cincinnati, campus involvement is related to six
  key areas

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• Student Organizations The Student Activities
  Leadership Development office, in cooperation
  with several student boards, oversees the annual
  registration of well over 250 campus groups. The
  types of organizations active on our campus are
  diverse and offer opportunities for all kinds of
  interests and involvement. Website
• http//www.uc.edu/sald/

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• 2. Greek Life Fraternity and sorority life has
  been part of the University of Cincinnati since
  1840. The fraternity/sorority community hosts 32
  inter/nationally affiliated chapters, each with a
  broad emphasis on scholarship, leadership,
  community service, and the
• personal development of its members. Chapters
  have active schedules, ranging from service
  projects to weekly meetings and social events to
  member retreats. Many fraternity and sorority
  members are involved in multiple facets of campus
  life and contribute to the greater Cincinnati
  community. Some of our more distinguished UC
  alumni were members of fraternities and
  sororities during their time as undergraduates.
  Website
• http//greeklife.uc.edu/

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• 3. Programming The Program Advisory Council
  (PAC) is the premier student organization that
  provides campus-wide programming. Their goal is
  to sponsor speakers, concerts, comedians, films,
  and novelty activities that will enhance the UC
  community. PAC programs are sponsored by the
  students for the students.
• For more information, call 556-3102 or visit
  their web site
• 4. Diversity Diversity Education Programs
  provides opportunities for students, faculty and
  staff to engage in dialogue regarding diversity
  issues such as race, gender, sexual orientation,
  religion, ability, socio-economic status and
  privilege through RAPP, UC CommUNITY Dialogues
  and OutReach. Website

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• 5. Leadership Development The Leadership
  Education and Development Program (LEAD) was
  created by the Office of Student Organizations
  and Activities to enhance the quality of
  individual student leadership and to provide
  services to promote quality
• organizational development opportunities for UC
  student groups and organizations. Numerous
  opportunities are available for students to
  assume leadership positions within the more than
  250 registered student organizations at UC. To
  foster the leadership development experience
  there are two leadership courses designed
  specifically for students wanting to become
  stronger leaders. These courses are taught by the
  staff in the Student Activities Leadership
  Development. A Winter Leadership Conference is
  also offered. Finally, the Organizational
  Development Program offers workshops and seminars
  dealing with over ten different leadership
  topics.
• Website
• www.sald.uc.edu/lead.html

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• 6. Student Government The University of
  Cincinnati Student Government Association is a
  group of community-based activists committed to
  enhancing student life at the University of
  Cincinnati. They serve as a versatile student
  body, with a broad range of
• interest, and aim to represent the interest of
  all undergraduate students and student
  organizations. Student Government invites all
  undergraduate students to attend and take part in
  meetings and events listed on the Calendar. If
  you are interested in
• discussing any student life issue, please
  contact a Student Government member or call the
  Student Government Office at 513.556.6107.Website
  
• www.studentgov.uc.edu
• Food for thought Determine at least three areas
  of which you can be involved while you are at the
  University of Cincinnati. What would you like to
  gain from joining that organization?

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Campus ResourcesThere are a host of campus
resources available for you here at the
University of Cincinnati. Do you know what
services they offer?

• Center for Exploratory Studies (CES) CES
  specializes in assisting undecided students in
  choosing a major through general advising, major
  mentoring, and alumni shadowing, connections to
  the necessary campus resources and guidance in
  the major decision making process.
• Website http//www.uc.edu/explore
• Disability Services Office (DSO) DSO
  specializes in accommodations and support
• services while educating the UC community to see
  beyond physical, cognitive and psychiatric
  disability to the richness of inclusion. Some of
  the support services offered are note taking,
  tutors, textbooks on tape, readers, interpreters,
  transcribing, and real time captioning and test
  accommodations.Website http//www.uc.edu/sas/di
  sability/

• Transfer and Lifelong Learning Center
  (TLLC) specializes in assisting transfer
  students, professionals enrolling in certificate
  programs, non-traditional students who now want
  to complete a degree, intellectually curious
  people, and non-matriculated/non-degree seeking
  students that need to take courses for credit.
  Website http//www.uc.edu/tllc/
• Career Development Center (CDC) CDC specializes
  in providing career assessment and career
  counseling to help each student to understand how
  his or her individual interests, abilities,
  values, career goals and situation relate to
  specific majors.
• Website http//www.uc.edu/career

41
Campus Resources

• Pre-Professional Advising Center The PPAC
  specializes in advising students who plan to
  enter one of UCs pre-professional programs
  pre-medical, pre-veterinary, pre-law, or
  preoptometry.
• Website http//www.uc.edu/pre_pro_advising
• Counseling Center (CC) The services offered by
  CC include personal counseling, vocational
  testing, outreach consultation programs,
  psychiatric evaluation (medication), support
  services, computer based testing (GRE, GMAT, and
  LSAT), ADHD and Learning Disability Evaluations.
• Website http//www.psc.uc.edu

• Learning Assistance Center (LAC) Part of
  Academic Excellence Support Services, the LAC
  specializes in assisting students with various
  aspects related to study skills, tutoring
  services, supplemental instruction, peer
  mentoring and student success.
• The LAC provides free tutoring, study skills
  assessment and advising, outreach study skills
  workshops, self help study skills resources and
  on-line study skills advising. In addition, the
  LAC has created a Blackboard community to keep
  students connected with campus activities and
  life. Website http//www.uc.edu/learningassistan
  ce

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Where are these campus resources located?
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Career Development

• The Ideal Job Candidate
• According to most employers there are several key
  skills they look for in a prospective
• job candidate. It is the hope of the University
  of Cincinnati, that your education will
• give you these necessary skills
• Speaking Skills Interpersonal Skills
• Teamwork Skills Analytical Skills
• Flexibility Proficiency in the Field
• Leadership Skills Computer Writing Skills
• The Career Development, part of the Student
  Success Center, is located in University
• Pavilion, 1st Floor. They offer several different
  programs and services to assist students
• with choosing a career path, and building career
  skills.
• Food for thought How should these skills be
  defined? Depending on your degree, what specific
  skills do you need to be successful in the job
  market?

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Study Skills TriviaAre these True or False?

• 1. Students should not study subjects they do not
  find interesting.
• 2. I should begin studying for a test the night
  before.
• 3. Trying to find relationships between what I am
  learning and what I already know is important to
  my college success.
• 4. If I am taking a test and get stuck on a
  question, I should skip it and go back to it
  later.
• 5. To help me remember new principles learned in
  class, I should not practice applying them.
• 6. Students should wait on a college professor
  for 5 minutes before leaving the class.
• 7. Summer orientation is not important for
  students to attend.
• 8. High school is not much different from
  college.
• 9. Getting a tutor for a class means that I am
  dumb.
• 10. I should use my text book to identify
  potential test questions when reviewing my class
  material.
• 11. Setting goals for myself will play an
  important role in my college success.
• 12. When taking notes in class, I should try and
  write down everything my professor says.
• 13. Before and after class, I should not review
  my notes to help me understand the information
  that was presented.
• 14. When reading a difficult textbook, I should
  take notes in my own words to help me grasp the
  material.
• 15. If there is a website for my textbook, I
  should use the information provided there to help
  me learn the material.
• 16. When I am having trouble with my coursework,
  I should go to the professor the day before an
  exam.
• 17. When I decide to study, I should not set
  aside a specific length of time and stick to it.
• 18. It is good to cram for a test.
• 19. All college courses are the same, and I do
  not have to adapt my studying for these different
  types of courses.

45
Answers to Questions 1-5

• Students should not study subjects they do not
  find interesting. False! Students will take
  courses as part of the General Education
  Requirements, as UC wants you to be a
  well-rounded individual upon graduating. You
  should study the hardest subjects first and the
  easier subjects last.
• 2. I should begin studying for a test the night
  before. False! Students should study at the
  beginning of the quarter, by reviewing their
  notes on a daily basis. Preparing for a test
  using review techniques should occur at least
  seven days in advance. Lastly, your test in
  college are cumulative, this means you will be
  tested on large amounts of information that cover
  5-6 weeks at a time. If you are continuing in
  the course, it will be difficult to remember
  details during spring quarter that you received
  during fall quarter. Weekly review is crucial to
  your overall success in your courses.
• 3. Trying to find relationships between what I am
  learning and what I already know is important to
  my college success. True. Prior knowledge is
  helpful when learning new information and
  creating links.
• 4. If I am taking a test and get stuck on a
  question, I should skip it and go back to it
  later. True. You should always skip a question
  if you are stuck and come back to it so you do
  not run out of time. Most times, you will see
  another question on the test that will trigger
  your memory and you can at that time go back to
  answer that question.
• 5. To help me remember new principles learned in
  class, I should not practice applying them.
  False. You should always remember new principles
  and practice them immediately after class when
  the material is still fresh in your mind.

46
Answers to Questions 6-10

• 6. Students should wait on a college professor
  for 5 minutes before leaving the class. False!
  Students should wait 20 minutes for a professor
  before leaving the class. You will be counted
  absent for that class and this may have an effect
  on your final course grade if the instructor has
  an attendance policy.
• 7. Summer orientation is not important for
  students to attend. False! Summer Bearcat Bound
  Orientation is your introduction to the
  University of Cincinnati. You will receive a lot
  of great information that will benefit you during
  your time with us.
• 8. High school is not much different from
  college. False! High school is very different
  from college. In college, you are responsible
  for your learning, for getting assistance, for
  scheduling your courses. In college, the
  professor expects you to come to his/her office
  hours if you are having problems in the course.
  In college, grading is infrequent, you may have a
  midterm and final, just two opportunities to earn
  your grade in the course. In college, you will
  need to study 2 hours for every one hour in
  class.
• 9. Getting a tutor for a class means that I am
  dumb. False! Getting a tutor is a very wise
  choice and an intelligent thing to do if you are
  having trouble with your course. All LAC tutors
  have successfully passed the course with an A or
  B and can provide you with study tips to
  successfully pass the course.
• 10. I should use my text book to identify
  potential test questions when reviewing my class
  material. True. Your textbook has chapter review
  questions at the end of each chapter. Most
  professors know students will not answer these
  questions and they sometimes take exam questions
  right from the book. If you can answer the
  review questions at the end of the chapter, you
  have a good grasp of that chapter. Focus your
  review on the questions you are not able to
  answer as easily.

47
Answers to Questions 11-15

• 11. Setting goals for myself will play an
  important role in my college success. False!
  Setting weekly and quarterly goals will play an
  important role in your college success and also
  help you stay motivated.
• 12. When taking notes in class, I should try and
  write down everything my professor says. False!
  It is impossible to write down each and
  everything an instructor says. If you review the
  materials to be covered in class before hand,
  this will help you focus on the class lecture.
  Listen to your instructor, and listen for them to
  make repetitive comments, a increase in their
  pitch or an enunciated focus on specific words,
  which are all indications that there is something
  important you should be writing down. If an
  outline has been written on the board, you should
  copy it down first. If any of the information is
  unclear, utilizing your instructors office hours
  is a great time to get clarification on your
  notes.
• 13. Before and after class, I should not review
  my notes to help me understand the information
  that was presented. False. Before and after
  class, you should review your notes to help you
  understand the material that was presented. This
  is especially helpful if you take a class that
  does not meet daily. It is easy to forget what
  was last discussed in the course. A review of
  your notes before class will help you focus in on
  what was covered during the last class meeting.
  A review of your notes immediately after class
  will help you fill in any missing information,
  and connect the dots from the previous lecture
  materials.
• 14. When reading a difficult textbook, I should
  take notes in my own words to help me grasp the
  material. True! Taking notes in your own words
  is more time consuming when reading, but ensures
  that you understand what you have read and are
  able to explain it to someone else. The best
  approach is to read one paragraph then try to
  write it in your own words. Or you can work
  backwardsgo to the end of the chapter to the
  review section. Try to answer the first
  question, by reading for the answer, this will
  help you read with a purpose.
• 15. If there is a website for my textbook, I
  should use the information provided there to help
  me learn the material. True. Websites, CD-ROMs
  that come with your textbooks are considered to
  be a study aid. These are present to provide
  you with different ways to understand, digest and
  interpret the information being provided. As an
  instructor, I used the websites to formulate
  multiple choice, true-false, short answer and
  essay questions for the students in my courses.

48
Answers to Questions 16-20

• 16. When I am having trouble with my coursework,
  I should go to the professor the day before an
  exam. False. If you are having trouble with your
  coursework, you should go to the professor as
  soon as possible. The day before the exam is not
  enough time for him/her to explain the
  information to you. Also, professors are not
  like teachers in high school, professors are
  involved in research projects, supervising
  teaching assistants and providing assistance to
  graduate students with their research. In
  essence, their time is sometimes limited, so
  utilizing office hours at the onset of trouble is
  the best thing you can do for yourself and for
  your professor.
• 17. When I decide to study, I should not set
  aside a specific length of time and stick to it.
  False. Creating a time to study and a specific
  amount of time to study is critical to managing
  your stress levels, your time management and to
  your overall enjoyment of college. You should
  set aside a specific amount of time, as well as a
  plan of what you will be studying during that
  time. This will allow you more time in the
  interim to hang out with friends and get involved
  with campus activities, simply because you know
  what you have planned to do and will do it.
• 18. It is good to cram for a test. False. It is
  never a good idea to cram for a test. Cramming
  information is stressful, and usually results in
  loss of sleep, tiredness and fatigue, all of
  which are bad to have when you are going to take
  mid-term examinations or final examinations.
  Also cramming goes into your short term memory
  bank, and it is difficult to retrieve this
  information in courses that you will be
  responsible for remembering large amounts of
  content. For example, first year chemistry has a
  block exam during spring quarter, where you are
  tested on your complete understanding of first
  year chemistry, from fall quarter until the end
  of spring quarter. Your ability to pass this
  exam will determine if you are able to continue
  with any remaining chemistry courses needed for
  your major. Cramming is not a helpful study
  habit in this specific kind of situation.
• 19. All college courses are the same, and I do
  not have to adapt my studying for these different
  types of courses. False. You will not study for
  a physics test with the same intensity you would
  use to prepare for a speech test. You will have
  to adapt your study skills to the specific course
  that you are taking. And furthermore, you will
  have to continue making these adaptations each
  quarter as you have different instructors for
  your courses.
• 20. It is good to review my answers during an
  essay test to make sure I have made and supported
  my main points. True. Always, always, always
  review your answers during an essay test to make
  sure you have answered the question, supported
  your position, that you have a thesis statement
  and a conclusion. Utilize all of the time
  allotted for your essay test to make sure this is
  done properly. Typically your instructor will
  provide several possible essay questions and you
  will choose 1-2 to write about. The best thing
  to do is for you to actually take the time and
  write the answers to the essay question. Next,
  you should develop an outline of your answer,
  taking into consideration your thesis statement,
  the body and the conclusion. Use specific words
  that will trigger your memory of what you wrote.
  When you get to the test, after you have listened
  to the instructions, write the outline.

49
Answers to Multiple Choice Questions

• 1. A freshman is expected to take 15 credit hours
  per quarter.
• It is recommended that each quarter you take 15
  credit hours, or 5 classes. This is important
  for several reasons. First, you need 45 credit
• hours each academic year to progress to the next
  level classification (0-45 freshman 46-90
  sophomore, etc). Secondly, if you have 15 credit
• hours and need to drop a course, you will have 12
  credit hours and still be at full-time status.
  Full-time status is necessary to receive
  financial
• aid. Lastly, most personal health insurance
  companies will provide health insurance coverage
  as long as you maintain full-time status.
• 2. For an easy 3 credit hour class, I should
  study 6 hours per week.
• 3. For an average 3 credit hour class, I should
  study 9 hours per week.
• 4. For a difficult 3 credit hour class, I should
  study 12 hours per week.
• 5. On average, I should try to meet with my
  college professors 4 times each quarter and
  advisors 1 (once) each quarter.
• Meeting with an instructor four (4) times each
  quarter allows you to keep track of your current
  grade in the class. It also allows you to
  develop a
• relationship with the instructor, which will be
  useful as you transition from your college career
  into the workforce professors have various
• research projects you may be able to assist with,
  also you will need letters of recommendation for
  scholarships, internships and other
• opportunities.
• Meeting with an academic advisor once a quarter
  allows you to discuss the classes you will be
  taking the following quarter. Academic advisors
• are very knowledgeable about your major and can
  provide you with the best information related to
  the courses you need to take and if they will