Michigan Tech Mechanical Engineering Academic Success Exercises
Name: ______________________________
These exercises are designed to help you recognize areas of concern and plan strategies of change for you to
have a successful next semester and get back on track towards a successful academic and eventual professional
career.
Directions: Please complete all 5 exercises and bring them with you when you meet with an ME academic
advisor. In order to increase the likelihood of immediate improvement, it is important that you complete the
exercises and meet with your advisor no later than the end of the first week of classes. If you are a firstyear student on academic probation, please be aware that an account hold will be placed by the COMPASS
office and you will not be able to register for classes for future semesters if these exercises are not completed
and discussed with an academic advisor. Feel free to contact an academic advisor with any questions. We look
forward to meeting with you soon.
Academic Success Exercise #1: Reflections on My Last Semester at Michigan Tech
A. Please write your responses to the following questions in the space provided. Feel free to continue on
the reverse side or an additional sheet if necessary.
1. Please describe your last semester at Michigan Tech. Please describe your classes and your
extracurricular involvement (i.e. time commitment, leadership positions held)? If you were employed,
how much time did you spend working? Do you feel you were involved in too many things/too heavily
besides your academic work?
2. What went well last semester?
3. If you had the opportunity to redo your last semester here what would you do differently?
Academic Success Exercise #1 -- Page 1 of 5
Adapted from Purdue University’s Undergraduate Studies Program “Laying Tracks” program.
Michigan Tech Mechanical Engineering Academic Success Exercises
B. Mark an “X” for any of the following that you think may have contributed to your low grades, and circle
the “X” for items that affected you the most. Think about these most important problems and what you are
going to do to address them. If there are other things not listed, please write in and be prepared to discuss them
with your academic advisor during your meeting, as well as your strategies to overcome these challenges.
Study Skills
Personal Issues
_____ Not attending class (all classes)
_____ Lack of study skills (knowing how and what to study)
_____ Poor study location(s)/too many distractions
_____ Difficult classes
_____ Poor high school preparation
_____ Difficulty managing time; procrastination
_____ Unhappy with teaching skills of instructor(s)
_____ Unable to understand course materials
_____ Too heavy of a course load
_____ Test anxiety
_____ Poor test preparation
_____ Keeping up with assignments
_____ Disorganization; missing assignments; losing
track of dates
_____ Difficulty saying “no” to others
_____ Financial difficulties
_____ Physical illness, health problems, injury
_____ Use of alcohol or other substance abuse
_____ Pressure, stress, tension, anxiety
_____ Loneliness; lack of emotional control
_____ Can’t find meaning for anything; lack of
motivation; indifference
_____ Conflicts with social obligations/activities;
balancing academic and social life
_____ Possible or diagnosed learning disability
_____ Possible or diagnosed depression
_____ Numerous class absences
_____ Poor nutrition
_____ Sleep difficulties/getting enough sleep
_____ Lack of physical activity/exercise
_____ Addiction to or overinvestment in the
Internet, computer games, TV, movies, etc.
_____ Involvement/over-involvement with student
organizations, Fraternities/Sororities, etc.
_____ Student-Athlete (varsity)
_____ Enterprise team member
_____ Employment; working too much
_____ Not seeking help when I need it
_____ Not realizing I needed help early enough
Family/Social Adjustment
_____ Adjustment to the United States
_____ Adjustment to Michigan Tech
_____ Separation from home, family & friends
_____ Housing, roommate issues
_____ Home or family problems
_____ Difficulty making friends
Career/Major Issues
_____ Unsure of major
_____ Unable to decide from several majors I like
_____ No clear career goals or plans
_____ Unsure of interests, skills, and abilities
_____ Did not know Michigan Tech has a Career
Services dept (Administration Building, 2nd floor)
_____ Found I wasn’t enjoying the required classes
in the major I was pursuing
_____ Improper course placement/inadequate
preparation (math, chemistry, etc)
Other Issues (please specify)
Academic Success Exercise #1 -- Page 2 of 5
Adapted from Purdue University’s Undergraduate Studies Program “Laying Tracks” program.
Michigan Tech Mechanical Engineering Academic Success Exercises
C. Mark an “X” for any of the following resources that you utilized to avoid your low grades. Circle any
resources that you feel you should have consulted or utilized to have a different outcome. Both of these
types are the resources you need to be sure to use or continue to use in the future. If there are other resources
not listed that you did use or would like to have available, please write in and discuss them with your academic
advisor during your meeting.
Learning Centers
Professional/Student Organizations
(http://www.mtu.edu/student-affairs/interests/handbook/academic/resources/)
_____ Math
_____ Physics
_____ Chemistry
_____ Engineering Fundamentals (ENG)
_____ Engineering (MEEM)
_____ Multiliteracies/Writing Center
_____ Electrical Engineering
_____ Made a weekly appointment in one or
more learning centers
Math - MA 0010
Physics - PH 0010
Chemistry - CH 0100
HU 0121 (Perspectives Coaching for UN 1001)
HU 0122 (World Cultures Study Team for UN 1002)
HU 0123 (Composition Coaching for UN 2001)
_____ ASME
_____ WASME
_____ SWE
_____ SAE
_____ NSBE
_____ SHPE
_____ AISES
_____ An international student association
_____ Other:
Other Resources (please specify)
Academic & Personal Support
_____ Instructor(s)/Faculty (office hours)
_____ Help/review sessions
_____ Academic Advisors
_____ COMPASS
_____ Counseling Services
_____ Dean of Students Office
_____ Disability Services
_____ Financial Aid
_____ International Programs and Services (IPS)
_____ Career Services/My Plan
Mentoring
_____ Upper-level student(s)
_____ Resident Assistant
_____ COMPASS
_____ ExSEL program
_____ Alumni
Academic Success Exercise #1 -- Page 3 of 5
Adapted from Purdue University’s Undergraduate Studies Program “Laying Tracks” program.
Michigan Tech Mechanical Engineering Academic Success Exercises
Language of Responsibility
We all have inner voices that influence our attitudes and behaviors. Some of these inner voices are very positive and
encouraging; others are very negative and demeaning. By choosing which inner voice we use, we can influence our
attitude.
Victim Voices
INNER CRITIC: (“I’m not good, I’m terrible!”)
The Inner Critic judges us, blames us, complains about us, and demeans us (ourselves). Its positive intention seems to be
protecting us from attack from the outside. Through constant self-criticism, the Inner Critic hopes to perfect our actions,
thoughts, and feelings to meet the approval of others and thus avoid their displeasure and possible punishment. While the
Inner Critic may be perceived as taking accountability, this negative thought pattern is not constructive.
INNER DEFENDER: (“Your fault, not mine!”)
The Inner Defender judges others. It blames others, complains about them, and demeans them. Its positive intention seems
to be fending off criticism and punishment from powerful others. The Inner Defender is not accountable for what has
happened.
Creator Voice
INNER GUIDE: (“I did this, now I need to correct it!”)
The Inner Guide offers an objective and wise perspective about us and others. It neither demeans nor attacks. Our Inner
Guide tells us the absolute truth (as best we can know it at the moment), allowing us to be more fully conscious of the
world, other people, and especially ourselves.
Victims and Creators see the world very differently. As a result, they use different vocabularies to represent
their reality. In other words, you can tell a Victim and a Creator by their choice of words.
In the left hand column, write the top 3 issues you feel contributed to your poor academic performance last
semester. In the right hand column, rewrite the statements using Creator talk. Remember, YOU ARE IN
CHARGE!!
Issues contributing to academic probation
Example: I didn’t do my homework.
Creator Talk
On-time completion/submission of my homework in the future will earn
points and be a part of a robust set of study habits to be ready for my exams.
1.
2.
3.
© Skip Downing
Academic Success Exercise #1 -- Page 4 of 5
Adapted from Purdue University’s Undergraduate Studies Program “Laying Tracks” program.
Michigan Tech Mechanical Engineering Academic Success Exercises
Our words determine our attitude!
We often set ourselves up for failure or make tasks more difficult by the language we use to describe their
importance. Many times, we say that we “have to” do something when that is not the case. We don’t HAVE
TO do anything! For every stimulus, there are choices – some choices are more attractive than others, based on
the result of that choice.
In the left hand column, write several things that you “have to” do. Then, keeping in mind that there are no tasks
you HAVE TO do (but there are many you choose to do), in the right hand column, reword your “have to”
phrases into phrases beginning with “I choose to…because…” Please keep your short, intermediate, and long
term goals in mind and how these goals build upon each other.
Example:
“Have to”
I have to go to college
“Have to”
“Choose to”
I choose to go to college because I want to be better prepared for the
occupation of my choice.
“Choose to”
© 
Skip Downing
Academic Success Exercise #1 -- Page 5 of 5
Adapted from Purdue University’s Undergraduate Studies Program “Laying Tracks” program.
Michigan Tech Mechanical Engineering
Academic Success Exercises
Name: _________________________
Academic Success Exercise #2 - Semester Grade Predictor and GPA Calculator
It is important for all students to assess their performance in their classes throughout the
semester. This exercise will help you gain a realistic picture of the grades you expect to earn
from each of your classes as well as the impact these grades will have on your overall GPA.
Directions: Please complete this form and bring it with you to meet with an ME academic
advisor prior to the end of the first week of classes.
Grading System
Students are responsible for the completion of all required work for each course in which they are enrolled.
Students will receive one of the following grades at the end of each semester:
Letter
Grade
A
AB
B
BC
Quality Points
per Semester Hour
4.0
3.5
3.0
2.5
Letter
Grade
C
CD
D
F
Quality Points
per Semester Hour
2.0
1.5
1.0
0
Pass/Fail grades, AP credits, transfer credits, study abroad credits, ‘W’ grades, and audits are not
included in the grade point average (GPA).
Projection of Grades for this semester: Make an educated guess as to the grade you expect to
earn in each course you are taking during the upcoming semester. Estimate how your
attendance, papers, quizzes, tests, final, analysis, and past experiences with coursework in this
area may affect your grade. Keep updating your projections and the corresponding GPA
calculations throughout the semester. There should be no surprises when final semester grades
are posted. After estimating your individual grades, use the worksheet on the reverse side to:
1. Multiply the letter grade by the credit hours attempted to find out how many quality
points you will receive for each course.
2. Add the graded credit hours attempted to obtain your Total GPA Hours.
3. Add the quality points for all graded courses to obtain your Total Points.
4. Divide the Total Points by the Total GPA Hours to obtain your PREDICTED grade
point average for this semester.
Example:
Course
Projected Grade x Credit Hours Attempted = Quality Points
UN 1002
MA 2160
PH 2100
ENG 1102
B (3 pts)
B (3 pts)
A (4 pts)
BC(2.5 pts)
x
x
x
x
4 hours
4 hours
3 hours
3 hours
____14__
TOTAL GPA HOURS
=
=
=
=
12.0 Points
12.0 Points
12.0 Points
7.5 Points
43.5_______
TOTAL POINTS
Example: 43.5/14 = 3.1071428 = 3.10 (Michigan Tech truncates GPAs to the hundredths position)
Academic Success Exercise #2—Page 1 of 2
Adapted from Purdue University’s Undergraduate Studies Program “Laying Tracks” program.
Michigan Tech Mechanical Engineering Academic Success Exercises
Predict your grades:
Course
Projected Grade x Credit Hours Attempted = Quality Points
______________
_____________ x _______________
= _______________
______________
_____________ x _______________
= _______________
______________
_____________ x _______________
= _______________
______________
_____________ x _______________
= _______________
______________
_____________ x _______________
= _______________
______________
_____________ x _______________
= _______________
_______________
TOTAL GPA HOURS
_______________
TOTAL POINTS
Total Quality Points / Total GPA Hours = Predicted Semester GPA (SGPA)
My Predicted Semester GPA (SGPA) = ____________
To determine your Predicted Cumulative Grade Point Average (CGPA), you will need to
determine the number of total quality points you have earned and expect to earn (see above).
You must then divide this number by your total GPA credit hours beginning with your first
semester on campus (including the current semester). You can get all the information on your
previously attempted and completed work through BanWeb.
Notes:
• If you are currently retaking courses, be sure to exclude quality points and credits hours earned in
previous enrollments of those courses.
• For example, if you earned a ‘D’ in MA 1161 (5 credits) last semester and are retaking the course
this semester, then do not include the 5 quality points and 5 credit hours earned last semester in
your calculation below, i.e. only include the net change of quality points for the predicted CGPA
calculation.
• Also, repeated courses will not add to the total GPA hours (but attempted hours will increase).
• Remember for repeated courses that the latest grade will always be the grade of record for GPA
calculations.
• DO NOT overload yourself with too many credits in this semester trying to “make up” for poor
performance last semester or because you feel “behind”.
Total Quality Points / Total GPA Hours = Predicted Cumulative GPA
My Predicted Cumulative GPA (CGPA) = ____________
You may repeat this exercise for your Engineering GPA (EnGPA, separate attached worksheet, or at
http://www.me.mtu.edu/advising.htm under “Forms and Worksheets”), or Departmental GPA (DGPA,
MEEM courses only, becomes a criterion for academic probation when 16 credit hours of MEEM courses
are completed).
Academic Success Exercise #2—Page 2 of 2
Adapted from Purdue University’s Undergraduate Studies Program “Laying Tracks” program.
Engineering Grade Point Average (EnGPA)
Each department within the College of Engineering has established a milestone
engineering grade point average (EnGPA) for its first year foundations courses. The
purpose of establishing this milestone is to assure that our students are achieving success
in the courses that form the foundation to our engineering curricula.
A student will have an ECOA (Foundations) concentration along with his/her major
(e.g., EME) until the milestone has been reached. Once the milestone has been achieved,
the ECOA concentration will be removed from the student’s record, and the student will
be permitted to take major-restricted courses.
The EnGPA is calculated using the grades earned in the following courses:
CH1150 + 1151
ENG1101 or ENG1001 + ENG1100
ENG1102
MA1160 or MA1161
MA2160
PH1100
PH2100
UN1001
4
3/4
3
4/5
4
1
3
3_____
25 - 27 credits
Students who have not met the milestone from his/her department are required to repeat
the course/s that they had difficulty in prior to being admitted into major-restricted
courses. Students who have not met this milestone will be restricted from taking the
following MEEM courses:
MEEM2150
MEEM2200
MEEM2700
MEEM3900
The ME advisors are available to answer questions regarding the EnGPA.
November 2011
EnGPA Calculation
The mechanical engineering milestone is an EnGPA of 2.75 or higher to
be admitted into the mechanical engineering restricted courses
(MEEM2150, MEEM2200, MEEM2700 and MEEM3900).
Course
CH1150
CH1151
ENG1101(1001+1100)
ENG1102
MA1160/1
MA2160
PH1100
PH2100
UN1001
Total
Credits
3
1
3/4
3
4/5
4
1
3
3
25-27
Grade
Points
GPA Points
To calculate an EnGPA:
1. Multiply the points earned in each course by the number of credits to obtain the
GPA points.
2. Sum the credits and the GPA points for all of the courses comprising the EnGPA.
3. Divide the total number of GPA points by the total number of credits to obtain the
EnGPA.
EnGPA = Total GPA Points/Total credits = ____/_____ =
Note: If a student received transfer or AP credit in an EnGPA course, the EnGPA will be
calculated without these courses.
November 2011
Michigan Tech Mechanical Engineering
Academic Success Exercises
Name: _________________________
Academic Success Exercise #3 – Getting Off of Academic Probation
Is the GPA you expect to earn this semester enough to get you off of academic probation? This exercise will
help you understand how academic probation and suspension are determined as well as what you need to do
(i.e. what GPA you will need to earn) this semester in order to improve your status to good academic
standing.
Directions: Please complete this form and bring it with you to meet with an ME academic advisor prior to
the end of the first week of classes.
Part I- University/Departmental Requirements
The minimum Semester GPA (SGPA) and minimum Cumulative GPA (CGPA) you will need to earn in
order to no longer be on academic probation at the end of the current/upcoming semester is 2.00. If you have
16 credit hours of MEEM courses completed, your Departmental GPA (DGPA) must also be at a minimum
of 2.00. An EnGPA of 2.75 or better must be earned to automatically progress from the Foundations
Concentration courses into restricted MEEM courses.
Part II- Calculating a Semester GPA (SGPA) Necessary for a Desired CGPA
Use the following formula to determine the Necessary SGPA you must earn this semester to attain your
Desired CGPA, EnGPA, and/or DGPA. Depending on the type of financial aid you have, you may also have
other GPA requirements to be met (contact the Financial Aid office for your individual details,
http://www.mtu.edu/finaid/). The formula can also be used to calculate what may be necessary for these
other requirements.
[(Desired GPA x TGH ) – TQP ] / GHTDPS = Necessary SGPA
Example: [(2.0 x 64)
– 98 ] / 12
= 2.50
TGH = Total GPA Hours (Overall GPA Hours recorded on transcript + GPA hours taken this semester
minus GPA hours repeated this semester, i.e. do not double-count repeated GPA hours)
TQP = Total Quality Points (Overall Quality Points recorded on transcript minus quality points for the
previous attempt for all courses being repeated this semester)
GHTDPS = GPA Hours Taken During Present Semester (do not include credits for courses graded as
Pass/Fail, etc.)
Necessary SGPA = Semester GPA necessary to raise present CGPA to desired CGPA
Necessary SGPA to attain my Desired CGPA = ____________
Necessary SGPA in EnGPA courses to attain my Desired EnGPA = ____________
Necessary SGPA in MEEM courses to attain my Desired DGPA (if applicable) = ___________
IMPORTANT: Be sure to talk with your academic advisor before making any decisions based on the
above calculations. If your Necessary SGPA is greater than 4.00 or is otherwise unrealistic, then we
will discuss longer term planning. What is most important is that you show significant progress in
your academic probation semester. Your calculated Necessary SGPA may also be less than 2.00 and
still result in a CGPA of greater than 2.00, but you must understand that an SGPA of less than 2.00
will still lead to continued academic probation or suspension.
Academic Success Exercise #3 -- Page 1 of 1
Adapted from Purdue University’s Undergraduate Studies Program “Laying Tracks” program.
Michigan Tech Mechanical Engineering Academic Success Exercises
Name:____________________________
Academic Success Exercise #4 - Time Management Planning
The Importance of Time Management
Being successful at the university level requires a more careful and effective utilization of time than most
students have ever achieved before as a high school or possibly community college student. A typical student
spends fifteen or more hours of time in the classroom each week. In addition, you are expected to average a
minimum of about two hours of preparation (study, homework, etc) for each hour in the classroom. This means
that you have at least a forty-five hour work week. This is a full-time occupation! Many students find that
other part-time jobs and/or family and social responsibilities - that can be time consuming - must supplement
this full-time job. A common student complaint is that “there’s just not enough time to go around!”
The job of being a university student, like most other jobs, can be carried out either efficiently or inefficiently.
The way we use time (or waste it) is largely a matter of good or bad habits. One of the best techniques for
developing more efficient habits of time use is to prepare a time schedule. Research psychologists and
efficiency experts can produce impressive statistics demonstrating the efficiency of a well-organized time
schedule. The work habits of people who have achieved outstanding success invariably show a well-designed
pattern or schedule. When a person has several duties confronting him/her simultaneously, he/she often will fail
to do any of them rather than prioritizing tasks as necessary to make progress. The purpose of scheduling is not
to make you a slave to a schedule, but to free you from the scholastic inefficiency and anxiety that is – at least
partially – a function of wasted time, inadequate planning, hasty or last-minute study (cramming), etc.
The most successful system for most students is to combine long-range and short-range planning. The best way
to do this is by making a general schedule for an entire semester and then preparing a more specific, customized
plan for each week of the semester, one week at a time. Experts suggest Sunday is a good day to go over
material from previous weeks, review the semester as a whole, and plan the week to come.
Adapted from the web site of the Cook Counseling Center at Virginia Tech University
(http://www.ucc.vt.edu/stdysk/htimesch.html)
Directions: Please read and follow the directions below completely. When finished, bring the completed
“Semester Planning Sheet” (2 pages), two weeks of “Study Schedule” sheets, and this exercise with you to meet
with an ME academic advisor prior to the end of the first week of classes.
1. Get a copy of the “Semester Planning Sheet”. This can be found on the ME advising web page
(http://www.me.mtu.edu/advising.htm under “Forms and Worksheets”) or on the wall/table outside the
ME Advising Center. Complete both pages/the front and back for the entire current semester (15
total weeks including finals). Enter all major deadlines, due dates, papers, projects, exams, tests,
quizzes, reports, homework due, etc, as well as any times you plan to be away from campus (breaks,
holidays, weekends you’re going home, etc). Be specific and use your syllabi from your courses. For
each week, note the week number of the semester in addition to the date (Monday) that each week
begins.
Note: If you use another calendar (Google, etc) that allows you to schedule and see your assignments for the
entire semester, then please bring this information with you as a substitute for the provided form.
Academic Success Exercise #4 -- Page 1 of 3
Adapted from Purdue University’s Undergraduate Studies Program “Laying Tracks” program.
Michigan Tech Mechanical Engineering Academic Success Exercises
2. a. Get copies of the “Study Schedule” found on the Michigan Tech Counseling Services web site
(http://www.counseling.mtu.edu/time_management.html) or on the wall/table outside the ME Advising Center.
b. Instructions for how to use the weekly Study Schedule are found on the reverse side of the Study Schedule or
online at http://www.counseling.mtu.edu/time_management.html.
•
•
•
•
•
c. Complete the Study schedule for the next 2 weeks of this semester using the above instructions.
Be sure to enter all classes plus your work schedule and/or any other commitments you have that are “set in stone.”
Be very specific and include where you plan to study and what subjects you plan to study.
Pay special attention to using ink for non-negotiable commitments that don’t vary week-to-week like class times,
learning center appointments, part-time job hours, and your sleep schedule. Once these “ink” commitments are
completely entered, you can make copies of the Study Schedule as a template to use week-to-week for the semester.
Use pencil each week for things you need to do, but are more flexible regarding exact times these activities occur (like
studying, meals, social time, exercise, etc).
Also, make sure that the weekly Study Schedule plans support the necessary goals and needs of the semester plan
completed beforehand (see above). Beyond the two weeks of study schedules that we will review together, plan to
keep completing a new one for every week of instruction going forward as well, always using the long-term semester
plan as a guide. No two weeks will or should be exactly identical. Again, using an alternate format is fine (electronic,
planner, etc).
3. Review these ten tips for better time management (many of which have been presented through the above cited
material) and circle the 3 tips that will be most useful for you:
1. Make class time your best study time.
• Come prepared
- If you don’t have time to read the whole
assignment/material, at least survey it
- Review notes from previous class
• Listen attentively
- Paraphrase what the instructor says in your
own words in your notes
2. Make a daily list.
• Prioritize items
- Keep it short - 5 or 6 items - both academic
and personal
- Set small specific goals - i.e., read Calculus
chapter 5, complete lab #2
3. Make a weekly schedule.
• All classes, work and extracurricular
activities
• Housekeeping duties, healthy lifestyle
(adequate sleep, exercise, regular eating
schedule)
• Blank spaces for breaks/to fit in necessary
activities as they come up
• Schedule study time at a minimum ratio of
two hours of study per hour of class
4. Use your daylight hours and minutes.
• Stay on campus
- Find a quiet place to study
• Ease yourself into material by pre-reading
first
• Set up blocks of time for study
- Use time in between classes
•
•
-
Review notes right before class
Review notes right after class
Memorize important terms (3 x 5 cards)
Make a list of things to review, study, prep,
etc.
5. Make a semester calendar.
• Semester planning sheet and/or
• Wall or desk calendar for major exams, due
dates, meetings, etc and/or
• Pocket calendar/planner - reminder of
classes, appointments, meetings, errands
6. Don't procrastinate or obsess.
• Don't let questions about material
accumulate
- See your instructor during office hours
- Keep learning center appointments
• Instead of trying to get it perfect - just do it
7. Concentrate on one thing at a time.
• Be active in what you are doing
• Plan and take study breaks, study 30-40
minutes with 5-10 minute breaks
8. Use your weekly schedule.
• Learn to say "NO"
9. Set deadlines and reward yourself.
• It’s OK to have some “fun” time
10. Be realistic in your expectations of yourself.
• Plans will change, you will not be perfect in
your time management
Academic Success Exercise #4 -- Page 2 of 3
Adapted from Purdue University’s Undergraduate Studies Program “Laying Tracks” program.
Michigan Tech Mechanical Engineering Academic Success Exercises
Other resources/information are available for the following issues. Please read all of these
pages/documents before meeting with an ME academic advisor.
ME Advising Page:
http://www.me.mtu.edu/advising.htm
Study Tips:
http://www.me.mtu.edu/advising/2011/FAQ6.html
Procrastination:
Included in Academic Success Exercises (linked to ME Advising Page)
Concentration:
Included in Academic Success Exercises (linked to ME Advising Page)
Memory Optimization, Time Management, Study Skills:
http://www.counseling.mtu.edu/time_management.html
http://www.exsel.mtu.edu/UN1000/Activities/Time%20Management%20Activities.pdf
http://www.cee.mtu.edu/advise/Helpful%20websites.html
Test Anxiety:
http://www.counseling.mtu.edu/test_anxiety.html
Preview-Review Study Process:
Included in Academic Success Exercises (linked to ME Advising Page)
Preparing for Exams:
Included in Academic Success Exercises (linked to ME Advising Page)
• Test Taking Skills
• Essay Exams
• Standardized Tests (may be helpful later on for FE, GMAT, MCAT, LSAT, etc)
Academic Progress Report (additional time management/self-accountability tool):
Included in Academic Success Exercises (linked to ME Advising Page)
Typical First-Year Experiences/Feelings:
http://www.mtu.edu/compass/parent/handbook/transition/first-year/
Academic Support:
http://www.mtu.edu/compass/mentoring/academic-support/
Counseling Services:
http://www.counseling.mtu.edu/
COMPASS (Center for Orientation, Mentoring, Parents, and Academic Student Success):
http://www.mtu.edu/compass/
UN1010 – Creating Your Success:
http://www.mtu.edu/compass/mentoring/UN1010/
Academic Success Exercise #4 -- Page 3 of 3
Adapted from Purdue University’s Undergraduate Studies Program “Laying Tracks” program.
MICHIGAN TECH MECHANICAL ENGINEERING SEMESTER PLANNING SHEET NAME:_______________________ SEM: __________
:((.
%(*,11,1*
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
PAGE 1 OF 2
FRIDAY
SATURDAY
SUNDAY
COMMENTS
MICHIGAN TECH MECHANICAL ENGINEERING SEMESTER PLANNING SHEET
:((.
%(*,11,1*
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
PAGE 2 OF 2
FRIDAY
SATURDAY
SUNDAY
COMMENTS
Tests/Quizzes: _______________________________________________
Name:_______________________________________
Projects Due: ________________________________________________
Week of:_____________________________________
CounselingServices
Counseling
Study Schedule
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
12 am - 1
1-2
2-3
3-4
4-5
5-6
6-7
7-8
8-9
9 - 10
10 - 11
11 - 12
12 pm - 1
1-2
2-3
3-4
4-5
5-6
6-7
7-8
8-9
9 - 10
10 - 11
11 - 12
Term GPA Goal:_______________
Weekly Study Hours Goal:_______________
Actual Study Hours:___________
Tests/Quizzes: _______________________________________________
Name:_______________________________________
Projects Due: ________________________________________________
Week of:_____________________________________
CounselingServices
Counseling
Study Schedule
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
12 am - 1
1-2
2-3
3-4
4-5
5-6
6-7
7-8
8-9
9 - 10
10 - 11
11 - 12
12 pm - 1
1-2
2-3
3-4
4-5
5-6
6-7
7-8
8-9
9 - 10
10 - 11
11 - 12
Term GPA Goal:_______________
Weekly Study Hours Goal:_______________
Actual Study Hours:___________
Directions on how to use the Study Schedule
Philosophy: We all have only 24 hours in a day, seven days in a week. It isn’t the amount of time you have that makes a difference
between success and failure, but how you use the time you have. Time management can help you keep control of one of your most
valuable assets so that you can achieve your most important goals while you are here at Michigan Tech.
Steps in using the Study Schedule:
1.
Make out a new schedule for each week (ideally on Sunday night), keeping your completed schedules in a three ring binder.
This way you can keep a paper trail of your activities throughout the semester and better analyze the reasons for your
accomplishments or disappointments after finals as you prepare for the next semester.
2.
Determine a realistic GPA to strive for this semester. This should be a “stretch goal,” one that you can attain if you really
commit yourself to achieve it, but not one that is either unattainably high or one that is so easy to achieve that you feel no
challenge in making it. Document your semester GPA goal in the lower left corner of your Study Schedule each week.
3.
Determine your study goals for each class. On average plan to devote two hours of study time per academic credit hour you are
taking. For example, if you’re taking 15 hours, plan to study 30. This works out to a 45 hour “work week,” which is no more
than most professionals spend at their jobs per week. You might have to modify your study goals per class as you familiarize
yourself with the study demands for each class. For example, a class that is a “no-brainer” might only require a half hour per
credit hour to study for, while a really difficult class might require four hours per credit hour to study for. Document your
weekly study hours goal on the bottom of your Study Schedule each week.
4.
Mark off all of your classes and solid commitments (like a job) in ink. This reminds you to go to class and go to work. You
cannot erase ink. Don’t skip a class to catch up in another. Research done at the University of Michigan revealed the most
important factor for success in college is class attendance.
5.
Pencil in your sleeping, eating and planned open times. Do as much as you can to plan for 7-8 hours of sleep per night.
6.
Pencil in the number of hours you plan to study. You will use a pencil because “things come up” that might cause a change in
your study plans. If you erase four study hours on Monday, for example, then pencil in four hours elsewhere in your Study
Schedule into the rest of your week. Try to schedule all of your study time so you can be done by Friday night. That way, if you
don’t make it by Friday night, you have Saturday and Sunday as “buffer time” to catch up. If you do make it, you then have the
weekend to catch up on housework, have fun, and possibly engage in “Review-Preview.”
7.
Pencil in a certain amount of “fun time” during the week as well as on the weekend. Time away from studying is essential for
maintaining your study efficiency. Include at least 2 – 3 hours per week for aerobic or strength training exercise. Planning for
fun time and exercise reduces the temptation to “skip out” of planned study time to go have fun. It also reduces the tendency to
feel guilty during the week when you are engaged in recreation, and additionally improves your concentration when you are
engaged in study or project time.
8.
If you do attain your study hours goal by Friday night, consider practicing Review-Preview.
a. On Saturday, get all of your books, assignments and readings all together. Do not plan to write or highlight anything
down. Keep it as casual and as relaxed as possible. For 30 minutes to an hour and a half, go over all of the materials
you covered the week before and casually note the areas you comprehended and the areas you still need to work on.
By reviewing the materials one last time in a casual setting, you are helping further establish it in your long term
memory.
b. For Sunday, gather up the materials you anticipate covering in the upcoming week. For 30 minutes to an hour and a
half, look the materials over and note the areas that look as though you will comprehend right away, as well as the
areas you anticipate having some trouble in. By previewing the materials in a casual setting, you will go through the
cognitive “shock of the new” ahead of time, so that when the materials are formally presented in class the following
week, you will be mentally ready to ask relevant questions at the moment the professor will be best able to answer
them—rather than have the questions come to you ten minutes after class is over.
At the end of the week, add up the number of hours you actually studied and document them in the lower right corner of the
Study Schedule. If you don’t make your goal, don’t try to “piggy back” them onto the next week’s schedule. Make up a new
Study Schedule and begin again.
9.
10. Try not to study a given subject more than two hours at a time, as study efficiency goes down dramatically after that. Also, if
you have two very similar subjects, try not to study them back to back. Instead, “sandwich” a subject that is very different from
the two classes in between the two classes whose subjects are very close to each other. This improves study efficiency for all
three subjects.
Overcoming Procrastination
Introduction
William Knaus, a psychologist, estimated that 90% of college students procrastinate. Of these students, 25% are chronic
procrastinators and they are usually the ones who end up dropping out of college.
What is Procrastination?
Procrastination is the avoidance of doing a task, which needs to be accomplished. 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 and personal success of students.
Why do Students Procrastinate?
Procrastination begins with some kind of negative feeling that distracts us. However negative is often just a label put on
top of neutral energy. If you can recognize and reframe some of these feelings of anxiety and self-doubt, you can make a
plan for organizing your time and yourself.
Problem
Solution
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.
Let go of those beliefs. Start early and do the best you
can at the moment. Review and revise later.
Fear of Failure. You may think that if you don't get an A, you
are a failure. Or that if you fail an exam, you, as a person, are
a failure, rather than that you are a perfectly ok person who
has failed an exam.
Reframe failure: use it to learn. Move on to the next
event. Compete only with yourself! Visit the professor.
How can I do better on the next exam?
Finding the Task Boring.
Focus on your priorities and goals. Apply material to
yourself.
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.
Break the large task into small parts. Set specific goals.
Approach tasks one small bite at a time.
Difficulty Concentrating. When you sit at your desk you find
yourself daydreaming, staring into space, looking at pictures,
etc., instead of doing the task.
Getting started: organize environment. Pre-read text;
review lecture notes.
Personal Problems. For example, financial difficulties,
problems with your boyfriend/girlfriend, etc.
Seek counseling.
Poor Time Management. Procrastination means not
managing time wisely. You may be uncertain of your
priorities, goals and objectives. You may also be overwhelmed
with the task. As a result, you 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 examinations, class projects and papers rather than
completing them.
Keep a record of how you are using your time.
Summarize your time usage by categories.
Make a semester plan/calendar, weekly schedules,
and daily priority lists that all support the same goals
and necessary tasks.
CONCENTRATION AND LEARNING
What is Concentration?
Concentration is thinking. It is active involvement in the task at hand whether that is reading a
textbook, listening to a lecture or planning a schedule for writing a major paper.
How can I avoid distractions?
• Set up an environment that is conducive to study. Plan your own quiet corner away from distractions.
Include a desk stocked with all the tools you need, a comfortable chair and good lighting.
• Study on campus after class to avoid the distractions in your room/house. Then go home and RELAX.
• Take care of basic physical needs such as hunger, sleep etc. first. Plan short naps and periods of exercise
to revive you.
• Do something relaxing before going to bed at night so that you're not dreaming about the exam you have
the next day. Listen to music; read some good fiction.
What if my mind still wanders?
• Plan ahead. Before you tackle any assignment, make a short priority list.
• Be realistic in setting your goals. If you're 2 chapters behind in your psychology reading, realize that you
won't finish in one 2-hour session. Instead break the assignment up into several 5-6 page sections and spread
it over the entire week.
• Just do it! Once you have decided on a plan of action, plunge into it. Ideally start with the hardest
tasks first, or if you start with the easiest set a deadline.
• Deal with your personal problems. If the same problem is preventing you from concentrating, STOP!
Decide on a plan of action. This may include talking with a counselor or friend. Then after you have
completed your work, deal with the problem.
• Don't daydream. One of the worst time wasters is daydreaming. Instead establish the positive habit of
plunging directly into your work.
Are there some techniques I can use to monitor my concentration?
• Maintain a positive attitude. Keep in mind your long term goals. Try to make as many practical
applications of the material as possible.
• Use the checkmark technique. Have a sheet of paper handy by your book. When you catch yourself not
concentrating, put a checkmark on the sheet. The mere act of doing this will remind you to get back to work.
Students report that when they first try this system, they may accumulate as many as twenty checkmarks per
textbook page; but after one or two weeks, they were down to one or two checkmarks per page.
• Chart your progress in a course. Know how you are going to be graded and set realistic goals for the
grades you hope to achieve. Decide how much study time you need to reach this goal.
How can I improve concentration while reading?
• Break the material up into small sections using the subheadings.
• Pre-read and ask questions.
• Talk to the author. Use self-talk to monitor your comprehension and stay actively involved in the
materials. Agree? Disagree? Ask questions!
Are other outside problems interrupting your concentration?
• Use campus resources! There are many resources free and available to you on campus. Learn where these
resources are. You can get help in everything from career counseling to learning disability diagnosis to
personal counseling; from improving roommate relations to help writing a paper or completing a project; from
meeting with a learning center coach to seeing an academic advisor or other faculty/staff member that can
help pint you in the right direction.
• Don't forget your greatest resources -- your own professors. If a particular course is causing you great
anxiety, make an appointment with your professor and discuss it. Ask to see your last exam. Try to discover
the kinds of mistakes you're making and learn from the experience.
• See your academic advisor. He/she is trained to answer your questions and is ready to help you.
Optimize Your Memory to Enhance Your Study Skills
Philosophy: Contrary to popular belief, the purpose of studying is not to complete your homework, finish your projects or
comprehend the course materials. The purpose of studying is long-term memory retention.
Important Points to Remember When Studying:
1. There are two primary forms of long term memory relevant for academics: recognition memory and recall memory.
Recognition memory involves simply recognizing the right answer or formula if presented with it. You use recognition
memory when taking a multiple choice exam. Recall memory is much more difficult to achieve. You engage recall memory
when you take an exam requiring you to fill in a blank sheet of paper with the information you have been required to learn.
Studying involves committing as much relevant information as possible to long-term memory so as to achieve recall memory.
2.
Cramming involves using short-term memory to pass a test. Most information learned through cramming extinguishes after 72
hours. Additionally, short-term memory—like RAM memory in a computer—appears to be segmented (into 2 hour blocks of
experience), volatile (sensitive to immediate extinction in the presence of emotional spikes) and limited (attempt to store too
much information into short-term memory and your conscious attention will “crash”: you will find yourself too mentally tired
to concentrate at all until you’ve given yourself a rest period (allowed your conscious attention to “reboot”).Cramming is a
completely inadequate substitute for studying. It’s essentially a waste of time.
3.
Effective studying involves regular time spent going over the selected subject multiple times per week and sleeping well at
night after each study session. While you are in REM (dream) sleep, your brain makes the transfer of information from shortterm to long-term memory.
4.
Understand the connection between effective long-term memory and effective sleep. If at all possible avoid drinking alcohol,
taking sleeping pills or taking other non-prescription medications that interfere with REM sleep. Under your physician’s
approval and guidance, consider Valerian root as a substitute for sleeping pills if you need a sleeping aid. Valerian root
promotes deep muscle relaxation while at the same time it does not interfere with REM sleep.
5.
Do not study a given subject more than two hours at a time. Short-term memory appears to be limited to two hour blocks of
experience; therefore studying a given subject beyond the two hour limit produces rapidly diminishing returns.
6.
Do not study two very similar subjects back-to-back. Instead, “sandwich” a different kind of subject in between the two similar
subjects. This will minimize both the proactive and the retroactive inhibition that interferes with memory retention when
studying two similar subjects.
7.
Every 50 minutes or so, take a short break in your studying. Get up, drink some water, do a small amount of exercise and get
some fresh air. After 50 minutes of sitting and studying, the body’s ability to oxygenate the blood diminishes quickly. By
getting up and moving around, your body “recharges” and re-oxygenates for another 50 minutes or so.
8.
There are a few methods of mnemonics or long-term memory encoding: rehearsal, the hierarchical organization method, the
method of loci and others. Rehearsal by far is the most effective method of long-term memory encoding. Go over the material
again and again “until you can mumble it in your sleep.” A key element of rehearsal is overlearning. After you have
memorized your materials, continue to go over it a few more times. Your retention will be significantly greater than if you quit
going over it the moment you first memorize it.
9.
Consider forming a study group if you can. A week or so before a major exam, have each member of the study group compose
a mock test of the materials. Your study group partners will get to know your academic weak spots, and you will learn theirs.
Compose the mock tests so you can “catch” your study partners in their weak areas. After the study group takes each members’
mock test, score the test and coach each other on missed questions. This will give you a multi-modal exposure to the test
materials: as a test creator, as a test taker (coming at the test from multiple angles based on your different study partners), a test
corrector, and finally as a teacher and tutor of the materials to your study partners. The more “angles” you approach the
learning materials from, the better your long-term memory retention will be.
10. As you take notes in class, see if you can distinguish between the professor’s “boilerplate” materials and his or her presentation
of the “good stuff.” Boilerplate is understood as the routine materials the professor has to present in order to simply teach the
class. The good stuff is composed of that material that also has the professor excited. Usually the good stuff is made up of
controversial or cutting-edge materials. Pay attention to especially memorize the terminology and key concepts involved in the
good stuff (while not ignoring the boilerplate). Inject as much of the good stuff into your conversations with the professor as
possible. This will attract the professor’s attention and excitement, and as a result you are more likely to get a more thorough
explanation of the material you are in question about.
Michigan Tech Counseling & Wellness
How Can I Organize My Textbook Reading?
Or
Unraveling the Textbook Maze
Often students will ask or say to themselves: "Do I really have to read this whole textbook? Surely my
professor doesn't expect me to read the whole thing. After all, he/she doesn't cover all of it during class." There
are many differences between high school and college reading assignments. First, there is a greater quantity of
material. Secondly, many topics will not be addressed in lecture or they may only be alluded to briefly. Thirdly,
the professor doesn't have time to point out the important areas in the book or direct you on how to approach
the text. Finally, exam questions probe more deeply than the simple definitions that the author has boldfaced.
Hence you, the student, have a responsibility to study/learn information independently. This causes confusion.
You may ask or say: "How can I schedule time to read all of this material? How do I know what is important?
What areas of the text should I focus on? What is a realistic amount of reading to do in a one or two-hour
period? How do I know what is relevant? What should I mark? I've never underlined before."
The good news is that research by psychologists and educators has resulted in several plans or strategies by
which you can unravel the textbook maze. The first system was developed by Francis Robinson at Ohio State
University during World War II. It was developed for the military. Men in the military needed to read manuals
and retain information effectively. This method was called SQ3R - Survey, Question, Read, Recite and
Review. Because this method was so effective, other plans developed. There is a plan called PROR - Preview,
Read, Organize and Review as well as one called Survey, Explore, Review. By now you are probably noticing
that there are many similarities among all these plans. Hence, a specific plan will not be described to you here,
but rather steps that can be beneficial before, during and after reading parts of a textbook chapter will be
discussed. As you experiment with these strategies, it is hoped that you will develop a plan of your own.
Perhaps you will use different strategies based on the content of the textbook you're reading. At first glance
you may feel that you don't have enough time for this process. However the preview and review process take
only a few minutes and will increase your efficiency and understanding tremendously.
BEFORE BEGINNING THE READING PROCESS
Previewing or surveying the organization of the textbook and then the content of each individual chapter is the
best way to motivate yourself to read and to maintain concentration while reading. This step should take only a
few minutes. While previewing, note only the key words in the title and the subtitles and how they relate. Do
NOT get too involved in the details. Remember you only want a general concept of the ideas the author is
going to talk about and how they build on the ideas from the previous chapter. The author has spent much time
laying these key words and ideas out for you. You will find them by looking at:
•
•
•
•
•
•
•
Chapter Title
Chapter Outline
Major Subheadings
Minor Subheadings
Diagrams, Figures, Graphs and Captions
Bold Print
Summary, Study Questions, and perhaps a Glossary
As you preview, think about what you already know from previous classes and your general knowledge. This is
called your background information. By calling upon this information, you will be able to build upon the mental
scheme in your head. This will increase concentration and motivation.
You'll find questions and even some confusion arising in your mind. This is good. It means you're thinking about
the key words and ideas in the text. Use this questioning process to begin predicting test questions the professor
will ask on the next exam. Remember the author has completed much of the hard study work for you by
outlining the chapter. The exam questions will most probably build on the title and subtitles. If you use the
mnemonic 5 W's and H - Who, What, Where, When, Why and How, you can predict test questions by placing
?" This is the definition level or most
these words before the title and subtitles. Avoid asking only "What is
basic level of question. Ask higher level questions by asking "How does this concept relate to the title?" and
labeling examples. Asking questions above the literal or definition level will insure that you are studying the
material deeply. University professors assume you know the definitions and will frequently ask you to make
inferences or apply the information.
This trip through a textbook has often been compared to planning a cross country trip. If you're traveling from
Indianapolis to San Francisco, you'll want to preview the trip before you begin. Then you'll probably plan each
day's trip in greater detail. Compare the preview process to using a map that displays only the interstates
crisscrossing the United States. You only want the key words and ideas at this point; the minor roads or details
will come later. Remember the study process is often slow. Difficult concepts will require some thinking time as
well as reading time. As you preview the chapter, set a goal to read several subsections or pages during a one to
two hour period.
DURING THE READING PROCESS
As you read each paragraph, stay actively involved adding, deleting and revising information as you discover the
answers to your questions and compose new questions. Don't lose the answers to these questions but mark them
in your text. The diagrams and graphs will explain the text and also indicate the relative importance of particular
sections to the main idea of the chapter. During this marking process, you'll begin to understand how these key
words and ideas relate. That's why it's important to do the marking yourself. Don't rely on the marking of another
student. For this reason, it's even better to make your own margin notes rather than rely too heavily on the
author's notes.
Your goal in underlining/marking is to superimpose your own outline or hierarchy of ideas on the text. You'll use
this information to further condense and compose a study guide when preparing for an exam. There are many
methods or types of notations you can use when marking. The key is to develop a system for yourself so that the
major ideas will stand out in contrast to the details. Always read an entire paragraph, or if the material is easy for
you an entire section, before underlining/marking anything. This is the best way to avoid underlining too much
material - which is self-defeating. Also use the author's pattern of organization: listing, compare/contrast etc. to
guide your marking.
The following are some ideas you might use in underlining/marking a page of text. Many experts recommend
that you use pen or pencil rather than highlighter. This allows you to paraphrase and add margin notes when
appropriate.
DOUBLE OR SINGLE UNDERLINING
After reading a paragraph, use double or single lines to
indicate the major and minor ideas. Remember you often don't need to underline whole sentences. Your aim is to
reduce the amount of verbiage you're trying to remember for a test. Rather use the key words which will usually
be the nouns and verbs. Aim to mark the major idea in each paragraph.
MARGIN NOTES Use the left margin to mark recall phrases, to summarize and paraphrase main ideas and
details and to predict test questions. Question marks can be used to indicate areas in which understanding is
"fuzzy".
DEFINITIONS AND EXAMPLES
Distinguish between definitions and examples. Both are important.
You might underline definitions and put () parenthesis around examples. Another suggestion is to write "def" or
"ex" in the margin.
USE NUMBERS FOR MAJOR CONCEPTS Numbers can be used in many ways:
1. lists - especially lists of subheadings
2. sequences
3. important details
CIRCLES OR BOXES
Some students like to circle important concepts, ideas , or subheadings. Other
students prefer a box.
USE FIGURES/GRAPHS/EXAMPLE PROBLEMS Figures and graphs can help you visualize the text.
Read the text. Then apply the information to the figures, graphs or example problems. Underline/mark the
corresponding captions just as you would the text.
AFTER THE READING PROCESS
It's important to spend some time reviewing the material you have just finished reading. This may seem like an
unimportant duplication of effort; however, it will increase the retention of information by almost 80 percent.
This process may take only a few minutes and you may choose among several strategies:
Review the subheadings and recall the main points
This is an excellent strategy because you are forcing yourself to recite the major points without looking at your
underlining. It will help you discover which concepts are still difficult for you.
Reread your underlining
This is a good test of whether you have done a good job of underlining. You should be able to read only what
you have marked and understand the main points.
Reread the summary
You'll find that understanding has increased. The gaps in knowledge that were there when you read it during the
preview have been reduced.
Reduce your underlining by making annotations in the margin
Reducing your underlining further by making annotations in the margin is one of the best ways to review
before an exam.
Kathleen D Thayer
Director - Academic Success Center
Purdue University
Inventory of Test Taking Skills
Directions: Answer the following questions yes or no according to your methods of preparing for and
taking a test/exam.
In preparation for the test, did you...?
Maintain a positive attitude?
Make a study schedule with this test in mind?
Know the exam's format - multiple choice, essay?
Use both your notes and text, separately and together?
Make a study guide?
Predict test questions?
Practice recall of information?
Take a practice or old test?
Attend the class period immediately preceding the test?
Get a good night's rest and eat well balanced meals?
Plan a final review the day of the exam?
During the test period, did you...?
Survey the entire test and start with the easiest questions first?
Read the directions carefully?
Recall the correct answer after carefully reading the stem of a multiple
choice question?
Outline the answer to an essay question?
Review the entire test before turning it in?
After the test, did you...?
Reward yourself?
Note the kinds of questions you missed?
YES
NO
HOW TO PREPARE FOR AND WRITE AN ESSAY EXAM
You can prepare thoroughly for an essay exam at home by following a few simple guidelines. First, predict the
questions you expect on the test at home. Simply use the chapter titles and subtitles to form questions. You can
use this same guideline to form questions from the main ideas in your lecture notes. Then after studying the
material write an answer to the question(s). You will want to review this answer several times and reduce it to
an outline in your head that you can use when you arrive at the exam room. If your teacher gives you a study
guide to prepare for the exam, use the same technique. Review your lecture notes and underlining/ marking in
your textbook and write an answer to each question on the study guide. Then learn your answer by reducing it
to an outline that you can remember and use during the exam.
Let's look at each of these steps individually.
PREDICTING AN ESSAY QUESTION
To predict a question, look at the key words in the chapter title and subtitles and think about their
relationships. Next try to apply the information to an actual or hypothetical situation.
For example, let's look at a chapter that contains the following title and subtitles:
BODY TEMPERATURE AND ITS REGULATION
Normal Body Temperature
Heat Gain
Heat Loss
Processes by which Heat is Lost
Avenues of Heat Loss
What is it you think your professor will want you to know about the regulation of body temperature in the
chapter title and subtitles listed above? As you think about this, remember that it's not enough just to define
the terms such as heat loss or be able to list avenues of heat loss, but you must also be able to apply how
these processes work in different climatic conditions etc.
A question you might predict would be:
Explain what you understand by normal body temperature. Then contrast the processes by which the body uses
chemical thermoregulation to gain heat versus physical thermoregulation to lose heat. Finally, analyze the
environmental factors that must be present in order for a human to maintain normal body temperature.
WRITING THE ANSWER
First, brainstorm an answer. Jot down key words in outline form that will organize your answer to the
question. An example outline might be:
1.
Range of normalcy
2.
Chemical thermo- basal metabolism
Physical thermo - radiation conduction convection
3.
Examples:
Humid conditions
Outside temperature
Clothing
Then write a short introductory paragraph that answers the question and outlines each paragraph in the
body of your essay. As you write this sentence(s), try to structure and transition your essay so that it is easy
to read and follow. For example:
I will explain that normal body temperature is actually a range. Then I will illustrate
how
basal
metabolism in chemical thermoregulation serves to increase
body temperature. I will contrast that to
heat loss in which physical thermoregulation affects the processes of radiation, conduction, and
convection. Finally, I will discuss some climactic factors that must be present for a human to maintain
normal body temperature.
Note that the introductory sentence above responds to the direction words in each of the three parts of the
above question -- explain, contrast and analyze. Also the writer did not just repeat key words like normal body
temperature but indicated what his answer will be. For example, there is no one body temperature but a range.
Secondly, write a separate paragraph to expand and support the ideas in the body of your essay. A paragraph
should consist of 6-7 sentences. It should NOT be either one sentence or a whole page. For example you will
write three more paragraphs in the body of this essay. One paragraph will explain what a normal body
temperature is and how it may change. The next paragraph will note the differences between the processes in
physical and chemical thermoregulation. The last paragraph may give examples of outside temperatures,
apparel, or other factors that would affect a human's ability to survive.
As you write your answer, use language that is clear and direct. Do not try to pad your answer with a lot of
extraneous information. Follow the outline you jotted down before writing out the answer. Do not be afraid of
the terms used in lecture and in the textbook such as radiation, etc. These terms best describe the processes
being discussed and will be meaningful to your professor. Use as many examples and facts as possible to
support your thesis. Do not give your opinion unless it is asked for by the essay question using a direction
word such as justify, prove, etc.
USE ESSAY QUESTION DIRECTION WORDS TO PREDICT AND
THOROUGHLY UNDERSTAND ESSAY QUESTIONS
The following explanations of essay question direction words can help you both to predict good essay
questions at home and to thoroughly understand and correctly answer essay questions in the exam room. They
have been categorized according to their level of difficulty.
For the first group, it is often enough to simply memorize and correctly explain a term. For the second group,
you must be able to see the relationships between the ideas and terms. In the third group, you are being asked
to apply the information in a new situation or critically analyze a situation giving your own opinion. The more
deeply you study and prepare at home using all three levels of questions; the better prepared you will be for
an essay exam.
1. At the definition level:
Describe
Means to write a detailed account or verbal picture in a logical
sequence or story form.
Discuss
Means to describe giving the details and explaining the pros and
cons of it.
State
Means to describe the main points in precise terms. Be formal.
Use brief, clear sentences. Omit details and examples.
Define/Explain
Means to give the formal meaning by distinguishing it from
related terms. This is often a definition to be memorized.
List/Enumerate
Means to produce a numbered list of words, sentences or
comments.
Trace
Means to follow the progress or history of the subject
2. At a deeper, more interpretive level:
Compare
Means to show both the similarities and differences.
Contrast
Means to compare by showing the differences.
Diagram
Means to make a graph, chart, or drawing. Be sure to label and
add brief explanation if necessary.
Illustrate
Means to explain or make it clear by concrete examples,
comparisons, or analogies.
Summarize
Means to give a brief account of the main ideas. Omit details and
examples.
Outline
Means to give a general summary. It should contain a series of
main ideas supported by secondary ideas. Show organization. Omit
details.
3. At the deepest level, you apply and evaluate information:
Review
Means to give a survey or summary in which you look at the important
parts and criticize where needed.
Prove
Means to show by argument or logic that it is true. The word prove has
a special meaning in mathematics and physics.
Interpret
Means to give the meaning using examples and personal comments to
make the ideas clear.
Evaluate
Means to give your opinion or some expert's opinion of the truth or
importance of the concept. Tell the advantages and disadvantages.
Justify
Means to give a statement of why you think it is so. Give reasons for
your statement or conclusion.
Kathleen D Thayer
Director Academic Success Center
Purdue University
Do’s and Don’ts for Taking a
Standardized Test
Do note how the material is organized
• Skim the stems of the multiple-choice questions to discover what kind of information is
wanted.
• Most selections have a central subject or main idea, which could be used as a title. Often you
will find this in the first sentence of a paragraph. Underline the main topic especially ideas you
note in answer to the questions you skimmed.
• Key words and facts will help solidify the main idea. These are the details. Always look for
the key words.
• Details are usually of two types.. The main details will develop the central theme. These may
be broken down further into subordinate details
• Read with questions in mind. Ask who, what when and where to find key ideas. Ask how and
why to find reasons.
Some further ideas
• Avoid word-by-word reading or backtracking (rereading). Try reading at approximately the
same speed as you are thinking.
• Staying actively involved will help you concentrate. Read critically.
• Look for a general impression, main thought and implications so that you may draw some
inferences. In other words read for ideas!! Then look for supporting information.
• Realize that while main ideas will usually be found in the first sentence or the summary
sentence they can also be found in other places in the paragraph.
• Read through a whole selection or at least a paragraph before you do any rereading. If you
need to clarify a point or two, then go back and spend the time sorting out the ideas.
• As you read a selection composed of several paragraphs, determine whether succeeding
paragraphs expand the ideas or points raised in preceding paragraphs or whether they provide
an example or illustration of them
• Don’t get too involved with the reading selection. Answer the questions on the basis of only
what is presented. Don’t read more into it than is there. Don’t jump to a conclusion before you
have read the whole passage.
Adapted from MCAT: How to Prepare for the Medical College Admission Test, Seventh Edition by Hugo R.
Seibel et al. New York: Barrons Educational Series, Inc., 1991.
Academic Progress Report
MONTH
ABSENCES
Circle any
day(s) absent
this month
Course
Instructor
M T W
M T W
M T W
M T W
Reason:
R
R
R
R
M T W
M T W
M T W
M T W
Reason:
R
R
R
R
F
F
F
F
CANCELLED WORK
CLASSES
TURNED
Circle any day(s) IN
your class was
cancelled this
month
Circle the type
of work done
this month
M T W
M T W
M T W
M T W
Reason:
R
R
R
R
Test/Exam Quiz
Ppr Pjt Hmwk
M T W
M T W
M T W
M T W
Reason:
R
R
R
R
F
F
F
F
STUDY GRADED
WORK
TIME
WORK
DUE
Time
RETURNED NEXT
spent
Indicate
MONTH
studying
working
for this
class this
month
Hrs.
What grades do Did you
Utilize a
You expect?
Coach?
Grades for
Work
Returned this
month
Circle the
type of work
due/
scheduled
next month
Test/Exam Quiz Test/Exam Quiz
Ppr Pjt Hmwk
Ppr Pjt Hmwk
Comments:
Y / N
Course
Instructor
F
F
F
F
F
F
F
F
Test/Exam Quiz
Ppr Pjt Hmwk
What grade do
You expect?
Hrs.
Did you
Utilize a
Coach?
Test/Exam Quiz Test/Exam Quiz
Ppr Pjt Hmwk
Ppr Pjt Hmwk
Comments:
Y / N
Course
Instructor
M T W
M T W
M T W
M T W
Reason:
R
R
R
R
M T W
M T W
M T W
M T W
Reason:
R
R
R
R
F
F
F
F
M T W
M T W
M T W
M T W
Reason:
R
R
R
R
M T W
M T W
M T W
M T W
Reason:
R
R
R
R
F
F
F
F
Test/Exam Quiz
Ppr Pjt Hmwk
What grade do
You expect?
Hrs.
Did you
Utilize a
Coach?
Test/Exam Quiz Test/Exam Quiz
Ppr Pjt Hmwk
Ppr Pjt Hmwk
Comments:
Y / N
Course
Instructor
F
F
F
F
F
F
F
F
Test/Exam Quiz
Ppr Pjt Hmwk
What grade do
You expect?
Hrs.
Did you
Utilize a
Coach?
Test/Exam Quiz Test/Exam Quiz
Ppr Pjt Hmwk
Ppr Pjt Hmwk
Comments:
Y / N
Course
Instructor
M T W
M T W
M T W
M T W
Reason:
R
R
R
R
F
F
F
F
M T W
M T W
M T W
M T W
Reason:
R
R
R
R
F
F
F
F
Test/Exam Quiz
Ppr Pjt Hmwk
What grade do
You expect?
Hrs.
Did you
Utilize a
Coach?
Y / N
Test/Exam Quiz Test/Exam Quiz
Ppr Pjt Hmwk
Ppr Pjt Hmwk
Comments:
EST.
CURRENT
COURSE
GRADE
Michigan Tech Mechanical Engineering Academic Success Exercises
Name: _____________________________
Academic Success Exercise #5 – Planning for the Future
Now it is time to for you to review what you have learned from the previous exercises and to set some goals for
this semester and beyond.
Directions: Please complete this exercise and bring it with you to the ME Advising Center to meet with an
academic advisor prior to the end of the first week of classes.
Checklist and summary
_____ Read all materials in the Academic Success Exercises and review the ME Advising web page
(http://www.me.mtu.edu/advising.htm).
_____ Completed Exercise #1 – Reflections on My Last Semester at Michigan Tech
_____ Completed Exercise #2 – Semester Grade Predictor and GPA Calculator
_____ Completed Exercise #3 – Getting Off of Academic Probation
_____ Completed Exercise #4 – Time Management Planning
1. My academic standing after this semester will be _______________________ (goal).
2. My current CGPA = _________
My last semester SGPA = _________
3. I understand I must earn a SGPA of at least _________ and a CGPA of at least _________ to get off of
academic probation at the end of this semester.
4. True or False? After being placed on academic probation I have at least 2 semesters to get back in good
academic standing.
5. True or False? If I have taken MA 2160 and earned a grade of ‘D’ and I am repeating this same course and
earn an ‘F’, I will get to keep the original ‘D’ grade.
6. True or False? My CGPA and necessary course repeats can affect my financial aid/scholarship status?
Review and make sure you understand the policies at:
http://www.mtu.edu/finaid/understanding/progress/undergrad/
Contact the Financial Aid office with any questions about the details of your specific aid situation.
7. Are you considering a change in major?
Yes
No
If Yes, to what major: _____________________________________
If Yes, who is the academic advisor for the proposed new major?:
___________________________________________________
Have you met/spoken with this new advisor?
Yes
No
Academic Success Exercise #5 -- Page 1 of 2
Adapted from Purdue University’s Undergraduate Studies Program “Laying Tracks” program.
Michigan Tech Mechanical Engineering Academic Success Exercises
Important deadlines for the current semester
Answers to the following questions can be found using the resources on the ME Advising web page, emailed
notices of important dates from ME academic advisors, the Registrar’s Office web site
(http://www.mtu.edu/registrar/) and/or the Academic Calendar (http://www.mtu.edu/calendar/events.php).
Semester: _______________________________________ (enter the semester for which you are answering the below questions)
1. The last date and time to drop an individual fullsemester course for any refund is:
2. The last date and time to drop a full-semester course
without it appearing on my record is:
3. The last date and time to drop a full-semester course
with a grade of ‘W’ is:
4. I can no longer drop a full-semester course after (date
and time):
5. To drop a course after the above refund date (answer
to question #1) I must go to (in person):
6. Before dropping a course I should/must consult with
(circle all that apply)
Instructor
Academic Advisor
Financial Aid
Goal Setting (use an attached sheet if necessary):
1. List at least 3 goals that you have for the upcoming semester and describe your plans to achieve each one.
2. List at least 3 long-term goals you have set for yourself and describe how your performance this semester
will affect you accomplishing each one.
3. What have you learned by completing these exercises?
Student’s Signature: ___________________________________ Date: ___________________
Advisor Comments and Referral Information:
Academic Success Exercise #5 -- Page 2 of 2
Adapted from Purdue University’s Undergraduate Studies Program “Laying Tracks” program.