WELCOME TO
COLLEGE READY
ROAD
1 In the United States there are some 2,240 four-year colleges, 1,460 two-year colleges, as well as
6,250 vocational and technical institutions. Every year millions of students enroll in college, including first
time freshman students.
Why should you invest the time, money, and energy to attend college? The majority of us
would agree that there is a powerful connection between education and occupational success. From a
purely economic standpoint, college graduates earn between 20 and 40 percent more over a lifetime than
people who did not attend college. Median salaries for those with Bachelor’s degree are 60 percent higher
that those without a high school diploma.
College also appears to improve the quality of individuals’ work and personal lives, although it is
possible that self selection – that is, students who choose to attend college might possess characteristics
that lead to these outcomes, independent of their college experience. Compared to high school graduates,
college graduates:
Are more likely to have meaningful, interesting work and the
freedom to make decisions.
Tend to be more satisfied with their careers.
Rate themselves as happier and more satisfied with life.
Have higher self-esteem and more self-direction.
Enjoy better health; lower smoking rates.
Tend to be more efficient consumers; a higher education
appears to equip them with the information acquisition and
processing skills necessary to make more effective consumer
decisions.
Have lower rates of unemployment and incarceration.
Are more efficient in their savings and investment behavior.
Are more effective speakers, have stronger verbal and quantitative skills, reason more abstractly, and are
better problem solvers.
Tend to be more politically active.
Are more likely to question authority, be more tolerant of other people and their views, more open to new ideas, and think in less stereotypical ways.
Are twice as likely to be involved with volunteerism and community groups.
Are more likely to engage in reading and adult education, attend cultural events, and participate in
community affairs.
2 As an adult learner, you:
Your learning will be more successful if you:
 Tend to be self-directed
 Take an active role
in planning, monitoring, and evaluating your
education
 Have a rich reservoir of experience that can
serve as a resource for learning
 Discard preconceived notions
 Are frequently affected by your need to know
about what college is and isn't; open your
mind to the experience
or do something
 Tend to have a life-, task-, or problem-
 Choose subjects and courses that
centered orientation to learning as opposed
to a subject-matter orientation
are most relevant to your job/profession or
personal life that fit into your academic
program
 Are generally motivated to learn from within
(internally/intrinsically) as opposed to being
obligated, or subject to, external or extrinsic
forces adult learners, as they return to, and
progress through their education, often
question and reevaluate their original
assumptions and motivation as
they use education to re-create
their lives
Submitted by: Linda Ornowski, Site Coordinator, Kalispell &
Salish Kootenai
Source: Guidelines for Working with Adult Learners.
“The future depends
on what we do in the
present.”
“Education is the
best provision for
old age.”
-Gandhi
-Aristotle
3 Earning a college degree will open many doors for you!
You just opened the first door by deciding to attend school.
Think you're too old to go to college? Think again. A headcount of undergraduate students shows
that 12% are between 25 and 29 years old, and 24% are over age 30.
Some reasons why you may be deciding to attend college:
 More money
 Career advancement
 New skills
 Increased status
There is no right or wrong answer, but your answer will help you find the right school and program to
meet your needs.
Types of programs to consider are:
 Day class programs
 Evening programs
 Weekend programs
 Accelerated programs
 Independent study programs
 Internet coursework programs
Types of degrees:
1. Certificates/Diplomas
2. Associate’s Degree (2-year programs)
3. Bachelor’s Degree (4-year programs)
4. Master’s Degree (advanced degree)
5. Doctorate (advanced degree)
Once you know the program and degree that best meets your needs, talk to your local EOC
Coordinator to learn more. They can provide course descriptions, give you a tour of
campus, and answer questions about attending college.
Submitted by: Linda Ornowski, Site Coordinator, Kalispell & Salish Kootenai
4 Myths and Realities About Going to College as an Adult
Myth: Going to college doesn't pay ‐ educa on doesn't translate into increased earnings. Reality: Nothing could be farther from the truth! The average earnings for bachelor's degree holders is 50 percent higher than the average earnings of those with a high school diploma. For many adults, the road toward success begins with postsecondary educa on. Myth: College is for young people. Adults don't fit in. Reality: Today, college is for everyone. Forty percent of American college students, or almost 6 million people, are 25 years of age or older. Further, the U.S. Department of Educa on es mates that 90 million individuals par cipate in some form of adult educa on each year, including training and basic educa on offered outside tradi onal higher educa on. To serve this immense market, most colleges have structured programs and services specifically for adult learners. Myth: There's no financial aid for adult students. Reality: The vast majority of student aid programs have no age restric ons. Anyone who demonstrates financial need can qualify. In fact, many of the neediest students are adult single parents. However, it is also true that many programs require students to a end on at least a half‐ me basis. Myth: There's no way to juggle parenthood, work, and going to school. Reality: While it certainly isn't easy to manage the compe ng demands of family, work, and school, many adult students do just that. Increasingly, colleges are organizing themselves to help students manage their many obliga ons. Classes are offered in the evening, student services are available at night or over the internet, and low‐cost childcare is provided on many campuses. When choosing a program, adult learners should inves gate whether the campus has designed its services with the needs of busy adults in mind. Myth: Unless you live near a college, there's no way to a end. Reality: For years, colleges have offered courses via extension campuses, correspondence, and television. Recently, the Internet has opened up new horizons in distance learning. Hundreds of colleges and other organiza ons offer courses via the internet, satellite, video teleconferencing, and other media that bring higher educa on right into students' homes and workplaces. Myth: Going to school part‐ me, you'll never complete a degree. Reality: One of the ways that ins tu ons have accommodated adult learners is by devising alternate schedules that allow students to complete more classes in the same amount of me. For example, a class may meet four mes on Saturday for the en re day, allowing working students to take four classes over the course of a sixteen‐week semester. Adult students also can earn credit for training and learning acquired through the workplace. Myth: Colleges expect you take the SAT or ACT, years a er high school. Reality: Many ins tu ons have modified admissions criteria for adults, and may not require an admissions test. Check with an EOC coordinator in your area to determine the admissions requirements at the college of your choice. Submi ed by: Michelle Gasek, Site Coordinator, Billings Source: College Is Possible 5 Making the decision
The journey to higher education.
Any journey starts with a spark of
inspiration:
It may be a hint that there is something
valuable to be gained.
Or a sudden insight that something is
missing and must be found.
There are many aspects to consider in the
decision to return to college, but the most
important is your motivation. Does your
boss want you to get training for a new
position? Do you need a degree in order
to get a promotion? Is your partner
encouraging you to finish school? Any of
these can be motivators. But the most
powerful motivator is your own desire to
learn. A deep conviction that you will
benefit from continued education will bring
you closer to realizing your dreams than
any outside impetus.
Or a sense of something exciting just
around the corner.
But setting out on the journey requires
commitment. And commitment involves
asking and answering sometimes-difficult
questions.
Should I go back to college?
You've probably thought about it enough.
But you've hesitated ... Should I? This is
as far as many people get. It is indeed
the hardest question to answer. And of
course, no one can answer it for you.
Listening to yourself.
In the crush of daily activities and
pressures, it can be hard to recognize our
true motives. I know...I went back to
school over and over again, and each time
I thought I had a good reason. Yet each
time I got sidetracked by "higher"
priorities. Finally I stopped to ask myself
why I bothered. Then I remembered that
long ago, when I graduated from high
school and went off to work, I had made a
promise to myself to go to college someday. This promise was still nagging at me,
just under the surface of my
consciousness. It had been my primary
motivator all along. I realized that I would
never be satisfied until I fulfilled this
promise.
Are you ready? So your first step
toward answering the question "Should I
6 go back to school?" is to ask a different question: "Why do I want to go?" Your
second step is to ask yet another question: "Am I ready?" Going back to school is a
long-term commitment, and there will be many obstacles and distractions along the
way. You will have to juggle personal, family, and job commitments at the same
time. There will be some frustrations and some sacrifices. If you can accept these if you're convinced that this is the most important thing you can do for yourself you're ready to enter a degree program. If not, you should wait until you are ready,
or consider some shorter-term alternatives to acquire the immediate skills you need.
Gaining confidence
Can I do it? Again, this is the wrong question. It's not "can I," but "do I want to."
If you've honestly examined your motivation and have decided to go back to school,
you already know you want to do it. If you want to do it, you can do it. Your
commitment to yourself to get a college degree doesn't necessarily mean you'll be
able to do it all at once, or as originally planned, but it significantly increases the
likelihood that you'll see it through eventually.
Even if your high school or early college performance was less than stellar you can
succeed as an adult student. As an adult, you have the advantage of motivation and
maturity that you may have lacked as a teen.
Starting over. If it has been a long time since you were last in school, you may
wonder if you can get back into the habit of studying and test taking, or if you have
the discipline to study, or if you can compete with younger students, or if your
memory will be adequate. You can re-adjust to the learning environment if you'll
just forget about your past school experiences!
Most of the strategies you used as a younger
student, however successful they were at the time,
will no longer serve you well. As you begin your
adult studies, you'll develop new strategies for
success.
Submitted by: Eleanor Martin, EOC Director
Source: http://www.adultstudentcenter.com/getstarted.html
“Whoever does not try, does not learn.”
~ Jewish Saying
7 Whether you are beginning college directly after high school, are leaving
a full-time job to pursue an education, or are working and attending
college at the same time, you will face some adjustments during your first
semester here. Students in two freshman level courses were asked to
describe the transitional issues they faced in their first semester and to
give advice to incoming students. Here's a sample of what they had to
say.
Personal responsibility "In college you have freedom to do as you please...to go where you
wish...to do as you wish. Unfortunately, this freedom is easily abused. The student carries 98% of the
responsibility and control."
Class attendance "As a college student, you will decide whether you want to go to class or not.
Being absent will hurt you in the long run."
Teacher attitudes "Your instructors will not hound you to do your work. It's entirely up to you."
"Get to know your teachers. If your teachers know you, it will be easier for them to look out for you and
help you if you're having trouble."
Types of assignments "In high school we were given a homework assignment every day. Now
we have a large task assigned to be done at a certain time. No one tells when to start or what to do
each day. Once you get an assignment, start working on it right away. It takes a daily effort to keep
up."
Importance of performance "Don't take your courses or studies lightly. The decisions you make
in college will decide your future, in some respects. Remember that you are here for an education."
Time management "The amount of free time you have in college is much more than in high
school. Always have a weekly study schedule to go by. Otherwise, time slips away and you will not be
able to account for it."
Amount of study "In high school I was a B student with out studying. In college I was a C/D
student without studying. To succeed, you have to study!"
Size of institution/classes "Lecture classes are much larger than high school classes. This can
be scary for a new student."
Difficulty of college work "College is probably going to be tougher than high school. Don't let that
stop you!"
Social life "Sometimes it seems harder to make friends because of the size of the school. But
there are a variety of organizations and activities. Get involved and meet the people!"
Submitted by: Marty Foxman, Site Coordinator, Great Falls
Source: Thanks to Jane Rhoads and her College Reading & Study Skills classes for this information.
8 It is not uncommon for students to lose interest and motivation at some stage during
their studies. This may be due to changing interests, employment, family problems, or
any number of other factors, so don't be surprised if you find yourself in this situation.
There are several strategies you can use, however, to help yourself to stay focused and
motivated. Try, for example, to
▪ establish clear short-term goals. i.e. Specify what you want to achieve this week
and this month, rather than what you hope to achieve at a later point.
▪ break goals down into achievable tasks. i.e. If your goal is to complete an
assignment, break this down into when you will do the required reading, when you will
complete your first draft, and when you will revise what you have written. If the goal is
to understand a particular topic, break this down into reading lecture notes, reading to
relevant sections of the textbook, and completing any further reading.
▪ include rewards. i.e. Make sure you treat yourself to something you enjoy when
you have met deadlines, and have achieved set goals.
▪ form a study group. It may be difficult to do this, if you are a distance education
student, but if you cannot meet face-to-face with students who live near to you, you
could try other means such as audio-conferencing, e-mail, and telephone. Submitted by: Marty Foxman, Site Coordinator, Great Falls
Source: http://slc.otago.ac.nz/studyskills/ch1sect5.asp
9 Do-Over Advice for
Nontraditional Students
WORLD
LITERATURE
The experts say that college readiness is best
determined through SAT scores and high school
grades. In fact, some studies reveal that high school
grade point average is the key indicator of how well a
student will perform in college. But college
preparedness studies often examine first-time college
freshmen and students who enter college immediately
after high school. And for many college students –
ironically dubbed “nontraditional,” even though they
comprise nearly half of all higher ed rosters – these
circumstances don’t apply.
Of course, a student who is unengaged during four years of high school will probably remain so
during a subsequent year of college. But what if that same student – either voluntarily, or due to life
circumstances – took several years off from school? What if he or she gained valuable experiences
via workplace roles, family challenges, and the overall reality of life in the real world? After five or
ten years of studying outside the classroom, the same unmotivated and unengaged student might be
a very different person.
So if you attempted college but never finished, or if you
ran from high school graduation as fast as possible,
your old 12th grade GPA probably doesn’t mean
squat. Instead of using that measure, here are some
unscientific signs that you’re ready to give academics
another try:
Hmmm…
You can be persuaded to see movies that
don’t immediately interest you.
There are some people who refuse to sit through a “boring” movie. Invite
them to the latest documentary or award-nominated film, and they’ll politely
suggest a Jim Carey flick instead. Without making broad assumptions
about personal taste and what makes cinema good or bad, it’s safe to
argue that some movies require more work from viewers – more attention to
detail, more patience, more inference-making, etc.
If you’re at least willing to watch a challenging movie, then you’re one step
closer to college readiness. Not because college is boring, or because
course work is always tied to obscure, foreign concepts. But because even
the classes you want to take will include units and assignments that don’t
excite you, or that push you beyond your existing abilities. If you don’t have
the willingness to hang on until “the good part,” your education will suffer.
10 You can finish projects in pieces.
Edgar Allan Poe defined a short story as one that could be read
in a single sitting. And many people like their projects as Poe
liked his short stories – conquerable in a single afternoon.
Unfortunately, not every project can be crammed into a
concentrated work-a-thon. Some tasks are inherently long-term
endeavors. Growing a vegetable garden, losing 30 pounds,
developing a strong professional network: these successes are
only accomplished after weeks or months of sustained effort.
If you’ve ever completed a long-term project – at your office,
around your house, or as a self-improvement exercise – then
you’re another step closer to college readiness. Yes, many
college assignments can be completed in a single afternoon or a
weekend, but some research papers or group projects will
require more planning and time management. Plus, college
itself is an extended project. If you’re the type of person who
never returns to the half-cleaned closet or the unfinished
scrapbook, you may need to flex your motivational muscles a bit
more before committing to a college program.
You’re not too stubborn to stop the car, and ask for directions.
This affliction is classically associated with men, but plenty of women are headstrong, too. We tend
to think that not asking for help is about pride or self-reliance, but sometimes it’s just another form of
laziness. Asking for help requires you to think about where you are, versus where you need to
be. It requires taking mental inventory, and being open to instruction. Meanwhile, driving around in
circles is an easy, mindless strategy.
College is as much about learning facts as it is about learning to problem solve. And problem
solving is often a messy process. If you’re afraid to ask questions – either because the answers
might be confusing, or because you prefer to get “close enough” on your own, you may not be ready
for college. On the other hand, if you like tracking down
solutions and making use of available resources, much of
the college experience will be fun for you.
“What sculpture is to a
block of marble,
Education is to the soul.”
~Joseph Addison
Submitted by: Jaime McGarvey, EOC Site Coordinator, Missoula
Source: Liz O’Neill, eLearners.com
11 Adults Returning to College
“Most of the important things in
the world have been accomplished
by people who have kept on trying
when there seemed to be no hope
at all.”
~Dale Carnegie
Each year, thousands of adults return to college. If you are older and considering returning to
school, you are not alone. Like others, you probably have many questions. We hope this guide
eases your concerns.
I would like to return to college, but where do I begin?
Your educational options are endless. To sort out alternatives, begin with a tentative set of
goals. To gain the most reward for your time and financial investment, select the college
that seems best suited to your needs. EOC centers can direct you to colleges which offer
the courses you desire and can tell you how to apply.
Can I keep up with younger students?
Adult learners tend to be highly motivated and approach learning in a mature manner. With
specific goals in mind, you want the most value from your investment. Professors welcome
your experience and thoughtful contributions to class discussions. Adults, like you, are not
only fitting in, but excelling in college.
How can I learn which areas of study are best for me?
You can do career/interest testing at your local EOC office, including Myers Briggs and
MCIS.
How long does a program of study take?
Many colleges offer short-term programs (both non-credit and credit) leading to a certificate
in a specific field such as early childhood education, medical assisting, office assistant and
computer assistant.
The length of a more formal college program depends on the degree you seek. A certificate
degree program usually takes one year. An associate degree takes two years for full-time
12 students, but could take longer for part-time students. A bachelor’s degree is generally four
years for full-time students, and longer for part-time students.
I want to go to school but the college in my town doesn’t have the
major I want. Are there online programs I can study?
Yes, many Montana colleges have expanded their online programs. You can learn about
programs offered through each school’s website, and on the state of Montana website. Go to
www.mt.gov/education.asp and click on Distance Education for a listing of schools and
programs. Schools are always adding programs so always check with each respective school
for the most up to date information. Your EOC site coordinator will also have information.
What is non-traditional study?
Many colleges offer credit for knowledge gained previously through college-level military or
business courses, work experience or other types of independent learning. Ask about CLEP
and CBE exams at your college. Non-traditional degree programs assess your knowledge
through portfolio review or challenge exams. Independent study options may be available when
a class is not offered at a convenient time.
Can I apply for college financial aid?
Yes, your age makes no difference; neither does whether you work or attend college part or full
time. You must however, show financial need and be enrolled in a degree program (taking at
least six credits).
Your financial need is determined by filing a Free Application for Federal Student Aid (FAFSA),
available at college financial aid offices, online at www.studentaid.ed.gov or from an EOC office.
Research scholarships early. Deadlines for applications usually fall between January and May.
The Internet has several useful websites; contact the EOC for a list or visit its website. You may
also find scholarships through the MCIS (Montana Career Information System) system which
can be accessed online through www.safmt.org.
“Develop a
passion for learning.
If you do, you will
never cease to grow.”
Are special services available to
adults with disabilities?
Each college has an office responsible for
helping learning and physically disabled
students. Services include parking privileges,
tutoring and library accommodations.
What if I don’t have a high school
degree or need remedial help?
If you wish to take courses to complete your
high school degree or obtain a high school
equivalency degree through examination
(GED), contact your town’s Adult Education
Office or EOC office nearest you (see back
cover). ~Anthony J. D’Angelo
13 You have gone to the College Conference, read through catalogs,
taken your SAT’s, consulted with parents and counselors, and filled
out application forms. You are on the verge of taking a big step in
your life when the thought hits you: “Will I be able to make it
through college?”
When this thought initially occurs, it may be in the guise of other
anxieties. Perhaps your concerns about your future roommate, the appropriateness of your
wardrobe, the condition of your car and similar anxieties should be reexamined. Are these
concerns really manifestations and symptoms of the larger fear – fear of “failing” in college?
If you, like many others, are afraid of not succeeding in college, read through the following list of
suggestions for a successful college career.
• Recognize the fear.
Your first step is to recognize the fear for what it is – the fear of failure (and the opposite side of the
same coin – the fear of success). You may have the tendency to hide the fear from others. But
you will discover that if you are open enough to talk with trusted friends, that they too have similar
fears, concerns and worries. Knowing that you are not unique and not alone in your worries can
be very helpful.
• Give yourself time to adjust.
Attending college is one of life’s major adjustments. Don’t get panicky if the first weeks or months
are not 100 percent perfect. You need to get used to many things – big and small -– in your new
surroundings. Allow yourself time and space to work out the problems.
• Believe in your abilities.
Things will get hard at times. You’ll have papers to complete, exams to take, lab experiments to
do. Under the weight of your workload, you may start to feel overwhelmed and helpless.
That is the time to give yourself a pep talk. Think about other situations in which you had a lot of
work, a difficult test, a demanding instructor. Recall how you dealt with these situations – and
succeeded. Give yourself credit for these past successes; this way of thinking helps you to
succeed in the future.
• Organize yourself.
Make a list of the things you have to do; then number them in order
of importance. Once you realize what it is you need to concentrate
on, use the “Swiss cheese method” of work – complete one chore
at a time until you’ve put “holes” in the massive workload. And
while you’re doing one job, don’t get caught up in worries about the
other things you need to do. Instead, translate that nervous
energy into working on the chore at hand.
14 being, however, is to shape these
ideas to fit your own individuality.
Think (and rethink) what it is that will
fulfill you. Perhaps it is all A’s, being
an
active
volunteer
in
the
neighborhood around the college, or
writing for the college newspaper.
Whatever your ambitions, you need
to define what success means to
you. And keep in mind one of life’s
paradoxes: one person’s success
can be another person’s failure.
Success is relative.
 Accept your limitations.
No one can do it all and have it all.
The day is only 24 hours long; you
time and your humanness and try not
to be Superstudent.
 Keep yourself well and healthy.
Mind and body work hand-in-hand. If
you are physically sick, your mind will
be unable to function well. If you are
stressed, you will find that your body
will react with headaches, muscle
tension, insomnia and other stressrelated problems. So, take care of
your body to help your mind. Things
you’ve known all your life – avoiding
alcohol and drugs, eating the right
foods,
getting
enough
sleep,
exercising to keep fit – need to be
reaffirmed at this time of your life.

Keep your goals in
mind.
When things get rough,
remember what it was
that compelled you to go
to college in the first
place. Whether you are
preparing for a wellpaying job, a profession
or
simply
working
towards the attainment
of a degree, keep your
dream alive in your mind.
The dream will act like
the proverbial light at the
end of the tunnel.
 Define your ideas of success.
For years, your relatives (especially
parents), your teachers, friends and
guidance counselor have all been
defining your ideas of success. Part
of your growth process as a human
15 Concerned about what you might face if you went back into a classroom? Here are some typical fears and concerns expressed by adults who have gone back to school, and some advice on how to cope with them: "I'mtoooldtolearn."
There's no evidence that older students can't learn as well as younger ones. In fact, some people believe that older students are more capable of learning because they o en have be er focus and more specific personal goals. "Idon'thavethetime."
Programs that cater to adults are usually aware of your obliga ons to family and exis ng jobs. They o en work with part‐ me students and have flexible class mee ng mes. Don't focus on how many classes you need for a par cular degree. Taking even a single class puts you at least one step closer to your dreams. "Ididn'tdowellinschoolthe irsttimearound.Idon'tthink
acollegewouldacceptme."
Typically, community colleges and career schools have an open admissions policy. They're more interested in what you can do now, not what you've done in the past. "I'mafraidIwon't itin."
College isn't just for kids. About 40 percent of the students in college are older than 25. Once you begin class, you'll quickly discover that your age doesn't make you unusual. You're part of a group whose goal is to get a college educa on. "Collegecoststoomuch."
Most students qualify for some type of financial aid. Just as there are many different types of higher educa on (at varying prices), there are also a number of different ways to pay for college. Contact the EOC Site Coordinator nearest you (see back cover for loca ons) for more informa on and assistance. Source: h p://www.getreadyforcollege.org/ 16 Let nothing hold you back from
exploring your wildest fantasies,
wishes, and aspirations.
Don't be afraid to dream big
and to follow your dreams
wherever they may lead you.
Open your eyes to their beauty.
Open your mind to their magic.
Open your heart to their
possibilities.
Whether they are in color or in black
and white, whether they are big or small,
easily attainable or almost impossible,
look to your dreams, and
make them become reality.
Wishes and hopes are nothing until
you take the first step towards making
them something!
Because only by dreaming will you ever
discover who you are,
what you want,
and what you can do.
Don't be afraid to take risks,
to become involved,
to make a commitment.
Do whatever it takes to make
your dreams come true.
Always believe in miracles,
and always believe in you!
Submitted by: Eleanor Martin, EOC Director
17 •Don't over pack when you go to college
and pack for the climate that you are in.
with many of the things you will go through
and they can help. Don't wait for them to
come to you, go to them.
•Remember that ironing can become tiring
and is not the most exciting college activity.
Dry cleaning bills do add up also. Consider
packing clothes that wrinkle less and clothes
that don't need dry cleaning.
•Don't decide on your major right away.
Take some time to think about it and then
decide what interests you most. Remember
that majors are not geared for careers or
entering the "real working world." If majors
were geared only to prepare you for a job
and career, then many companies wouldn't
have training programs.
•Meet as many fellow students as you can
during orientation. It's a great time to meet
everyone. Sometimes the people you meet
during orientation become your best friends.
•Take courses just for fun and ones that you
know you will enjoy. By taking these "fun
courses" you become well rounded.
•Get well acquainted with your campus and
explore the campus, the buildings, and its
history. Go into buildings that you would
otherwise not go into.
•When registering for classes try not to
schedule classes that are back to back. If
you do, you won't have time to study right
before or after class and it also can wear
you out.
•Walk around campus before your classes
begin and get familiar with where you are
going and what times your classes are.
• Have a schedule that you can handle and
vary your courses. Don't enroll in more than
three reading intensive courses.
•Try not to drop classes too early. Go to a
few of the classes and then decide if you
should drop it. --Don't give up on a class if it
seems too difficult. You could do well in a
difficult class that you find to be challenging
with help from a tutor or a peer.
•Find out who the best professors are from
your friends and take their classes. The
professor can make the course better than
the actual subject if they are really good.
•Don't always believe the professor on the
first day of class because they always talk
about how much work they will give
throughout the semester. Remember the
professor has to grade this work too.
•Try to fulfill your core requirements and
get them out of the way early on in college.
•Seek advice from older students and of
course your advisor. They are experienced
18 •Don't attempt to write down everything that a professor says. This is very hard to do
and in turn will make you more bored in the class. If you absolutely have to hear
everything, invest in a mini recording device.
•Don't be scared to talk to or ask your professors or teaching assistants’ questions.
Remember they are there to help you. That's why they hold office hours. Go to their
office hours regularly or when needed and don't wait till the last minute to ask them
questions.
•Remember your professors are human too and make mistakes. It's a good idea to
correct them because it may save the whole class from having to do something that
they weren't supposed to do.
•Ask questions. There is no such thing as a stupid question. Your question may be one
that others may have, but just haven't asked.
•If you can't make it to all the office hours, then go to review sessions before exams.
You will see how helpful these may be when you are pressed for time to study a lot.
“The purpose of
education is to
replace an
empty mind
with an open one.”
~ Malcolm S. Forbes
•When studying, study in groups for review sessions, but it is also important to study
alone. You may learn better by studying alone depending on your learning style.
•Use the resources at your school. The library is always a great place to study.
•Attend class. Even if attendance is not taken, attendance keeps you on top of things.
•Keep track of your schedule in a day planner or on a calendar. If you have a personal
digital assistant, then that's great too just as long as you are organized.
•Avoid procrastination. Waiting till the last day to work on a paper is not a good idea.
Break your work up into chunks. Just think if you started it when it was assigned. You
could always have fun and relax after.
Submitted by: Marty Foxman, Site Coordinator, Great Falls
Source: www.collegeconfidential.com
19 20 ?
ZUP
WA Z
Communing
With A
Higher
Bean
21 Overcoming Procrastination
Introduction
It is 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?
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 examination, class project and papers rather than completing them.
Difficulty Concentrating. When you sit at your desk you find yourself daydreaming, staring
into space, looking at pictures of your boyfriend/girlfriend, etc., instead of doing the task. Your
environment is distracting and noisy. You keep running back and forth for equipment such as
pencils, erasers, dictionary, etc. Your desk is cluttered and unorganized and sometimes you
sit/lay on your bed to study or do your assignments. You probably notice that all of the
examples that you have just read promote time wasting and frustration.
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.
Negative Beliefs such as; "I cannot succeed in anything" and "I lack the necessary skills to
perform the task" may allow you to stop yourself from getting work done.
Personal problems. For example, financial difficulties, problems with your boyfriend/girlfriend,
etc.
22 What if I fail the test?
Finding the Task Boring.
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.
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.
How to Overcome Procrastination
Recognize self-defeating problems such as; fear and anxiety, difficulty concentrating, poor time
management, indecisiveness and perfectionism.
Identify your own goals, strengths and weaknesses, values and priorities.
Compare your actions with the values you feel you have. Are your values consistent with your
actions?
Discipline yourself to use time wisely: Set priorities.
Study in small blocks instead of long time periods. For example, you will accomplish more if you
study/work in 60 minute blocks and take frequent 10 minute breaks in between, than if you
study/work for 2-3 hours straight, with no breaks. Reward yourself after you complete a task.
Motivate yourself to study: Dwell on success, not on failure. Try to study in small groups. Break large
assignments into small tasks. Keep a reminder schedule and checklist.
Set realistic goals.
Modify your environment: Eliminate or minimize noise/distraction. Ensure adequate lighting. Have
necessary equipment at hand. Don't waste time going back and forth to get things. Don't get too
comfortable when studying. A desk and straight-backed chair is usually best (a bed is no place to
study). Be neat! Take a few minutes to straighten your desk. This can help to reduce day-dreaming.
Submitted by: Linda Ornowski, Site Coordinator, Kalispell & Salish Kootenai
Source: Counseling Services, State University of New York at Buffalo 23 1. Set aside time. The very first thing that you must do is
set a schedule for yourself. If you are taking one class or
many, mark the assignment due date on your calendar,
then work backwards. Set a date for when you need to have
the rough draft completed; then the deadline for your
research to be finished. Once these dates are posted in
your calendar, stick to them. If you fail to plan you plan to
fail.
2. Make a habit of it. What are your daily habits? Is there a
The longer you wait the worse it gets
It was a nightmare that I have repeatedly. I sit at my desk;
piles of textbooks with pages marked, sit next to me. On my
right is a half eaten bowl of ice-cream. On my left are the
instructions to the class assignment, due tomorrow. I wish
for nothing more than to be in my bed, all books closed and
study lights dimmed. Instead, the nightmare drags on, often
until 1 A.M. when I finally complete the assignment and
stumble into the blankets, trying not to wake my husband. I
blame my habit of procrastination on my children, on the
dog being sick, or sometimes even on the dirty dishes still
piled in the sink. In the end I had to admit that it was fear. It
was a deep fear that I was not good enough, that I was not
knowledgeable enough, to write the assignments for the
class. Once my professor reads my inept thoughts in black
and white I’ll be finished. He will know me for the
childrearing, house cleaning, dog walking woman I am and
will banish me to the back of the classroom. Worse he will
know that although I desperately want to succeed and pass
every class with an 'A', my studies do come last. As a
psychology major, recognizing the fear for what it truly was
enabled me to combat it. I created a list of study tactics that
removed my excuses and ended the nightmare. Simple and
straightforward, you can use these tactics to keep yourself
on track. I know they will help you as much as they helped
me.
24 time that you can squeeze in 15 or 30 minutes for school
work, and only school work, with no interruptions? Schedule
it on your calendar. If your children are younger, study
before they get up by setting the alarm clock a half hour
earlier or set your study time to correspond with their nap
time. If your children are school-aged, study time should
start after they leave in the morning, before you tackle
housework or errands. If you are lucky enough to be an
empty nester turn off your phone so you won’t be
interrupted by any calls. My husband goes to work 30
minutes early and uses that time to do his course
assignments. The office is quiet in the early morning hours
and he has relatively few interruptions.
3. Do it now. First thing in the morning check your calendar
for what activity you need to accomplish today and then do
it. Do not get side tracked by other work. You made the
schedule - you complete it. I have found for myself that
every semester there is one class that I just don’t want to
do. It could be because the subject is new to me or is a
subject I just don’t like. I found that I pushed that class to
the bottom of my list. I would finish assignments that were
due weeks down the road so that I had a good excuse for
why I didn’t work on the hated classes assignments due
tomorrow! When I stick to my schedule I don’t have any
excuses. You made your schedule and you are going to
stick to it, no excuses!
4.
Be flexible. If you get behind, Do NOT, I repeat, Do
NOT, throw the whole schedule out the window. Readjust
your study plans and get yourself back on track. Everyone
fails. It is those people who pick themselves up and get
back to work that succeed.
5. Be accountable. If there are other adults in the house let
them know this is your study time. Tell someone what your
goals are so that you will be held accountable. Even better,
tell your teenage son or daughter when your homework is
due. “Mom, is your homework done yet?” That will get any
parent motivated!!
6. Be Prepared. I admit that I eat during my study time. Set
up what you need before you get started. If you know that you
work better with snacks or even a glass of water, get it first.
Of course, don’t forget the necessities, textbooks, papers,
pens. Gather everything that you will need first. You waste
valuable time getting up and down looking for items that could
have been collected together. Once you sit down to work you
should have no reason to get up until the job is done.
7. Pace yourself. Get yourself a timer, one with a loud ticking
noise, and set it next to you. This will help to remind you that
your time is precious. Hearing the ticking will keep your mind
focused and on task. Set it for how ever long you have to get
the job done and don’t stop until it rings.
Negative thought: “What was I thinking when I decided to
take this math class?”
8.
Negative thought: “I’m too old to learn new things.”
Reward yourself. When you were a child at school your
teacher would give you stickers and stars for getting a good
grade. You would get your name written on the board to be
let out early for lunch for helping her in class. Though these
are small rewards they work. Put a big star on your calendar
or syllabus when you have completed your work. WARNING:
never reward yourself with a day off from your school work
schedule. This is a slippery slope and will lead you to a long
night at your computer.
Replace with: “I have two teenagers, math doesn’t scare me.”
Replace with: “If the professor, who is younger than my
youngest child, can teach this class, I can pass it.”
As a wife, mother, business owner and adult student I have
been asked how I do it all. I happily admit that these tips have
been my saving grace. I hope that they help you in your quest
for higher knowledge and greater experiences. It is a difficult
but worthwhile road.
9. Be a friend. Finding or creating a study group can also be
helpful for keeping you on track. Peer review is a great
source of help and advice on fine tuning your work. A word of
caution: remember the importance of association. If you want
A’s, study with others who not only want A’s but are willing to
do the work to get an A.
10. Stay motivated. What motivates you? Why do you want
to do this? You could be camped out on the couch watching
CSI, but instead you have taken a huge step and enrolled
yourself back in school. What dream is this going to
accomplish for you? Find a picture that helps you think of that
dream and tape it where you will see it everyday. I place one
on my fridge and a second picture next to my computer.
When I am struggling to stay focused I take a moment and I
look at my pictures, letting my mind daydream. If I can
imagine myself there, I can get there and I will start now.
11.
Believe in yourself. Affirmations have been proven to
work for everything from quitting smoking to having better self
esteem. Listen to the affirmations that you are giving yourself
everyday. Do you say, “I can’t do that,” “I’ve never been good
at that subject,” “It’s too hard”? If this is what you hear, you
are feeding your brain with very bad junk food. Recognize
and acknowledge your negative thoughts and then turn them
into positive thoughts. Here are some of mine to get you
going. See what you can come up with on your own.
25 Submitted by: Michelle Gasek, Site Coordinator, Billings
Source: http://www.back2college.com/
Ever heard of SQRW? Well it might sound sort of complex but its actually
quite simple and straight forward. SQRW is a four-step strategy for
reading and taking notes from textbooks that will help you better prepare
for exams, better prepare for class discussion, improve your reading
comprehension and help you learn better using textbooks. SQRW stands
for Survey, Question, Read and Write.
The first step in the SQRW reading strategy is
Survey. Before you
actually start reading a chapter you first survey the chapter. You read
the chapter title, introduction, headings and the summary or
conclusion at the end of the chapter. When you survey you should
also review any pictures, graphs, maps, or tables in the chapter and
the caption (text explanation that goes with each). The purpose of
surveying the chapter is to quickly
learn what the chapter is about
before reading it in its entirety.
The second step in the SQRW reading strategy is to ask questions as
your read.
Questions
help you to focus and give your reading
purpose. Instead of simply reading without purpose now you are
searching for useful, applicable information. Use each chapter
heading to develop questions for that chapter. For example, for
chapter titled “House
Training Dogs” you might develop the
question “How many ways are there to house
train a dog?” or “What is involved in house
training a dog?” If a chapter heading contains several ideas you
may want to form a question for each idea. Always remember to
use the chapter headings to develop questions – don’t use the
conclusion, summary, introduction or the text to develop your
questions.
The R in the SQRW stands for
Read and represents the third
step in the SQRW reading strategy. Once you’ve surveyed the
26 chapter and developed questions based on the chapter titles you should then read the information contained in the chapter to answer the questions you developed. As you read the chapter in an attempt to answer the questions you developed you may find it necessary to modify
your question(s) or you may think of more questions that need to be answered. Make sure to
focus as you read and take time to thoroughly answer each question you develop.
The final step in the SQRW reading strategy for reading textbooks is
Write.
Make sure to write each of the questions you form along with its answer in a
notebook.
After you’ve written down each question as well as the
answer to each question review each question again to
make sure you have completely answered the question.
As you begin to apply the SQRW strategy you’ll find that
learning will become easier, you’ll develop better notes to
prepare for class discussion and exams, and ultimately
you’ll learn much more.
Submitted by: Marty Foxman, Site Coordinator, Great Falls
Source: educationatlas.com
Write, that’s right
That’s what to do
When you’re feeling blue
converse with verse
spend time with rhyme
occupy the mind
with the sublime
do your bit
to make it fit
it won’t take long
to sing the song
of sunshine and life
of darkness and strife
struggles and getting by
of Hugs and Lullabies
27 As well as trying to improve your learning strategies, you should also work on improving your study habits. There are
many things you can do to ensure that you study more effectively, but the following things are the most important:
Plan your study.
Don't spend all your time in one or two subjects while ignoring others. Designate regular study
times and plan other commitments around these, not vice versa! Calculate at least one hour in study time for each
point a paper is worth ie. six hours in addition to class time for a six credit point paper.
Learn to prioritize.
Decide what is important and urgent, and deal with these tasks before tackling tasks that are
less important and that can wait. You should also make sure that you note when major assignments are due, so that
you plan your time accordingly. Begin with the assignments that have the earliest deadlines, not those that are easiest
or most interesting!
 Be an active rather than a passive learner. Don't just read your notes and textbooks as if you were reading the
newspaper or a novel. Try using the following techniques:  Underline key points  Question yourself, and get others to question you on what you are reading;  Draw diagrams or concept maps to help you to make sense of information;  Summarize lecture notes and course readings (this will help recall);  Relate ideas to similar ideas; Picture things in your mind as you read;  Repeat important points and details to yourself;  Practice answering questions and doing problems. Avoid studying the same subject for long periods of time
without a break. Five one hour sessions can sometimes be more effective than one five hour session!
Study the subject or subjects you find most difficult or boring before the ones you find interesting. This will
help you to maintain concentration.
Revise consistently, not just the week or day before exams.
The more you go over material, the more
reinforcement will take place, and the easier it will be to recall.
Try to study at the time of the day that is the most
productive for you. For some this is in the morning,
while for others it is in the afternoon or evening. Do not
persist with study if you are feeling very sleepy as you
will not be learning effectively. Take a break every
hour, and if you are finding it particularly difficult to
concentrate, slot in some other activity between study
sessions.
Study in an environment that you find comfortable.
Don't, however, choose one that is so relaxing that you
fall asleep!
28 Before you Begin: 1. Preview the test before you answer anything. This gets you thinking about the material. Make sure to note the point value of each ques on. This will give you some ideas on budge ng your me. 2. Do a mind dump. Using what you saw in the preview, make notes of anything you think you might forget. Write down things that you used in learning the material that might help you remember. Outline your answers to discussion ques ons. 3. Quickly calculate how much me you should allow for each sec on according to the point value. (You don't want to spend 30 minutes on an essay ques on that counts only 5 points.) Taking a Test: 4. Read the direc ons. (Can more than one answer be correct? Are you penalized for guessing? etc.) Never assume that you know what the direc ons say. 5. Answer the easy ques ons first. This will give you the confidence and momentum to get through the rest of the test. You are sure these answers are correct. 6. Go back to the difficult ques ons. While looking over the test and doing the easy ques ons, your subconscious mind will have been working on the answers to the harder ones. Also, later items on the test might give you useful or needed informa on for earlier items. 7. Answer all ques ons (unless you are penalized for wrong answers). 8. Ask the instructor to explain any items that are not clear. Do not ask for the answer, but phrase your ques on in a way that shows the instructor that you have the informa on but are not sure what the ques on is asking for. 9. Try to answer the ques ons from the instructor's point of view. Try to remember what the instructor emphasized and felt was important. 10. Use the margin to explain why you chose the answer if the ques on does not seem clear or if the answer seems ambiguous. 11. Circle key words in difficult ques ons. This will force you to focus on the central point. 12. Express difficult ques ons in your own words. Rephrasing can make it clear to you, but be sure you don't change the meaning of the ques on. 13. Use all of the me allo ed for the test. If you have extra me, cover up your answers and actually rework the ques on. Submi ed by: Linda Ornowski, Site Coordinator, Kalispell & Salish Kootenai Source: Prac cing College Learning Strategies 3rd edi on by Carolyn Hopper 29 M
U
R
D
E
ood: Set a posi ve mood for yourself to study in. Select the appropriate me, environment, and a tude. nderstand: Mark any informa on you don't understand in a par cular unit; Keep a focus on one unit or a manageable group of exercises. ecall: A er studying the unit, stop and put what you have learned into your own words. igest: Go back to what you did not understand and reconsider the informa on; Contact external expert sources (e.g., other books or an instructor) if you s ll cannot understand it. xpand: In this step, ask three kinds of ques ons concerning the studied material: ‐ If I could speak to the author, what ques ons would I ask or what cri cism would I offer? ‐ How could I apply this material to what II am interested in? ‐ How could I make this informa on interes ng and understandable to other students? R
eview: Go over the material you've covered. Review what strategies helped you understand and/or retain informa on in the past and apply Submi ed by: Eleanor Mar n, EOC Director Adapted from Hayes, John R., The Complete Problem Solver “Study is nothing else but a possession of the mind.” ~ Thomas Hobbes 30 You can prepare yourself to succeed in your studies. Try to develop
and appreciate the following habits:
Take responsibility for yourself Responsibility is recognition that in order to succeed
you can make decisions about your priorities, your time, and your resources Center yourself around your values and principles Don't let friends and acquaintances dictate what you consider important Put first things first Follow up on the priorities you have set for yourself, and don't let others, or other interests, distract you
from your goals Discover your key productivity periods and places Morning, afternoon, evening; study spaces where you can be the most focused and productive. Prioritize these for your most difficult study challenges Consider yourself in a win-win situation You win by doing your best and contributing your best to a class, whether for yourself, your fellow
students, and even for your teachers and instructors. If you are content with your performance, a grade
becomes an external check on your performance, which may not coincide with your internally arrived at
benefits First understand others, then attempt to be understood When you have an issue with an instructor, for example a questionable grade, an assignment deadline
extension, put yourself in the instructor's place. Now ask yourself how you can best make your
argument given his/her situation Look for better solutions to problems For example, if you don't understand the course material, don't just re-read the material. Try something
else! Consult with the professor, a tutor, an academic advisor, a classmate, a study group, or your
school's study skills center Look to continually challenge yourself
Submitted by Linda Ornowski, Site Coordinator, Kalispell & Salish Kootenai
Source: Seven Habits of Highly Effective People by Steven Covey
31 NON PROFIT ORG
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HAVRE, MT
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Montana State University Northern
Educational Opportunity Center
P.O. Box 7751
Havre, MT 59501
Phone: 406-265-4141
Fax: 406-265-3597
Email: [email protected]
Check us out!!
www.msun.edu/grants/eoc
Call EOC at the following locations:
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281-5109
Havre:
265-4141
Missoula:
243-7917
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496-3720
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756-3916
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32