Academic Success
FORUM Management Program
Orientation Presentation
Presented by
Dr. Lisa D’Adamo-Weinstein, Director of Academic Support
Agenda
• Academic Support
What is it? What is available?
• The Pieces of Academic Success
General Success Strategies
Time Management
Reading, Writing, & Critical Thinking
Questions? (Stop me and ask throughout)
Resources Available for You
The Pieces of Academic Success
Time
Management
Reading
Critical
Thinking
Effective
Thinking
Stress
Management
Goal
Developing a
Information Literacy
& Research
Setting
Study Plan
Understanding
Writing
Learning Styles
• One-to-one appointments in person (Latham & Residencies) or via phone, e-mail,
webcam, or instant messaging
• Workshops (online & onsite)
• Small group assistance (online & onsite)
• Online Tutoring – Smarthinking & Writer’s Complex
• Academic Support @ NEC Website – on your color handout
What is Smarthinking?
Smarthinking is an online
tutorial service that is
available to students 24
hours a day, 7 days a
week.
Smarthinking offers
tutorials in the following
subjects :
Math (Basic skillscalculus): 24 hours, 7
days a week
Intro to human
anatomy and
physiology and
biology: Sun-Thurs.
9pm-1am
Spanish and Spanish
writing: Questions and
Spanish essay center only
Some tutors/estructors are available for live tutorials 24 hours a day and others have set hours.
Accounting,
Chemistry, Physics,
Economics, & Writing:
Sun-Thurs. 9 pm-1am,
Fri-Sat. 12 pm-6 pm.
Academic Success Tips
General Success Strategies
• Understand how you learn best and maximize your
studying to match your strengths. Take a learning styles
inventory. We’ll do this at the first residency.
• Apply your learning to your own experiences. Make
connections between what you are learning and what you
already know.
• Ask questions when needed and do not let problems go
unresolved! Be a self-directed and self-motivated learner.
• Maximize your learning. Understand requirements,
assignments, and methods of evaluation by reviewing
your learning contract(s).
• Set appropriate goals to meet course time
constraints, requirements, and expectations.
SUCCESS TIPS: Establishing New Priorities
• Be realistic about how much work you can really handle –
understand your personal and professional time constraints
and your ability to fully engage in your studies. Identify your
needs, priorities, and responsibilities.
• Find a specific set of time(s) place(s) to study. Limit
interruptions and keep all your course materials organized in
this space.
• Manage your studying time - met deadlines by planning
backwards and establish a regular schedule studying.
• Identify your support network.
• Set goals – for the short term through long term – goals that are
specific to a particular study and goals that are specific to
obtaining your degree.
Time Management
REALITY CHECK
Approximately 10-16 hours per week is
the optimum time for successful
completion of a 4-credit study. In addition,
it is important for you to have as regular a
schedule as you can manage to meet the
deadlines for assignments.
Enhancing Your Personal
Time Management System
• Consider what you know about your constraints
and how you prefer to organize yourself.
• Pick the appropriate strategies and tool(s) to help
you best organize your time.
• Remember to be consistent with how you utilize
your time management strategies and tools, and that
all tools are not for everyone.
Review Learning Contract
= Key Concepts
= Critical Thinking
Skills
= Benefit to You
Review Learning Contract
= Key Concepts
= Critical Thinking
Skills
= Expectations &
Requirements
Review Learning Contract
= Due Date
= Key Materials
= Requirements
Review Learning Contract
= Due Date
= Key Materials
= Requirements
Planning for the 1st Residency
Monday
Monday
Week
Week
Tuesday
Tuesday
ECONOMICS
Wednesday
Wednesday
Thursday
Thursday
Friday
Friday
Saturday
Saturday
Sunday
Sunday
SEPTEMBER
SEPTEMBER
Term Begins
1
1
10
10
ECONOMICS
Read Chap 1
TermDo
Begins
QFT - 2 & 5
Do P&E - 1, 5 &10
17
2
12
12
13
13
14
14
ECONOMICS
ORGANIZATIONAL
BEHAVIOR
18
19
20
21
ECONOMICS
Read Chap 4
Do QFT – 3,8,14,15
Do P&E – 2 & 3
25
25
ECONOMICS
Read Chap 6
Do QFT – 1, 9, 13
Do P&E – 8, 14, 17
26
26
15
15
22
ORG BEHAVIOR
Read Chaps
17 & 18 & 19
27
27
16
16
ORG
ORG BEHAVIOR
BEHAVIOR
Read
Read Chaps
Chaps
11 &
& 16
16
Read Chap 2
Do QFT – 3, 11, 16
Do P&E – 3 & 4
ECONOMICS
Read Chap 3
Do QFT – 8 & 15
Do P&E – 4 & 5
24
24
3
3
11
11
28
28
29
29
23
18
30
30
ORG
ORG BEHAVIOR
BEHAVIOR
Read
Read &
& Take
Take
Notes
Activity
Notes Activity 12.5
12.5
& Start
&
Start Write-up
Write-up
Case
(4-6 pages)
pages)
Case 44 (4-6
ECONOMICS
Read Chap 8
Do QFT – 1 & 2
Do P&E - 1, 7 & 9
OCTOBER
OCTOBER
11
4
4
33
44
55
Columbus
Columbus Day
Day
66
77
ORG
ORG BEHAVIOR
BEHAVIOR
Final
Final Draft
Draft of
of
Write
Write up
up Case
Case 44
(4-6
(4-6 pages)
pages)
ECONOMICS
Read Chap 9
Do QFT – 1 & 5
Do P&E - 1,3,5a,5b
8
8
5
5
22
9
9
10
10
11
11
1st Residency
1st Residency
12
12
ECON PROBS &
ECON PROBS &
ORG BEHAVIOR
ORG BEHAVIOR
Readings &
Readings &
Case 4 Due
Case 4 Due
1st Residency
1st Residency
13
13
14
14
Monday
Week
Tuesday
15
Wednesday
16
Thursday
17
Friday
18
6
Saturday
19
Sunday
20
21
Planning for the
2nd Residency
ORG BEHAVIOR
Read Chaps
2, 3 & 4
22
23
24
25
26
27
28
ORG BEHAVIOR
Read Chaps
5, 6 & 7
7
29
30
31
1
2
3
4
ORG BEHAVIOR
Read Chaps 8 & 9
Begin Write-up
Case 7
8
NOVEMBER
5
6
7
8
9
10
11
ORG BEHAVIOR
Complete Case 7
Write-up & Read
Chaps 10, 11 & 12
9
Veterans Day
12
13
14
10
19
20
21
15
16
17
ORG BEHAVIOR
Post write-up of
Case 7 online
ORG BEHAVIOR
Write-up to Case 7
DUE
ORG BEHAVIOR
Read Chaps
13, 14, & 15
23
24
Thanksgiving
22
18
25
ORG BEHAVIOR
Begin Write-up
Cases 3 & 8
11
26
27
28
29
30
1
2
ORG BEHAVIOR
Finalize Write-up
Cases 3 & 8
12
DECEMBER
3
4
5
6
2nd Residency
7
2nd Residency
8
9
Monday
Week
Tuesday
15
6
17
ECON Read Chap 12
Do QFT - 3 & 5
Do P&E - 1, 4 & 5
Do QFT – 1 & 7
Do P&E – 1 & 3
ECON Read Chap 18
Do QFT – 2 & 14
Do P&E – 3, 4 & 5
Do QFT – 2,15,19
Do P&E – 3 & 8
30
ECON Read Chap 22
Do QFT – 2,6,18
Do P&E – 1 & 5
Do QFT – 2,6,18
Do P&E – 1 & 5
Saturday
19
Sunday
20
21
ORG BEHAVIOR
Read Chaps
2, 3 & 4
25
26
27
28
ORG BEHAVIOR
Read Chaps
5, 6 & 7
31
ECON Read Chap 21
Friday
18
ECONOMICS
23
24
ECON Read Chap 13
29
8
16
Thursday
ECON Read Chap 11
22
7
Wednesday
1
2
3
4
ORG BEHAVIOR
Read Chaps 8 & 9
Begin Write-up
Case 7
NOVEMBER
5
9
ECON Read Chap 24
Do QFT – 5 & 9
Do P&E – 1,6a,6b,7
Do QFT - 2 & 5
Do P&E - 2 & 4
12
13
8
9
15
16
17
ECON Read Chap 25
ECON Read Chap 27
Do QFT – 3 & 8
Do P&E – 1 & 5
Do QFT – 3, 6 & 14
Do P&E – 2 & 3
ORG BEHAVIOR
Post write-up of
Case 7 online
ORG BEHAVIOR
Write-up to Case 7
DUE
ORG BEHAVIOR
Read Chaps
13, 14, & 15
23
24
20
21
Thanksgiving
22
18
25
ORG BEHAVIOR
Begin Write-up
Cases 3 & 8
ECON Read Chap 28
26
11
ORG BEHAVIOR
Complete Case 7
Write-up & Read
Chaps 10, 11 & 12
Do QFT – 4, 5 & 10
Do P&E – 3 & 6
12
10
14
19
11
7
ECON Read Chap 23
Veterans Day
10
6
27
28
ECON Read Chap 29
ECON Read Chap 33
Do QFT – 3, 4 & 7
Do P&E – 1 & 5
Do QFT – 2 & 10
Do P&E – 1, 2 & 4
29
30
1
2
ORG BEHAVIOR
Finalize Write-up
Cases 3 & 8
DECEMBER
3
4
5
6
2nd Residency
7
2nd Residency
8
9
Your Work Week Time Constraints/
Windows of Opportunity
PAPER TIME MANAGEMENT TOOLS
ELECTRONIC TIME MANAGEMENT TOOLS
www.empirestatecollege.thezonelive.com
Reading & Writing
Reading, Writing, & Critical
Thinking
• Empire State College is reading and writing intensive.
• Several strategies can assist you in being more efficient
and effective with your reading, writing, and critical
thinking.
• Understand the purpose for your reading/writing
assignments.
 What are you supposed to learn about and what outcome is expected?
 Activate your schema.
 Understand the overall concepts and organize your thoughts.
What is this about?
A newspaper is better than a magazine. A seashore is a
better place than the street. At first it is better to run than
to walk. You may have to try several times. It takes some
skill but it’s easy to learn. Even young children can enjoy
it. Once you are successful, complications are minimal.
Birds seldom get too close. Rain, however, soaks in very
fast. Too many people doing the same thing can also
cause problems. One needs lots of room. If there are no
complications, it can be very peaceful. A rock will serve as
an anchor. If things break loose from it, however, you will
not get a second chance.
Doing Laundry
This is an easy thing to do. If possible, you will do it at
home, but you can always go somewhere else if it is necessary.
Beware of doing too much at once. This is a major
mistake and may cost you quite a bit of money. It is far better
to do too
little than
What
isattempt
the to do too much. Make sure
everything is grouped properly. Put everything into its
appropriate
place.
following
about???
Now you are ready to proceed. The next step is to put
things into another convenient arrangement. Once done,
you’ll probably have to start again really soon. Most likely,
you’ll be doing this for the rest of your life---- perhaps not.
Who knows?
Schema
A schema in general is a specific,
well-documented, and consistent
plan. The related word, scheme
means a loosely described plan.
A schema (pl. schemata), in
psychology and cognitive
science, is a mental structure
(prior knowledge) that
represents some aspect of the
world. People use schemata to
organize current knowledge
and provide a framework for
future understanding.
What Does This Mean?
The bovine leapt
over the lunar
landscape.
The cow jumped over the moon.
s Taxonomy
EVALUATION - Student appraises, assesses, or critiques
on a basis of specific standards and criteria.
SYNTHESIS - Student originates, integrates, and combines
ideas into a product, plan or proposal that is new to him or her.
ANALYSIS - Student distinguishes, classifies, and relates
the assumptions, hypotheses, evidence, or structure of a
statement or question.
APPLICATION - Student selects, transfers, and uses
data and principles to complete a problem or task with a
minimum of direction.
COMPREHENSION - Student translates, comprehends, or
interprets information based on prior learning.
KNOWLEDGE - Student recalls or recognizes information,
ideas, and principles in the approximate form in which they
were learned.
EXAMPLES of Ways to Read and Discuss Text
From: www.criticalreading.com/ways_to_read.htm
Consider the following nursery rhyme...
Mary had a little lamb,
Its fleece was white as snow,
and everywhere that Mary went
The lamb was sure to go.
What A Text Says talks about the topic of the original text, Mary and the lamb.
Mary had a lamb that followed her everywhere.
What A Text Does talks about the story.
The nursery rhyme describes a pet that followed its mistress everywhere.
What a Text Means talks about meaning within the story, here the idea of innocent
devotion.
An image of innocent devotion is conveyed by the story of a lamb's
close connection to its mistress. The devotion is emphasized by
repetition that emphasizes the constancy of the lamb's actions
("everywhere"…"sure to go.") The notion of innocence is conveyed by
the image of a young lamb, "white as snow." By making it seem that this
connection between pet and mistress is natural and good, the nursery
rhyme asserts innocent devotion as a positive relationship.
Textbook Study System
SQ3R
5 step method that was designed to help people become more active in their
reading and retain information more easily.
Survey
Question
Read
Recite
Review
Research shows students who learn system and use it conscientiously
- read 22% faster
- comprehend 10% more
- retain 80% of material.
SAYS/DOES EXAMPLE
Copyright New York Times Company Aug 9, 2005
Congress
attempts
to
influence
social
problems
with
change in
time
Change in
DLS is
extended
4 weeks
and points
out
problems
with
original
intent &
current
change
CONGRESS has an amazing new scheme to cut crime,
automobile fatalities and energy consumption. There is one
hitch. We have to stay in bed until sunrise during the first
week of November -- lights out, televisions and radios off and
please stay away from that coffee maker.
Of course, doing so might interfere with breakfast, school
attendance, morning workouts and jobs. That's because
during that week, the sun won't rise until 7:30 a.m. at the
earliest. If you live on the western edge of your time zone,
expect darkness until 8:30 a.m. Sorry, Boise. Good night,
Grand Rapids.
Congress has extended daylight saving time by four weeks: In
2007, our clocks will spring forward on the second Sunday of
March and fall back on the first Sunday of November. And
frankly, there may be another hitch or two in the plan. First,
the trick of shifting unused morning light to evening was
intended to exploit long summer days, when sunrise occurs
between 4:00 and 5:00 a.m. Standard Time -- hours of daylight
that do not exist during the short days of March and
November. Second, after nearly 100 years, daylight saving has
yet to save us anything. The idea of falsifying clocks was
proposed by the British architect William Willett in 1907, but
Intro to
topic with
humorous
linkages to
daily
impact of
change in
DLS.
Provides
current
state of
affairs
with &
critique of
the change
in DLS.
The Benefits of Mind Mapping
Concept mapping can be done for several purposes:
• to generate ideas (brain storming, etc.).
• to design a complex structure (long texts, large web sites, etc.);
• to communicate complex ideas.
• to aid learning by explicitly integrating new and old knowledge
• to assess understanding or diagnose misunderstanding.
Concept maps:
• Show relationships between ideas.
• Acts as a memory trigger.
• Makes it easier to remember information.
• Improves reading comprehension.
• Unequaled tool for organizing information.
• The act of organizing materials is studying.
BRAINST ORMING
LECTURE
STUDY
GROUP
NOT ES
NOTES
TEXTBOOK
CHAPT
ER
CHAPTER
What
Can I
WHAT T O
LES SON
OBJECTIVES
G.O? Organize
Graphically
ROUGH
DRAFTS
T EST
REVIEW
PARAGRAPHS
Similarities
Differences
Differences
Obj e ct, Eve nt
or Person
Obj e ct, Eve nt
or Person
Persuasive
Essay
Introduction
State the
facts
Give brief outline
of argument to
follow
Tell why
argument is
reasonable
Address
arguments of
the other side
Supports organization of ideas
Helps form logical arguments
Serves as reminder of audience and purpose
Summarize
your argument
Line 8
Line 7
Line 6
Line 5
Line 1
Title of
Poem
by
Author
Line 2
Line 4
Line 3
Rain
Ponds
Hose
Shower
Bathroom
Faucet
Rivers
Kinds
of
H2O
HUMANLY
USED
Appliances
Direction
Ocean
Carwash
Motion of H2O
“Motion”
Natural Use
Direction
Human Use
“Ebb and Flow”
Intention
“NEED”
Laws of
Physics
How
Used?
The motion of
H2O is a
complex system
based on natural
resources which
may be utilized
by humans
based on needs
and accessibility.
ROLES for DRAWING ACTIVITY
EXPLAINER
* Is given information to digest.
* Develops and implements a plan to convey that
information to the RECEIVER.
* May not check RECEIVER'S work until the end of the
activity.
RECEIVER/DRAWER
* Receives & implements instructions from the
EXPLAINER.
* May ask questions for clarification.
* May not have work checked until end of the activity.
INK BLOTS ACTIVITY

Did you have a plan for how you were going to accomplish the task? If so,
what was the plan?

If you were the “EXPLAINER,” how did you 1st process the information and
then transmit it to the “DRAWER”?

If you were the “DRAWER,” how did you process the information you were
hearing? Did you ask questions? Where you able to understand the
directions?

Can you tie this exercise into your academic experiences?
ACADEMIC LINKAGE: The INK BLOTS activity can be compared to the process of
doing research, formulating your ideas into a thesis and then translating that thesis to
someone else. It’s like writing a paper; the reader has to understand what the writer
wants to convey and then make meaning from that explanation. BUT, before the
reader can understand the paper, the writer has to make meaning from the information
s/he is gathering.
The
Answer
Pablo Picasso’s
Don Quixote

PROBLEM SOLVING
Understand the problem/assignment
See the big picture first

Devise a plan to solve the problem/complete the assignment
Understand what details make up the big picture and how you intend to
convey your understanding

Implement your plan
Communicate your understanding

Evaluate your effectiveness in solving the problem/
completing the assignment
ASK YOURSELF - “What will make me a better learner in the future?”