For recent high school graduates, or those who have been away from a classroom for years, making the transition to college can be stressful and sometimes overwhelming!
Here at the Learning Lab, we offer a variety of free professional services to help make your transition and your time at Lincoln Land successful.
Step 1: Start by setting goals this semester. For our purposes, we have shortened the time frame for each type of goal. Be as specific as possible!
Create a short-term goal that you hope to achieve in a week or even a month during this semester. A short-term goal may frequently change based on the due dates of your semester assignments.
(Example: Brainstorm ideas for COM 111 paper by 1:00 pm this Friday; complete Math 096 homework for Section 3.1 by September 15th.)
Create a mid-term goal that you hope to achieve in 3-6 months. This type of goal might be independent of your short-term goal or an accumulation of several short-term goals. (Example: Set up job shadowing with the LLCC Child Development Center for January; complete the Math 096 course with a grade of "C" or better.)
Create a long-term goal that you hope to achieve in approximately 1 year. This type of goal could represent a major accomplishment in your life during the semester. (Example: Complete the math requirements for my selected major by August 2010. This might include taking summer courses.)
Step 2: Analyze your goals and adjust them as needed.
Effective goal setting requires us to periodically evaluate our goal and the progress we are making toward our achievement at the end. From time to time, consider the goals you have set, the timeline in which you hope to achieve them, and make adjustments if necessary.
(Example: Toward the end of my Math 096 course I realize that I may need to repeat the course due to low test grades. I have attended class regularly and completed the homework assignments however, I am struggling with the exams in this course. As a result, I might not achieve the required grade needed my major. At this point, I will plan to repeat the course next semester and seek help in the Learning Lab through peer tutoring, the math center and by learning test taking strategies.)
Step 3: Evaluate your achievements.
Following the completion of your goal, evaluate the effectiveness of your goal setting, the timeline used and your end result. Was your goal setting effective? Did you achieve what you expected to achieve? Was your goal attainable and specific?
(Select a link below for more information.)
Learning Lab Goal Setting Handouts:
http://www.llcc.edu/LinkClick.aspx?fileticket=oNbNlmHagbw%3d&tabid=617&mid=1181
http://www.llcc.edu/LinkClick.aspx?fileticket=LuprvpUvAlA%3d&tabid=617&mid=1187
Additional helpful handouts:
http://www.worksheetplace.com/mf/goalh.pdf
Answer the questions below to assess your current study habits.
After you total your score call 786-2396 to schedule an appointment
with a Study Skills Specialist to start improving your study habits today!
STUDY HABITS CHECKLIST
NAME: ______________________________________
1. Almost Never
2. Less than Half of the Time
3. About Half of the Time
4. More than Half of the Time
5. Almost Always
(Circle one)
Previewing
1. Do you read over the Table of Contents of a book before you begin studying the book?
5 4 3 2 1
2. Before studying the book, do you take 10 minutes to thumb through the book as a whole to check for the presence of study aids such as glossaries, summaries, outlines, italicized or bold-faced words, and charts?
5 4 3 2 1
3. Before each reading assignment, do you take five minutes to preview the chapter (familiarizing self with charts, illustrations, key words, summaries, etc.)?
5 4 3 2 1
4. Do you write down questions based on the preview so that you approach your reading and class with an active inquiring mind?
5 4 3 2 1
Reading
5. Do you look up or find the meaning of important new words?
5 4 3 2 1
6. As you read an assignment, do you have in mind questions that you actually are trying to answer?
5 4 3 2 1
7. Do you pick out the main idea of each paragraph and repeat it to yourself?
5 4 3 2 1
8. Are you able to read without saying each word to yourself?
5 4 3 2 1
9. Do you seek out other reading materials in addition to assigned textbook sections?
5 4 3 2 1
Reading Review
10. Do you utilize review questions or summaries at the end of a chapter to test your recall of what you’ve read?
5 4 3 2 1
11. Do you review five minutes for every hour of reading?
5 4 3 2 1
Remembering
12. Do you display an interest or enthusiasm for a course to people around you (fellow students, instructor, etc)?
5 4 3 2 1
13. If you do not understand something you’re assigned to remember, do you ask the instructor?
5 4 3 2 1
14. When studying material to be remembered, do you try to summarize it or put it into your own words?
5 4 3 2 1
15. Do you distribute the study of a lengthy assignment over several study sessions (less than an hour each)?
5 4 3 2 1
16. Do you deliberately relate new or unfamiliar material to things that you already know?
5 4 3 2 1
17. When studying information to be memorized, do you practice or review over many short sessions?
5 4 3 2 1
In Class
18. Do you take class notes?
5 4 3 2 1
19. Do you ask questions or initiate comments in each class?
5 4 3 2 1
20. During class, do you try to compare or relate ideas being presented in class to ideas from the textbook?
5 4 3 2 1
21. Do you approach each class with questions from your readings or preview?
5 4 3 2 1
22. Do you review your class notes for three to five minutes at the end of the period or immediately afterward (before going somewhere else)?
5 4 3 2 1
23. Do you review your class notes later the same day?
5 4 3 2 1
23. Do you write questions while reviewing your class notes?
5 4 3 2 1
Report Writing
25. Before writing a report, do you collect information and ideas from other people or outside readings?
5 4 3 2 1
26. Before writing a report, do you make an outline OR list ideas and then organize them into selections?
5 4 3 2 1
27. In writing a report, do you clearly indicate the main Ideas of each paragraph?
5 4 3 2 1
28. In writing a report, do you write a first draft and rewrite the report at least once?
5 4 3 2 1
Preparing for Examinations
29. In studying for an examination, do you distribute your studying over at least two sessions, preferably three or four?
5 4 3 2 1
30. Before an examination, do you review all class and textbook notes?
5 4 3 2 1
31. Do you relate class notes to textbook notes so as to reinforce the main ideas?
5 4 3 2 1
32. Do you make up examination questions that you think will be asked and then find the answers?
5 4 3 2 1
33. Do you get a normal amount of sleep the night before an exam?
5 4 3 2 1
Taking Examinations
34. In taking examinations, do you read all the directions and preview all the questions first?
5 4 3 2 1
35. Before beginning the test, do you make plans for distributing your time among the questions?
5 4 3 2 1
36. In taking an essay examination, do you quickly outline your answer before you start to write?
5 4 3 2 1
37. At the end of an examination, do you proofread or check your answers?
5 4 3 2 1
38. In taking multiple-choice, matching, and true-false tests, are you aware of guessing penalties and utilize that information to plan a guessing strategy?
5 4 3 2 1
39. Do you keep up to date in your assignments?
5 4 3 2 1
40. Do you have a study-schedule plan in which you set aside time each day for studying?
5 4 3 2 1
41. Do you schedule manageable study periods and frequent periods for review?
5 4 3 2 1
Physical Setting
42. Do you study in a quiet place – one that is free from noisy disturbances?
5 4 3 2 1
43. Do you study by yourself before studying with others?
5 4 3 2 1
44. Do you have a special chair and location to study – separate from relaxation or sleeping furniture?
5 4 3 2 1
SCORING
Number of times “5” was checked __________ x 5 =
__________
Number of times “4” was checked __________ x 4 =
__________
Number of times “3” was checked __________ x 3 =
__________
Number of times “2” was checked __________ x 2 =
__________
Number of times “1” was checked __________ x 1 =
__________
TOTAL __________
After adding your ratings from each question, if your total
score is:
120 or less Learning efficiency program is highly recommended
150 to 121 Learning efficiency program could be helpful
175 to151 Study habits are OK
Over 175 Study habits are superior
Adapted from checklist developed by:
Kenneth Doody, Basic Skills Tutor, Learning Lab, Oakton Community College