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Academic Success Skills Dr' Cindy L' Oberjosh Coordinator, Academic Exploration


If you assign a numerical value to each letter in the word attitude, it totals 100 ... on a subject before you can begin to write your paper. ... – PowerPoint PPT presentation

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Title: Academic Success Skills Dr' Cindy L' Oberjosh Coordinator, Academic Exploration

Academic Success SkillsDr. Cindy L.
OberjoshCoordinator, Academic Exploration
Niagara County Community College The Smart Place
to Start
Workshop Topics
  • NCCCs Academic Standing Policy
  • Why are students not successful?
  • What is stress?
  • Where does all the time go?
  • Whats my Learning Style?
  • Setting achieving academic goals

For this workshop, academic success is when ....
  • you feel that education can give you the
    opportunities to increase the depth and breadth
    of your knowledge and skills and will allow you
    to focus your goals around what you define as
  • you are confident enough to try anything, whether
    in or out of the college, without fear of
    failure (or success) and a mindset that you can
    learn from any situation.
  • you are motivated enough to learn outside the
    walls of the "college."
  • NCCC provides you these opportunities to grow
    into a self-initiated learner.

In order to maintain your eligibility for
Matriculated Status and Federal Financial Aid,
you must
  • Maintain academic progress based on the Colleges
    Academic Standards Policy, and
  • Successfully complete any required Academic
    Foundations coursework, and .
  • Complete a reasonable ratio of your total courses
    registered (excessive non-progress grades of W,
    I, N, F, U can affect your academic standing),
  • Achieve an acceptable grade point average (GPA)
    as outlined below for all courses taken.

NCCCs Academic Standing Policy
  • ACADEMIC WARNING Academic warning refers to any
    matriculated student who earns a cumulative GPA
    of less than 2.0 (C average) after earning at
    least six credit hours.
  • ACADEMIC PROBATION Probation status is awarded
    when students who have been academically
    dismissed are granted a semester to show they can
    make academic progress towards their degree
    OPTIONS Academic dismissal (loss of
    matriculation) and/or the loss of financial aid
    occur when a student fails to meet applicable
    College and/or Financial Aid academic policies.

Probationary Status
  • First-Time Dismissal ProbationThe first time you
    do not meet the Good Academic Standing policy,
    you will be placed on automatic probation to give
    you one semester to get back into good academic
  • Semester-Based ProbationNCCC recognizes that
    students will have circumstances in their lives
    that take priority over academics. This
    probationary status acknowledges that in the past
    you were having difficulty with your studies but
    are now making progress towards your degree. 
  • On-Appeal ProbationAppeals are granted for one
    semester based on circumstances that prevented
    the student to be unsuccessful in the semester
    being evaluated.

Why are you Attending NCCC?
  • Why are you taking this collegiate journey?
  • Where are you coming from?
  • Where do you want to go?
  • Where do you expect to go?
  • What routes will you be taking along the way?
  • What do you plan to see?
  • Who do you expect to meet?

Why are Students Not Successful?
  • Competing Priorities
  • Motivation
  • Learned Helplessness
  • Attitude Self Esteem
  • Procrastination
  • Perfectionism
  • Boredom
  • Lack of direction or future vision

The Research Institute of America published the
following table
  • The American Heritage Dictionary defines attitude
    as a state of mind or feeling with regard to
    some matter.
  • Your attitude is often one of the first things
    people notice about you.
  • Your attitude today determines your success
  • To turn attitude into action, you must accept
    responsibility for what goes on inside your mind
    by monitoring your internal dialog.
  • One of the greatest challenges to a positive
    attitude is change, whether its a change of
    jobs, a change in a relationship, or a change in
    your economic status.
  • What happens to us influences what goes on within
    us unless we develop a process for taking control
    of our attitudes to maintain a positive approach
    to life when negative events occur.
  • Adopt a whatever-it-takes attitude when
    confronted by change.

Turn Attitude into Action
  • Four things we must learn to do include
  • focus on handling stress,
  • identify your negative/pessimistic thoughts,
  • tell a supportive person how you feel, and
  • act to settle a problem.
  • If you assign a numerical value to each letter in
    the word attitude, it totals 100 ... A(1)
    T(20) T(20) I(9) T(20) U(21) D(4)
    E(5) 100

What is Motivation?
  • Motivation is an inner state of need or desire
    that activates an individual to do something that
    will satisfy that need or desire.

Values Clarification Exercise
  • A value is a belief, a mission, or a philosophy
    that is meaningful.
  • Whether consciously aware of them or not, every
    individual has a core set of personal values.
  • Values can range from the commonplace, such as
    the belief in hard work and punctuality, to the
    more psychological, such as self-reliance,
    concern for others, and harmony of purpose.
  • On the worksheet on Page 10,
  • circle the 10 values statements that reflect
    areas important to you.
  • List your top 10 values in priority order.

What is Procrastination?
  • Procrastination is the avoidance of doing a task
    that needs to get done. This can lead to
    feelings of guilt, inadequacy, depression and
    self-doubt among students.
  • Procrastination has a high potential for painful
    consequences. It interferes with the academic,
    personal, and professional success of students.

More on Why Students Procrastinate?
  • Fear and Anxiety. You may be overwhelmed with
    the task and afraid of getting a failing grade.
    As a result, you spend a great deal of time
    worrying about your upcoming exams, papers and
    projects, rather than completing them.
  • Negative Beliefs such as "I cannot succeed in
    anything" may allow you to stop yourself from
    getting work done.
  • Personal problems. For example, financial
    difficulties, problems with your
    boyfriend/girlfriend, etc.
  • Find the Task Boring.
  • Unrealistic Expectations and Perfectionism.
  • You may believe that you MUST read everything
    ever written on a subject before you can begin
    to write your paper.
  • You may think that you haven't done the best you
    possibly could do, so it's not good enough to
    hand in.

Why do Students Procrastinate?
  • Poor Time Management. Procrastination means not
    managing time wisely.
  • may be uncertain of your priorities, goals and
    objectives, or be overwhelmed with the task.
  • keep putting off your academic assignments for a
    later date, or spending a great deal of time with
    your friends and social activities, or worrying
    about your upcoming examination, class project
    and papers rather than completing them.
  • Difficulty Concentrating.
  • You find yourself daydreaming, staring into
    space, looking at pictures of your
    boyfriend/girlfriend, etc., instead of doing the
  • Your environment is distracting and noisy.
  • You keep running back and forth for equipment
    such as pencils, erasers, dictionary, etc. Your
    desk is cluttered and unorganized and sometimes
    you sit/lay on your bed to study or do your

What is Perfectionism?
  • Perfectionism is a learned internal motivation
    to strive for perfection based on the belief
    that self-worth is equated with performance.
  • In other words, the perfectionist is afraid to do
    something unless he or she is certain it can be
    done completely and perfectly because failure is
  • Frequent procrastination is the first and most
    obvious clue that you may be overly

What is Learned Helplessness?
  • Learned helplessness is a psychological condition
    in which we have learned to believe that we are
    helpless in a particular situation.
  • We believe we have no control over our situation
    and that whatever we do is useless. As a result,
    we stay passive in the face of an unpleasant,
    harmful or damaging situation, even when we do
    actually have the power to change our
  • Learned helplessness theory is the view that
    depression results from a perceived absence of
    control over the outcome of a situation.

Fear of Failure
  • In exploring your attitude about failure,
    consider the following
  • What is your definition of failure? What does
    failure mean to you?
  • If you fail at something, does that define YOU as
    a failure?
  • What specific failures have you experienced? What
    value have you received from failing?
  • What fears, concerns, or assumptions do you
    associate with failure? Are they true?
  • Can there be success in failure? If yes, how? If
    no, say more.
  • If you could not fail, what would you be doing?
    Who would you be?

Fear of Success
  • Fear that you will accomplish all that you set
    out to, but that you still won't be happy,
    content, or satisfied once you reach your goal.
  • Belief that you are undeserving of all the good
    things and recognition that come your way as a
    result of your accomplishments and successes.
  • The fear of accomplishment and being recognized
    and honored.
  • Lack of belief in your own ability to sustain
    your progress, and the accomplishments you have
    achieved in your life.
  • Fear that your accomplishments can self-destruct
    at anytime.
  • Belief that there are others who are better than
    you or who will replace you if you do not
    maintain your performance record.
  • Belief that success is an end in itself -- that
    end is not enough to sustain your interest
    and/or commitment.

Maslows Hierarchy of Needs
Self-Actualization personal growth, self
fulfillment, personal potential, peak experiences
Esteem Needs Achievement, Status,
Responsibility, Reputation, self-esteem mastery,
independence, status, dominance, prestige
Belongingness and Love Needs Family,
Affection, Relationships, Work Group, etc
protection from elements,
Safety Needs Protection, Security,
Order, Law, Limits, Stability, etc
Biological and Physiological Needs
Basic Life Needs - Air, Food, Drink,
Shelter, Warmth, Sex, Sleep, etc.
The level of your talent isnt really as
important as the intensity of your passion.
  • Once you have defined your goals, make a list of
    smaller goals that can be achieved in the short
  • Date the smaller goals.
  • Set small reachable goals.
  • And ask for help when needed.

What is Stress?
  • Stress is defined as any change that you must
    adapt to in our ever-changing world.
  • In particular, stress is any demand (force,
    pressure, strain) placed on the body and the
    bodys reaction to it.
  • Eustress vs Distress

What are Some Causes of Stress?
  • Frustration, not enough time, decisions, social
  • Expectations we place on ourselves
  • Expectations placed on us by others
  • Our physical environment -- noise, movement,
    weather, season changes
  • Our internal environment -- academic pressure,
    Birth of a child, demands of child-rearing
  • Loss of a family member, friend, pet
  • Illness
  • Over-commitment, taking on too many tasks and

Symptoms of Unmanaged Stress
  • Increased heart rate and blood pressure,
    shortness of breath, feeling tense, irritable,
    fatigued, or depressed, restlessness.
  • Sweaty palms, cold hands, skin outbreaks.
  • Stomach ache, diarrhea, indigestion, headache,
    dizziness, eye strain.
  • Sleep problems (too little or too much).
  • Eating too much or too little.
  • Lack of interest and ability to concentrate,
    apathy, forgetfulness, poor judgment,
    disorganized, confused.
  • Avoidance behaviors abuse of drugs, alcohol,
  • Moodiness (feeling low or depressed), diminished
    fantasy life, emotional.
  • Anxiety (feeling tense, nervous, jumpy, unable to
  • Irritable or hostile (getting angry over minor
  • Fearfulness (afraid to make decisions), phobias.

Indicators of High Levels of Stress
  • Exaggerating normal behavior (hard workers turn
    into workaholics, quiet people become isolated).
  • Withdrawing from friends, family and coworkers.
  • Working harder but getting less done.
  • Blaming others, finding fault, being critical or
    hard to please.
  • Having fewer stress-free conversations with
    family, friends, and coworkers.
  • Having fights about everything and nothing.
  • Sharing fewer satisfactions with family and
  • Having other family members with stress problems
    (stress is contagious).
  • Pretending that nothing is wrong denial.
  • Thoughts become horrible and unbearable. (Im
    not good enough. Im going to go crazy.)

Effectively Coping with Stress
  • Add balance to life don't overdo studies or
  • Know and accept what kind of person you are
    strengths and weaknesses.
  • Take "time outs", especially during study.
  • Expand your support network, reinforce
  • Exercise regularly.
  • Watch your breathing.
  • Walk loosely and walk more.
  • Learn and practice relaxation skills.
  • Study each subject regularly for moderate periods
    of time.
  • Discuss problems with friends, family, dean or

Time Management
  • Time management is a set of principles,
    practices, skills, tools, and systems that work
    together to help you get more value out of your
    time with the aim of improving the quality of
    your life.

  • Scheduling is the process by which you look at
    the time available to you, and plan how you will
    use it to achieve the goals you have identified.
  • Identify the time you have available.
  • Block in the essential tasks you must carry out
    to succeed in your job.
  • Schedule in high priority urgent tasks and vital
    "house-keeping" activities.
  • Block in appropriate contingency time to handle
    unpredictable interruptions.
  • In the time that remains, schedule the activities
    that address your priorities and personal goals.

The Time Management Matrix
Learning Styles
  • Learning styles are simply the different
    ways individuals learn.
  • Everyone processes information in their own way.
    If you discover how you process information best,
    you can learn things more efficiently and in less
  • Information about your learning style will help
    you develop strategies to compensate for your
    weaknesses and capitalize on your strengths.

Types of Learning Styles
  • Visual Learners learn through seeing
    ... Visual learners need to see the teacher's
    body language and facial expression to fully
    understand the content of a lesson. They tend to
    sit at the front of the class to avoid visual
    obstructions (e.g. people's heads). They often
    think in pictures and learn best from visual
    displays including diagrams, illustrated text
    books, overhead transparencies, videos,
    flipcharts and hand-outs.  During a lecture or
    classroom discussion, visual learners often take
    detailed notes to absorb the information.
  • Auditory Learners learn through listening ...
    Auditory learners are more successful in verbal
    lectures, discussions, talking things through and
    listening to what others have to say. Auditory
    learners interpret the underlying meanings of
    speech through listening to tone of voice, pitch,
    speed and other nuances. Written information may
    have little meaning until it is heard. These
    learners often benefit from reading text aloud
    and using a tape recorder.
  • Tactile/Kinesthetic Learners learn through ,
    moving, doing and touching ... Tactile/Kinesthetic
     learners perform best with a hands-on approach
    that actively explores the physical world around
    them. They may find it hard to sit still for long
    periods and may become distracted by their need
    for activity and exploration. The word
    kinesthetic describes the sense of using
    muscular movement physical sense in other
    words. This learning style involves the
    stimulation of nerves in the bodys muscles,
    joints and tendons.

Assessing My Test Taking Skills
  • Complete the inventory on Page 28.
  • If you have 20 TRUE responses, your score would
    be 80 (20 x 4) which means you are at the low
    level of Above Average College Work.

Career Decision Making
  • Once you realize you need to make a career
    decision, the next step is to clarify what you
    know about yourself and your options.
  • In terms of your career journey,
  • interests tell you what direction to pursue
  • skills tell you how long it will take to get
    there and
  • values tell you whether or not the journey is
    worth taking.
  • In other words, interests are what you enjoy
    doing skills are what you do well and values
    are what motivate you to work.

Career Awareness
  • Self- Knowledge
  • What kind of activities am I interested in?
  • What sort of values do I have that motivate me
    to work?
  • What kinds of skills and abilities do I possess
    or need to develop?
  • What other options are available to help me
    clarify my self-knowledge?
  • Knowing About Options
  • What careers and majors are available?
  • What do specific majors and careers entail?
  • How do majors connect to occupations?

How Interests Influence Choices
Holland Personality Style Hexagon
Career Planning Process
Academic Goal Setting
  • By setting goals you can
  • Achieve more
  • Improve performance
  • Increase your motivation to achieve
  • Increase your pride and satisfaction in your
  • Improve your self-confidence
  • Plan to eliminate attitudes that hold you back
    and cause unhappiness

When Creating Goals
  • State your goal in writing. Writing crystallizes
    your thoughts and helps keep you focused on the
    task at hand.
  • State your goal in positive rather than negative
    terms. In other words, instead of saying I
    dont want to flunk math this semester, put it
    this way instead I want to get a B or higher
    in math this semester. Thinking positively will
    dramatically improve your performance in all
    aspects of life.
  • Make the goal attainable. Setting a goal such as
    graduating in 4 semester with a 4.0 may be
    commendably ambitious but perhaps not realistic
    or even necessary.
  • Make your goals compatible with your personality
    and life-style. If you like to stay up late
    Friday night with friends, will you really be
    able to arise at 700 am Saturday to study for a
    psychology exam? If not, are you really going to
    be able to meet your goal of earning an A in
    that class this semester? You might find that
    you need to change your behavior in some respects
    to attain an end you desire.
  • Make your goal personal. Aspiring to someone
    elses goals may not be very meaningful. Its
    unlikely that youll ever really accomplish a
    goal that you cant truly make your own.

Making Decisions
  • Whether you realize it or not, you follow one or
    more strategies whenever you make a decision so
    why not make full use of your conscientious
    options? Therefore, whenever you make an
    important decision
  • Clarify your intentions and understand your value
    system. What do you want to achieve? What do you
    think is right?
  • Determine what your goals are.
  • Gather all necessary, relevant information.
  • Make a decision using one or more of the above
  • Evaluate that decision. What will be the
    consequences if you exercise plan A as opposed to
    plan B? Are there any negative consequences that
    you can see might be a result of the actions you

  • Complete the Quiz
  • Students on Probation or Warning can leave
    after completing the quiz.
  • Students on Academic Dismissal must
    complete the Request for an Academic Appeal
  • If you found this workshop helpful, you
    might consider taking GES 180 PASS.