New Directions

NEW DIRECTIONS . . .




               Pathways to Academic Success


Southern Illinois University Edwardsville
College of Arts and Sciences
Office of Academic Counseling and Advising


 
This publication has been financially supported by the SIUE Undergraduate
Retention Team.

Finding Your Direction: Where To Begin . . .

After completing the survey below, spend some time reviewing your answers. Do you need to spend more time studying? Are you setting goals? Do you need to brush up on your study skills? Are personal problems impeding your ability to study? Your answers to the following questions will give you some ideas of what areas you may want to explore further.

     Circle the dot (.) under the word that best describes your behavior.


                                                                   Sometimes   Always   Never
1.  I am usually up to date in my class assignments .............      .         .        . 
                                                                             
2.  I feel that personal problems are impeding my ability 
    to study effectively ........................................      .         .        .
                                                                             
3.  I attend all of my classes regularly.........................      .         .        .
                                                                             
4.  I only study when I know I have a test.......................      .         .        . 
                                                                             
5.  Procrastination is a big problem for me when it comes  
    to studying..................................................      .         .        .
                                                                             
6.  I prepare well for class.....................................      .         .        .
                                                                             
7.  My notes are complete and accurate...........................      .         .        .
                                                                           
8.  I have trouble knowing what is important to study in my 
    classes......................................................      .         .        . 
                                                                             
9.  Even when I am well prepared for a test, I am very  
    anxious while taking the exam................................      .         .        .
                                                                             
10. If I do not understand class material, I seek outside
    help.........................................................      .         .        . 
                                                                             
11. I study at the library.......................................      .         .        .  
                                                                             
12. I missed assignments in my classes because I did not  
    have time to study...........................................      .         .        .
                                                                             
13. I started out the semester with a plan for achieving my 
    course objectives............................................      .         .        .
                                                                             
14. I attended review sessions for my classes....................      .         .        .
                                                                             
15. I know what is important enough to include in my class  
    lecture notes................................................      .         .        .
                  
16. I make good use of daytime study hours between my classes....      .         .        .
                                                                             
17. I spend so much time with my friends and social activities
    that I do not have enough time to study......................      .         .        .
                                                                             
18. My mind tends to wander when I study.........................      .         .        .
                                                                             
19. I tend to forget material that I know when I am taking an 
    exam.........................................................      .         .        .
 
20. I use a daily planner........................................      .         .        .

                         


Each of the above statements refers to a particular area which may be of concern to you.  After
reviewing your responses, you might want to explore the appropriate areas.  The following list
is provided to assist you with identifying possible areas of difficulty:

Statement                                         Section in this Guide
2 ..................................................................Resources
13 .................................................................Goal Setting
1,3,4,5,12,16,17,20 ................................................Time Management
4,6,7,8,10,11,14,15,18 .............................................Study Skills
9, 19 ..............................................................Test Taking Skills
2, 9 ...............................................................Anxiety Relief
17 .................................................................Making Choices

If there is an area that you feel needs improvement, refer to that section in this
workbook.  You may also want to speak with your academic adviser to get additional
help.

Resources

Campus Resources to assist you with success:

Career Development Center, 3126 Founders Hall, 650-3708

The Career Development Center is a comprehensive center for the development of career objectives and direction for students and alumni. The center integrates various career development theories, career interest inventories and personal style inventories. It also provides career guidance through personal counseling and a computerized career guidance program.

Counseling Services, Four Corners, 650-2197

Counseling Services provides direct service counseling to students coping with educational, personal, and/or interpersonal issues. Appointments are conducted in a private setting and all consultations are confidential.

Disability Support Services, 1311 Peck Hall, 650-3726

Disability Support Services provides advocacy and academic advisement for students with disabilities.

Evening and Weekend Student Services, 1309 Rendleman Hall, 650-3775

Evening and Weekend Student Services is a source of up-to-date information regarding University activities, policies and procedures. This office serves as a liaison between evening and weekend students and other University offices normally open during weekday hours.

Instructional Services, 1404 Peck Hall, 650-3717

Instructional Services offers students a variety of support services designed to maximize their opportunities for academic success in the University. These services include academic development courses; workshops; testing programs; and individual assistance in the Writing Center. Students may develop skills in such subjects as reading, writing, and mathematics and such study skills as time management, note taking strategies, test preparation, organizing for study, and career decision making.

Academic Advisers

Undeclared undergraduates, international students and liberal studies students see one of the advisers in Academic Counseling and Advising, 1315 Peck Hall, 650-3701. For declared undergraduates, contact your major department for more information about your academic adviser. Student athletes receive advising from the Athletic Academic Counselor in room 1036 of the Vadalabene Center, 650- 2738. Students with disabilities receive advising from Disability Support Services, 1311 Peck Hall, 650-3726. Special Services Students are advised by assigned advisers in 1313 Peck Hall, 650-3790.

Consider This: Are You Focused And Able To Concentrate?

DO YOU HAVE DIFFICULTY IN CONCENTRATING?
Think about why you are unable to concentrate: Why are you distracted or bored? What are you thinking about when your mind isn't focused on your work? If you can identify specific problems, you will be better able to deal with them.

DO YOU GET ANGRY AND FRUSTRATED WITH YOURSELF?
Try to avoid getting angry and frustrated. Do not call yourself stupid or lazy -- this will make the problem worse. Your inability to concentrate is a real one, and one that others have in common with you. Find the cause of your anger and frustration, then work patiently to solve it.

ARE THERE PHYSICAL DISTRACTIONS KEEPING YOU FROM CONCENTRATING?
Take time to think through your problems and get them off your mind. If other activities will help, write a letter, have a talk, make an appointment, etc., before you study. If a situation or problem exists that is beyond your control, try to accept that fact and proceed with your work.

IF YOUR CONCENTRATION DIFFICULTY IS SEVERE, GET COUNSELING!
If boredom and/or the lack of concentration affects many areas of your life, you may need personal or career counseling. Do not be afraid to seek such counseling; we all need special help at certain points in our lives.

DO YOU HAVE A WELL-PLANNED STUDY SCHEDULE?
A well-planned study schedule will help remove your anxiety. Write out schedules for the term and for your weekly work. If you have study time carefully planned for each course, you are less likely to worry about one subject while you are working on another.

DO YOU REWARD YOURSELF FOR ACCOMPLISHMENTS?
Try motivating yourself by rewarding yourself! Set a goal and then reward yourself when you achieve that goal by taking a swim, going shopping, having dinner out, watching a soap, etc.

ARE YOU INTERESTED IN YOUR COURSES?
Do your best to become interested in all your classes. Energy and concentration come naturally when you are really involved in your work. Ask yourself regularly, "Why is this course valuable for my life and my career?" Try to connect new information with things you already know and care about. The more interested you become in many areas of activity, the more interesting all of your studies will be for you.

DO YOU ACTIVELY STUDY?
Learn to study actively. Your mind is less likely to wander when you are actively involved. Recite aloud, make notes as you read, annotate your texts, etc. To help yourself acquire an active reading and study method, see the "Study Strategies" section, contact your academic adviser, or call Instructional Services.

HOW LONG DO YOU STUDY?
Limit your periods of study. Plan a two-hour block rather than a whole afternoon. Allow for brief periods away from your books; in the two-hour block, you might take a quick 5-minute break every 20 to 30 minutes. This will help keep you awake.

DO YOU ESTABLISH A PURPOSE FOR EACH STUDY SESSION?
Know your purpose for each study session. Make sure you completely understand your assignments. Pre-read material to locate key questions and main ideas.

INCREASING YOUR READING SPEED AND IMPROVING YOUR COMPREHENSION WILL REDUCE LACK OF CONCENTRATION AND BOREDOM.
You will cover the material more rapidly and will see the pattern of main ideas, rather than getting lost among the details. You will be much less likely to get frustrated over things you cannot understand. Better understanding will increase your interest and involvement.

Setting Your Goals
What were your goals when you first came to SIUE? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ How have your goals changed or what has happened to change your goals? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ What are your current goals (i.e., education, career, personal)? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ What G.P.A. do you want this semester? ________ Reality Check: Are your goals realistic?
List one of your goals: _______________________________________________ _______________________________________________ Benefits of reaching this goal: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Major obstacles in reaching this goal: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Skills or knowledge required to reach this goal: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Plan of Action: (See "Goal Planning Schedule" on next page.) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ List another one of your goals: __________________________________________________ __________________________________________________ Benefits of reaching this goal: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Major obstacles in reaching this goal: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Skills or knowledge required to reach this goal: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Plan of Action: (See "Goal Planning Schedule" on next page.) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Goal Planning Schedule
Goals, especially personal development and career goals, are usually achieved in steps or stages over time. Goals should be attainable but challenging, specific, concrete, written down, and dated with reasonably short time lines for the greatest success rate. Use the following model to design your goals.
X-out the number when complete > > _________________________ _____________________________ _____________ What is my goal? What is the first step? Target Date 1 > > _______________ __________________________________ _____________ Completion Date What is the second major step? Target Date 2 Alternate Plan (if necessary) > > . . _______________________ _____________ What next? Target Date 3 . . . .> > _______________________ ______________ . . and then... Target Date 4 . . > > . . _______________________ ______________ finally... Target Date 5 . . . . Talk to your academic adviser for assistance with clarifying your goals and ways to achieve them.

Managing Your Time
Thinking Through your Workload
INSTRUCTIONS: Listed below are a number of the activities to which you give time each week. Think about each one carefully and figure out how much time you actually spend, and how much time ideally you want to spend on each item per week. There are additional lines for personal activities which take up time. HOURS PER WEEK: Actual Ideal Hours Hours 1. Dress, get ready for the day ............................... _______ _______ 2. Travel to school, walk to class ............................ _______ _______ 3. Regularly scheduled class time ............................. _______ _______ 4. Group study time ........................................... _______ _______ 5. Hours for employment ....................................... _______ _______ 6. Time for study: review .................................... _______ _______ 7. Time for study: preparation ................................ _______ _______ 8. Time for study: writing papers, computer projects, special projects, etc. ..................................... _______ _______ 9. Time for meals ............................................. _______ _______ 10. Non-classroom physical activity/exercise ................... _______ _______ 11. Social activities/responsibilities ......................... _______ _______ 12. Student organization responsibilities ...................... _______ _______ 13. Home responsibilities ...................................... _______ _______ 14. Sleep ...................................................... _______ _______ 15. Planned recreation (movies, TV, etc.) ...................... _______ _______ 16. Other ...................................................... _______ _______ 17. Other ...................................................... _______ _______ Total of your hours: _______ _______ Number of hours in a Week: 168 168 Subtract total # of your hours above from # of hours in a week: _______ _______ Total Free Hours! _______ _______
After you have totaled all the items, determine how much "free" time you have. See if you can remember what you did with that amount of time last week! If you have "negative hours" (your Total Hours is greater than 168), go back to each item and try to be more realistic about how much time you actually spent or how much time you need to spend on each item.

Where Does Your Time Go?

Place a check before your biggest time wasters. If any of your biggest ones are missing, add them in the blank spaces at the bottom. Then rank your time wasters overall: 1= biggest time waster, 2 = second biggest, and so on.
Planning and Scheduling ______ Lack of a schedule and prioritized TO DO list. ______ Failure to use short blocks of time constructively. ______ Making unrealistic time estimates. ______ Attempting too much at once. ______ Getting behind in one course because of having to study for another.
Study Skills ______ Usually too tired or listless to study. ______ Accomplishing very little in relation to the amount of time spent. ______ Leaving tasks unfinished, jumping from one task to another.
Environmental Control ______ Studying on your bed versus at a desk. ______ Cluttered desk. ______ Not having or unable to locate needed study materials. ______ Study area faces a window, door, picture, or other distraction. ______ Interruptions by outside interference (telephone, visitors, other noises).
Behavioral Management ______ Daydreaming. ______ "Break" that turns into a "vacation." ______ Spending a lot of time socializing, playing games, etc. ______ Unable to say "No" to invitations and requests. ______ Failure to listen carefully to assigned tasks. ______ Getting involved in unnecessary details. ______ Frequently waiting until the last moment before starting to study.
Leadership Management ______ Failure to delegate. ______ Involvement in too many campus clubs and organizations. ______ Suffering from "if you want it done right, you have to do it yourself" syndrome. ______ Organization meetings, both scheduled and unscheduled. ______ Inadequate, inaccurate or delayed information from others. Other
_________________________________________________________________________________ _________________________________________________________________________________

Time Management

A weekly schedule will help you manage and budget your time. This means getting things done when they need to be done by staying in control, focusing your energy and effort, setting priorities, being flexible, and balancing your activities.

PLAN YOUR WORK - WORK YOUR PLAN

HOURS . SUNDAY . MONDAY . TUESDAY . WEDNESDAY . THURSDAY . FRIDAY . SATURDAY
7:00- 8:00 ._________._________.___________._____________.___________._________._________
8:00- 9:00 ._________._________.___________._____________.___________._________._________
9:00-10:00 ._________._________.___________._____________.___________._________._________
10:00-11:00 ._________._________.___________._____________.___________._________._________
11:00-12:00 ._________._________.___________._____________.___________._________._________
12:00- 1:00 ._________._________.___________._____________.___________._________._________
1:00- 2:00 ._________._________.___________._____________.___________._________._________
2:00- 3:00 ._________._________.___________._____________.___________._________._________
3:00- 4:00 ._________._________.___________._____________.___________._________._________
4:00- 5:00 ._________._________.___________._____________.___________._________._________
5:00- 6:00 ._________._________.___________._____________.___________._________._________
6:00- 7:00 ._________._________.___________._____________.___________._________._________
7:00- 8:00 ._________._________.___________._____________.___________._________._________
8:00- 9:00 ._________._________.___________._____________.___________._________._________
9:00-10:00 ._________._________.___________._____________.___________._________._________
10:00-11:00 ._________._________.___________._____________.___________._________._________
11:00-12:00 ._________._________.___________._____________.___________._________._________
The Weekly Schedule: Develop your weekly schedule in which you block out classes, fixed activities, individual & group study, personal care, meals, recreation, etc. Revise as needed, and keep your schedule realistic and flexible. Time for Study: Try to block out time immediately following a class for review and assignments. Set aside a time for a brief review just before you go to class. A period of 50 minutes is about the maximum length most students can study intensively before needing a ten-minute break. Flexibility: Leave some blocks of time open. Your week may not go exactly as planned, so be flexible. If you find that you frequently depart from your schedule, then you may not be in control of your time!

Study Strategies

The "SQ3R" Study Method
S = Survey: Read the title, the first or introductory paragraphs, all subheadings and the last paragraph. Q = Question: Turn all titles and subheadings into who, what, when, where or how questions. Use two or more of these prompts. R = Read: Read the textbook or chapter assignment. Find answers to the questions. Make note cards for key words, vocabulary terms, names, dates and other pertinent information. R = Recite: Say both the question and the answer aloud. Review note cards orally. This helps you remember what you read. R = Review: Review the information daily before the test to avoid "cramming."
Notemaking Made Easier _____________________________________ Format* . . Professor____________________ .
. Class___________Date______ 1. Draw a vertical line about 2" - 3" from ._____________________________________ the left side of the page to create a . Questions: . Notes: space for developing questions as you . . study your notes. . . . . 2. Draw another line about 2" - 3" from . . the bottom of the page. This space is . . used to summarize the above notes. . . . . 3. After you have developed questions and . . summarized your notes, it is time to . . study! When studying, cover your notes . . and summary and see if you can answer . . the questions you have developed. . . . . 4. The Summary section is especially . . helpful as a review just before your . . exam! . . .____________.________________________ If you are still not satisfied with your reading . Summary: comprehension after trying these methods, talk to . your Academic Adviser or stop by Instructional . Services for more information. .
._____________________________________ * Based on information from Walter Pauk's "How to Study in College."

Study Management
Setting Are you meeting your study goals? Study Goals Consider your priorities. List them in order. Your highest priorities should be allocated the greatest amount of time. For each credit you are taking, you should be allocating a minimum of two hours of study time per week. For example, Math 150 is a five (5) credit-hour course. Thus, you should spend at least 10 hours per week studying this subject. You may want to make use of a Study-Time Chart as illustrated below: Study Goal (# of Hours Credit hours to Actually Course Hours study) Studied Studied _______ _____ ______ 1 2 3 4 5 6 7 8 9 10 _____ _______ _____ ______ 1 2 3 4 5 6 7 8 9 10 _____ _______ _____ ______ 1 2 3 4 5 6 7 8 9 10 _____ _______ _____ ______ 1 2 3 4 5 6 7 8 9 10 _____ _______ _____ ______ 1 2 3 4 5 6 7 8 9 10 _____ _______ _____ ______ 1 2 3 4 5 6 7 8 9 10 _____ Total # of hours to study:______ Total # of hours studied:______ Circle a number for each hour you study for a subject during the week. By the middle of the week, you should have studied about 50% of your total study goal. If you have not, you may only know a percentage of the material needed to be successful in the class. Are you meeting your study goals?

Taking The Test: How to be a successful test taker!
Know the Content Most tests given in college are based on the content of courses. Thus, your knowledge of the course content is vital if you are to have a successful test taking experience. Knowing the content relates to your approach to study. Make an analysis of what you do when you study. Do you really study? Think about it and then refer to the section on Study Strategies. If you are satisfied that you really do know your material, then you are ready to look at some testing strategies. Be Awake and Alert If you pull an all-nighter, you will not be alert enough to be truly successful. Bring gum or candy with you to the test. This will provide you with extra energy and help keep you alert. Arrive Early Nothing can produce more anxiety than arriving late for an exam. Give yourself plenty of time; make sure you have pencils, pens or whatever you may need. Note Directions Always read the directions carefully and note the length of the test. You should estimate how much time you have to spend on each question. Be Positive Always maintain a positive attitude. Have confidence in yourself. Do not set up strategies for failure. Set up strategies for success. Some General 1. If you draw a blank as you begin the test, go to the end of the Strategies test and work backwards or start in the middle. This should help prevent a "deep freeze." 2. Develop a problem-solving attitude. What do you already know, and what process must you use to reach a solution? 3. In multiple-choice tests, compare the information in the statement or question with the possible answers in order to isolate the most correct answer. 4. Remember, your answer must accurately reflect what is being asked. For example, if the question involves an economic factor, don't select an answer that reflects a geographical or political factor. 5. Isolate the key terms in the question. Underlining these key terms may help you isolate your answers. 6. In problem solving situations, begin with what is given, then move to what you are looking for, select a strategy for finding the unknown, then complete the problem. 7. Verbalize the material; just as verbalizing is a good study strategy, it is also a good test-taking approach. Sit where you won't bother anyone and speak your test aloud. 8. When you find a question you cannot answer at once, move on, then spend time on the question after you have completed the test. You use up too much time when you ponder over one question before you have completed the entire test.

Test Taking Strategies
GENERAL EXAM STRATEGIES
*** TAKE A WATCH with you to the exam. *** CHECK THE FINAL EXAM SCHEDULE. If you have conflicts or are scheduled for more than 3 exams on one day, consult your professors or instructors for procedures to change final exam times. *** SKIM THE ENTIRE EXAM before starting, and underline all instructions. Allot time for each question according to the point value. Attempt to answer all questions; however, answer the questions you know first, then go back to complete others. *** IF YOU DRAW A BLANK as you begin the test, go to the end of the test and work backwards or start in the middle. This should help prevent a "deep freeze." *** IF AN EXAM QUESTION OR SPECIFIC WORD IS UNCLEAR, ask the instructor for clarification. *** CAREFULLY PROOFREAD THE EXAM before handing it in. ESSAY EXAM STRATEGIES
*** READ ALL INSTRUCTIONS, note separate parts, and watch for key words such as illustrate, list, define, compare, trace, and contrast. Be aware of what you are being asked to do. *** MAKE OUTLINES for each answer to guide you; if you run out of time, you may get partial credit for your outlined answer. *** LEAVE SPACE between essays for later elaboration when proofing. *** WRITE LEGIBLY, using clear sentences, effective grammar and correct spelling. OBJECTIVE EXAM STRATEGIES
*** DO NOT LINGER on any one question...mark your best choice and come back later. *** MARK ANSWERS you are unsure of so you can double check your choice during proofing. *** CHANGE ANSWERS only if supported by fact; first choices are more likely to be correct. *** READ ALL CHOICES to a question before selecting your answer. *** ALL PARTS of the statement must be true; otherwise, the entire statement is false. *** IN TRUE/FALSE QUESTIONS, be aware of qualifying words. Words such as all, always, none, and never might indicate the statement is false. Most, some, usually, and seldom might indicate the statement is true. The Day of the Test
*** BEGIN YOUR DAY with a moderate breakfast, and avoid excess caffeine and sugar as these cause "highs and lows" in your ability to concentrate. *** TRY TO DO SOMETHING relaxing the hour before the test. Last minute cramming will cloud your mastery of the overall concepts of the course work. *** PLAN TO ARRIVE at the test location early so that you can relax and select a seat located away from doors, windows and other distractions. *** AVOID CLASSMATES who generate anxiety and tend to upset your stability. *** IF WAITING for the test to begin causes anxiety, distract yourself by reading a magazine or newspaper. Changing your Attitude
*** DO NOT OVERPLAY the importance of the grade. *** AVOID THINKING in a negative sense, and remember that the most reasonable expectation is to try to show as much of what you know as you can. *** THINK OF TAKING a test as an opportunity to show the instructor what you know and how much you have learned. (Condensed and adapted from a pamphlet by: Counseling Center of the University of Illinois at Urbana-Champaign, 1984.) Strategies for Overcoming Test Anxiety
*** AVOID CRAMMING for a test. Trying to master a semester's work of material the day before the test is a poor way to learn and can easily produce anxiety. This is not the time to try to learn a great deal of material. *** WORK ON mastering the main concepts of the course. Integrate ideas from lectures, notes, texts, and supplementary reading *** IF YOU are unable to cover all the material given throughout the semester, select a portion that you can cover well, or focus on what the instructor has emphasized in class.

Anxiety Relief!
Strategies To Help You Cope
RECOGNIZING While some stress keeps us active and alert, too much stress may be harmful STRESS and produce negative psychological and physical effects. Stress can interfere with your concentration and often affects your academic performance. Some common symptoms of stress include: Short-temperedness, fatigue, weight loss or gain, listlessness, feeling rushed, headaches, queasiness, indigestion, etc. Stress may also manifest itself in irrational thinking. Minor annoyances may be exaggerated into serious confrontations, small problems may be seen as overwhelming, etc. PREVENTING Good habits relieve and/or prevent stress: STRESS . Pursue realistic goals that are meaningful to you. . Reward yourself when you achieve a goal. . Eat nutritiously; get enough sleep; exercise regularly. . Emphasize your accomplishments. . Learn how to study! . Maintain a routine; develop regular study habits. . Managing your time effectively can reduce stress by allowing you to feel in control. . Avoid nicotine, excessive caffeine, and other stimulants. . Evaluate strengths and weaknesses of your performance, then wipe your slate clean. . After you complete a task, take a break! Exercise, walk, jog, play tennis or racquetball. . Be prepared for class, discussions, tests, etc. Avoid cramming for a test. . If you feel guilty about taking time to relax, work hard at your assignments first, and earn the right to rest and relaxation. . Stop procrastinating! Procrastination is probably the greatest "stressor" in school. MANAGING If you experience stress: STRESS . Talk it out with a friend, tutor, adviser, counselor, RA or Sophomore Peer Assistant. . Escape for a while into a book, game, brief walk, etc. . Work off tension through physical activity. . Give in occasionally. Stand your ground about what you know is right, but be open to other possibilities. You may be wrong. . Do something for someone else - even just listening. . Take one thing at a time. Break down huge projects into separate tasks and then prioritize those tasks. . Do not push yourself to perfection. Do your best and focus on your strengths (adapted from Walter Pauk, "How to Study in College"). . Changing your attitude often helps: Do not overplay the importance of the grade. Think of taking a test as an opportunity to show the instructor what you know and how much you have learned.

Making Choices

You've identified your problems, clarified your goals and developed a plan of action for taking charge of your education. Now, you must come face to face with the reality of making choices. Making appropriate choices is critical because change usually meets with some form of resistance. Some types of resistance may be in the form of one or more of the following: Friends and family may be supportive of your efforts to improve until they see what this change actually means. Parents who have encouraged you to do something about your grades may have difficulty understanding that this means you may not be able to visit home or talk on the telephone quite as often. Friends may be less than enthusiastic when you hesitate to join them for a spur of the moment party or a night on the town. If you are dating someone, this person may need help understanding that your lack of "attentiveness" is due to your new plan of action for taking charge of your education. You may need to ask for this person to help you with managing your choices. RESPONDING TO RESISTANCE
The easiest way to cope with the dilemmas involved in making choices is to respond without thinking and to rely on old habits to tell you what to do. It's easy to say, "I guess I can go out for a little while" or "It won't hurt to talk for a few more minutes," or to think that it will not really matter if you miss a class so you can roll over for a few more winks. Somehow, going out for a little while or talking on the telephone for a few minutes more ends up being a few HOURS, and that one missed class turns into 5 or 6! Old habits should NOT be permitted to influence your choices in a negative manner!! To give your "Plan of Action" a chance to work, it is important to make good decisions on small choices! The first step in good decision making is knowing what your choices are, and then asking yourself these questions: 1. What are the choices? 2. What are the consequences of each choice? 3. How do you want to manage each choice? Making a conscious decision about your choice puts you in control of the situation. The more aware you are of your choices, the more likely you are to make a good decision. EXAMPLE OF HOW TO USE THIS PROCESS: SITUATION:
It is Tuesday, around 7:30 p.m., and you are writing an English paper. When you finish with the paper, you plan to finish your math homework. Your roommate and some friends decide, at the spur of the moment, to go out; they insist that you go with them. Choices:
1. Go with your friends. 2. Do not go with your friends. 3. Set up a time and place to meet them when you finish your homework. 4. Study at the library so you will not be around when spur of the moment parties happen. Consequences:
Going with your friends: ..... I might have a good time with my friends. ..... My concentration will be interrupted. ..... I might not finish my paper or math homework. ..... I will receive a lower grade for incomplete homework. ..... I may not know the answers to questions asked in class. ..... I will not be ready for a pop quiz in math class. ..... I might stay out too late and not be awake and alert for my morning class. Not going with my friends: ..... I may miss out on the fun. ..... My friends may feel I do not want to socialize with them. ..... Setting a time and place to meet them later relieves me of some of the pressure of having to get up and go immediately, allowing me time to finish my work. ..... Instead of concentrating on and putting forth my best effort to complete my homework, I might think about being with my friends. Studying at the library: ..... I might be distracted by people walking around. ..... Walking to the library will use up some of the study time. ..... I do not like to walk to and from the library in the dark by myself. (Condensed and adapted from "Turning Point: Getting Off Probation and On with your Education" by Joyce D. Weinsheimer) _________________________________________________________________________________________
Making the choice and managing it:
As you go through the decision making process, (identifying the choices and considering the consequences), you consciously choose what you are going to do or what action you will be taking. Instead of relying on ways which no longer help you, take control and make choices which will help you get what you want for yourself. __________________________________________________________________________________________ Assessing your Situation
Situation: _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ What are my choices: __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ What are the consequences of each choice: __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ How do I manage the choice I make? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

One Final Note:
"Perhaps the most valuable result of education is the ability to make yourself do the thing you ought to do, when it ought to be done, whether you like it or not." JUST DO IT: Put Learning First!!

The content of New Directions has been adapted from booklets developed by the First Year Program at Miami University, Oxford, Ohio.
Page designed and maintained by William G. Hendey, updated 11/13/02 by Jesse B. Harris Jr.