Student Success Workshops

Students who attend this one-hour workshop will learn about self-care and develop strategies to prepare for tests and final exams. Specifically, students will learn to: 1) better predict and prepare for difficult test questions, 2) practice problems under test-like conditions, and 3) use the syllabus to get in sync with their professors.

Learning Objectives:

At the conclusion of this workshop, students will be able to…

1. Practice self-care as they study and prepare for tests
2. Identify the best time(s) to begin preparing for tests and exams
3. Use activelearning strategies (generative, concept mapping, and self-testing)vs. passive learning strategiesin preparation for test and exams

Summary of Actions:

1. Introduce the diverse continuum of when students may begin preparing for tests
2. Identify students’ best “now” to begin studying
3. Discuss the right time and place, resources, and the Study Cycle
4. Discuss strategies for using syllabi, studying on one’s own, active/generative strategies, self-testing, and final review preparation
5. Practice planning and managing test preparation efforts in groups using case studies

Resources:

• Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: Harvard University Press.
• Fiorella, L., & Mayer, R. E. (2015). Learning as a generative activity: eight learning strategies that promote understanding: Cambridge University Press.
• Fiorella, L., & Mayer, R. E. (2016). Eight Ways to Promote Generative Learning. Educational Psychology Review (4), 717. doi:10.1007/s10648-015-9348-9
• McGuire, S. Y., & McGuire, S. (2018). Teach yourself how to learn strategies you can use to ace any course at any level.
• Pauk, W., & Owens, R. J. (2014). How to study in college (11th ed.). Boston: Wadsworth Cengage Learning.

In this 1-hour workshop, students will learn to make a conscious effort to listen, pay attention, and actively organize information from lectures and readings to solidify your understanding and master the course content.

Learning Objectives:  

At the conclusion of this workshop, students will be able to…

1. Identify note-taking strategies for success.
2. Compare and contrast the benefits of five different note-taking strategies.
3. Develop personal strategies for improving attention in class.

 Summary of Actions:  

1. Discuss students’ current note-taking strategies.
2. Introduce the Cornell Method, the Mapping Method, the Outlining Method, the Charting Method,and the Sentence Method.
3. Explain different strategies for improving attention in class.
4. Out NoteTaking Experiment Activity and Quiz (See two separate handouts): “Take the next 5-7 minutes to read your instructor packet. According to your instructor packet, take notes on the mini-lecture. Then take quiz.”
5. Use results of quiz as a means of debriefing about takeaways from this workshops, with emphasis about what students found effective versus ineffective.

Resources:

• Academic Success Skills – Note-taking Strategies
• TedEd – How to Take Great Notes
• How to Get Your Brain to Focus | Chris Bailey | TEDxManchester (video)

This 1-hour workshop will introduce students to the essentials of good sentence construction, high frequency errors in college writing and how to avoid them, and resources for proper formatting expected per discipline.

Learning Objectives:

At the conclusion of this workshop, students will be able to…

1. Define characteristics of effective sentences
2. Identify high frequency errors in college writing
3. Find resources for proper formatting in the disciplines

Summary of Actions:

1. Reflect on challenges students have faced in meeting expectations of college academic writing.
2. Reflect on writing feedback students have received.
3. Introduce characteristics of effective sentences.
4. Introduce high frequency errors in college writing.
5. Practice strategies to avoid high frequency errors.
6. Introduce resources for proper formatting in the disciplines.

Students who attend this one-hour workshop will learn about and begin practicing strategies proven to help organize, manage, and prioritize their academic responsibilities while maintaining adequate margin for the many opportunities to enjoy college life at UGA.

Learning Objectives:

At the conclusion of this workshop, students will be able to…

1. Identify / choose a time management system
2. Begin developing a weekly schedule / suitable study routine
3. Develop strategies for organizing their class materials, content, communications, and tasks that are urgent and important

Summary of Actions:

1. Pair and share to learn systems being used by their peers
2. Introduce college semester timing and various views of managing time in college: weekly, daily, and semester long
3. Introduce the study cycle as students develop weekly routines
4. Discuss urgent vs. important decision-making
5. Review organizational skills and practices to save time

Resources:

• McGuire, S. Y., & McGuire, S. (2018). Teach yourself how to learn strategies you can use to ace any course at any level. Sterling: Stylus Publishing, LLC.
• Covey, S. R., & Covey, S. (2020). The 7 habits of highly effective people. Simon & Schuster.
• Pauk, W., & Owens, R. J. (2014). How to study in college (11th ed.). Boston: Wadsworth Cengage Learning.

This one-hour workshop will help you learn and practice college-level reading and learning strategies to better connect with the content and professor, maintain your focus, and manage the heavy reading load required for success in college.

Learning Objectives:

At the conclusion of this workshop, students will be able to…

1. Identify the content, context, and purpose for each reading before they begin to read.
2. Discuss the mechanics of reading, reading rates, signal words to look out for, andways to better navigate texts
3. Define the SQ3R method of reading and explain how it compares to the Study Cycle

Summary of Actions:

1. Introduce reading context and reading rates.
2. Discuss the mechanics of reading.
3. Practice eye movements, vocalization, and speed reading.
4. Conduct “signal words” activity.
5. Explain the SQ3R Method and relate it to studying.

Resources:

• DAE Website: Academic Success at Georgia – Reading Comprehension Strategies 
• https://guides.library.harvard.edu/ld.php?content_id=44324954
• http://www.hunter.cuny.edu/rwc/repository/files/the-writing-process/invention/annotating-a-text.pdf (PDF) (PDF)
• https://mcgraw.princeton.edu/active-reading-strategies