No Limits

1

Mission Statement: Our Reason for Being

1.1 Mission Statement: Our Reason for Being

🧭 Overview

🧠 One-sentence thesis

A mission statement defines an institution's core purpose and values—which typically remain stable over time—while the methods to achieve that mission may adapt to changing environments.

📌 Key points (3–5)

  • What a mission statement is: a description of an institution's overall purpose, target group, major activities, philosophy, and values—its reason for existence.
  • Stability vs. flexibility: the purpose itself usually does not change over time, but how the institution accomplishes that mission can change with the environment.
  • UT Arlington's core mission: advancement of knowledge, pursuit of excellence, lifelong learning, and good citizenship through research, teaching, and public service.
  • Active vs. passive learning: UT Arlington promotes learning as an active process (research, inquiry, service, internships, free expression) rather than passive absorption of information.
  • Common confusion: mission statements are not just aspirational words—they describe concrete commitments (e.g., research culture, student preparation, community partnerships) that should shape your experience.

🎯 What a mission statement does

🎯 Core definition and components

A mission statement describes the overall purpose of an institution, organization, or individual—its reason for existence.

  • It typically explains:
    • The target group served (who benefits)
    • The major activities conducted (what the institution does)
    • The philosophy and values (guiding principles)

⏳ Stability and adaptation

  • The purpose of an institution typically does not change over time.
  • The methods to accomplish that mission might change given the environment at that time.
  • Example: An organization's reason for being stays constant, but how it delivers services or engages stakeholders may evolve with technology or community needs.

🏛️ UT Arlington's mission in detail

🏛️ Three-part foundation

UT Arlington describes itself as a "comprehensive research, teaching, and public service institution" with three pillars:

PillarWhat it means
ResearchAdvancement of knowledge
TeachingPursuit of excellence in education
Public serviceCommunity engagement and partnerships

🎓 Commitment to lifelong learning

  • The university is committed to lifelong learning through:
    • Academic programs
    • Continuing education programs
    • Community service learning programs
  • Lifelong learning means: information and thinking skills gained in college establish you to continue the learning process throughout your life as your world continues to change and grow.

🤝 Diversity and unity

  • The diverse student body shares a wide range of cultural values.
  • The university community fosters unity of purpose and cultivates mutual respect.

🔬 Four core objectives

🔬 Research and intellectual culture

  • The university is committed to comprehensive programs of academic research.
  • This requires attracting and retaining scholars who promote:
    • A culture of intellectual curiosity
    • Rigorous inquiry
    • High academic standards among faculty and students

🎒 Student preparation for full, productive lives

  • The university prepares students for full, productive lives and informed and active citizenship.
  • Undergraduate and graduate curricula engage students actively in the learning process.
  • Outside the classroom: student organizations and activities contribute to the learning environment.
  • Service learning program: offers students the opportunity to supplement academic study with internships in a variety of community settings, testing their skills and aptitudes and challenging their values.
  • Access and flexibility: state-of-the-art teaching technologies, distance education, and off-site instruction afford access to off-campus as well as traditional students.
  • Non-degree options: certificate and continuing education programs offer practical, aesthetic, and intellectually stimulating opportunities for community learners.

🗣️ Free expression and trust

  • The mission can be achieved only when students, faculty, staff, and administrators value and promote free expression in an atmosphere of tolerance, responsibility, and trust.
  • The university regards these attributes as prerequisites for any community of learners and vigilantly strives to maintain them.
  • Don't confuse: free expression does not mean absence of responsibility—it must occur within an atmosphere of tolerance and trust.

🌍 Community partnerships and service

  • Mindful of its role as a resource to the community (locally, nationally, and internationally), the university continually seeks partnerships with public and private concerns.
  • Goal: advance the economic, social, and cultural welfare of its constituencies.
  • How: serving the needs of the North Texas community by sponsoring:
    • Public lectures and academic symposia
    • Artistic, musical, and dramatic productions

🚀 Active learning approach

🚀 Active vs. passive learning

UT Arlington promotes learning as an active process rather than the passive absorption of information.

Active learning methods include:

  • Research
  • Inquiry
  • Citizenship
  • Service
  • Internships
  • Free expression
  • Student organizations and activities
  • Public lectures
  • Artistic productions

💡 Student reflection prompt

The excerpt encourages students to:

  • Consider how you are approaching your educational experience.
  • Think about if you are getting the most out of your time at UT Arlington.
  • Encounter discussions and assignments, pass by bulletin boards of flyers—all as opportunities for active engagement.
  • Example: Instead of just attending class, a student might join a student organization, attend a public lecture, or pursue an internship to actively test skills and challenge values.
2

1.2 First-Year Seminar (FYS): The Value Added

1.2 First-Year Seminar (FYS): The Value Added

🧭 Overview

🧠 One-sentence thesis

First-year seminars have been shown to improve student persistence, grades, and campus engagement, and UT Arlington's learning communities aim to equip incoming students with academic skills, transition support, critical thinking abilities, and campus connections.

📌 Key points (3–5)

  • Historical context: 80% of four-year institutions offer freshman seminars; the first was at Johns Hopkins in 1877 to help students integrate into college life.
  • Proven benefits: Research shows FYS increases persistence to the next year, improves GPAs, boosts credit completion, and enhances student involvement and understanding of college.
  • What students value: Interacting with peers and faculty, learning to meet college demands, exploring majors, and discovering campus resources.
  • UTA's four goals: Enhance academic skills, facilitate transition, develop critical thinking, and build connection to the university.
  • Common confusion: FYS formats vary widely (1–3 credits, graded or not, orientation or rigorous seminar), but the core goal remains helping students think and manage their affairs.

📚 Why first-year seminars exist

🕰️ Historical origins

  • The first freshman seminar was offered at Johns Hopkins University in 1877.
  • Faculty recognized that first-year students needed assistance integrating into college life.
  • Since then, FYS has been offered in various forms: one to three credit hours, graded and non-graded, extended orientation to rigorous academic seminars.

🎯 Main goal across institutions

The main goal for a FYS is to get students thinking—thinking about interesting world topics and how different disciplines view the world, as well as how they learn and manage their affairs.

  • It is not just about orientation or information delivery; it is about active engagement with learning and self-management.
  • Example: A seminar might ask students to examine how different disciplines approach the same world problem, prompting reflection on their own learning style.

📊 Evidence of effectiveness

📈 Academic outcomes

Research from institutions with freshman seminars shows positive impacts on:

OutcomeWhat the evidence shows
PersistenceIncreases student persistence to the next year
GPAPositively impacts grade point averages
Credit completionIncreases the number of credit hours completed
InvolvementPositively impacts student involvement
UnderstandingHelps students better understand what college is all about

🤝 Social and institutional outcomes

The 2006 National Survey of First-Year Seminars (by the National Resource Center for First-Year Experience and Students in Transition) found that institutions with FYS frequently report:

  • Increases in satisfaction with the institution and the faculty.
  • More positive peer interactions.
  • An increase in the use of campus services that help support student success (to varying degrees).

💬 What students value

Hansen, Williams, & Chism (2008) reported common themes from students about why they valued their first-year seminar:

  • Interacting with other new students.
  • Interacting regularly with faculty and advisors.
  • Learning how to meet the demands of college life.
  • Exploring their major choices.
  • Finding out more about the campus resources available to them.

Don't confuse: The value is not just in receiving information passively; students specifically valued the interaction and exploration aspects.

🎓 UT Arlington's learning community goals

🎯 Goal 1: Enhance essential academic skills

Objective 1.1: Students will examine and develop academic survival and success strategies.

  • Examples include: note taking, active reading, test preparation and taking, deep learning techniques, collaborative learning skills.

Objective 1.2: Students will examine and develop self-management skills necessary for academic success.

  • Examples include: time-management and goal setting, motivation, self-responsibility, concentration, financial literacy.

🌉 Goal 2: Facilitate transition to university environment

Objective 2.1: Students will examine and understand the nature of a university and academic disciplines, faculty expectations, and academic integrity.

Objective 2.2: Students will understand university policies and procedures that impact their ability to acquire a degree.

Objective 2.3: Students will explore their strengths and learning styles and relate them to college tasks and major.

Objective 2.4: Students will become aware of and use academic and student support resources.

Objective 2.5: Students will explore and apply techniques that promote student wellness.

🧠 Goal 3: Develop critical thinking skills

Objective 3.1: Students will explore and engage in higher order thinking activities related to a topic from an academic area.

Objective 3.2: Students will practice oral and written communication skills.

Objective 3.3: Students will conduct library research that includes a critical analysis of sources.

  • This goes beyond basic information gathering; students must critically analyze sources, not just collect them.

🤝 Goal 4: Develop connection with UTA and become a "Maverick"

Objective 4.1: Students will develop a connection with faculty members and peer academic leaders.

Objective 4.2: Students will explore and become involved on campus.

Objective 4.3: Students will become aware of and use academic and student support resources.

Objective 4.4: Students will develop an appreciation for the diversity of the student body.

🔍 Format and approach at UTA

🏫 Learning community structure

  • At UTA, students may experience a first-year learning community of various types based on the needs of students in a particular major department.
  • No matter the format, certain goals and objectives will be covered to provide all incoming students with information that has shown to impact new students positively.

💭 Individual value

Your challenge is to consider carefully with an open mind what this course might have to offer you, as this may be different for every student.

  • The excerpt emphasizes that benefits are not uniform; each student should reflect on what they personally hope to gain.
  • Example: One student might value time-management skills most, while another might prioritize exploring major choices or building peer connections.
3

A Brief History Lesson about UT Arlington

1.4 A Brief History Lesson about UT Arlington (from Saxon, 1995)

🧭 Overview

🧠 One-sentence thesis

The University of Texas at Arlington evolved from a small private school in 1895 into a modern research university through three distinct periods—private schools (1895–1917), Texas A&M affiliation (1917–1965), and UT System membership (1965–present)—with each transformation driven by community support and reflecting the growth of the Dallas–Arlington–Fort Worth metroplex.

📌 Key points (3–5)

  • Three historical periods: private schools (1895–1917), Texas A&M junior/senior college (1917–1965), and UT System research university (1965–present).
  • Evolution of mission: from primary/secondary education with military discipline and rural focus to a four-year college, then to a research university pursuing national prominence.
  • Community-driven growth: virtually every major change (founding, joining A&M, joining UT System, senior college status) was sponsored, supported, or initiated by the local community.
  • Common confusion: the early "colleges" (1895–1917) were not colleges in today's terms—they were schools for primary, intermediate, and secondary grades, not higher education institutions.
  • Parallel development: the university's growth mirrors the transformation of the surrounding region from a town of 1,000 residents to the largest and most populous metropolitan area in Texas.

🏫 Period One: Private Schools (1895–1917)

🏫 Origins and early schools

  • 1895: Arlington College established near the current E. H. Hereford Student Center location, one mile southwest of Arlington's city limits (population 1,000).
  • Founder: local merchant Edward Emmett Rankin recruited Lee Morgan Hammond and William M. Trimble (co-principals of Arlington Public School) to start the private school.
  • Purpose: offer an alternative to parents who did not want their children educated in public schools.
  • Community support: the community initially supported these efforts; the school opened September 1895.

📚 Succession of schools

A series of schools operated on the same site:

School nameYearsNotes
Arlington College1895–1902First school on site
Carlisle Military Academy1902–1913Military focus
Arlington Training School1913–1915Brief transition
Arlington Military Academy1915–1917Last private school

⚠️ What these "colleges" actually were

In today's terms, these schools were not colleges at all but rather schools for children in primary, intermediate, and secondary grades.

  • Don't confuse: the name "college" in this period did not mean higher education—these were K–12 equivalent schools.
  • Each school opened with great fanfare but eventually failed due to sagging enrollment causing financial and legal problems.
  • The Arlington community proved unable—or unwilling—to provide the necessary support to keep the private schools operating.

🎓 Period Two: Texas A&M Affiliation (1917–1965)

🎓 The turning point in 1917

  • Key figure: educator and lobbyist Vincent Woodbury Grubbs led efforts in Austin to open a junior college in Arlington as an extension of Texas A&M.
  • Background: the idea had been discussed locally for more than a decade, but Arlington leaders only mustered resources to hire Grubbs in 1917.
  • Legislative action: Texas legislature passed a bill (signed by Governor James Ferguson) establishing Grubbs Vocational College as a "Junior Agricultural and Industrial College."

💰 Terms of the agreement

In return for the college and state funding, Arlington citizens had to donate:

  • One hundred acres of "good tillable land" to the state
  • The "Carlisle Military School property, with all buildings, dormitories, barracks, etc., belonging thereto"

📈 Growth and name changes under A&M

The college experienced tremendous growth, evolving from a two-year junior college focusing on agricultural, vocational, and basic education to a four-year college (beginning 1959) with baccalaureate degrees.

Name progression:

NameYearsNickname
Grubbs Vocational College1917–1923
North Texas Agricultural College1917–1949"N-tack"
Arlington State College (ASC)1959–1965ASC

📊 Enrollment and physical expansion

  • Enrollment growth: from 66 students (September 1917) to more than 11,000 (mid-1960s).
  • Campus buildings: many of today's oldest buildings were constructed during this period:
    • Ransom Hall (1919): Administration Building of Grubbs; oldest standing building on campus
    • College Hall (1926): originally the Library
    • Preston Hall (1928): built as a Science Building

🏆 Notable achievements

  • Sports: the Rebels football team won back-to-back Junior Rose Bowl championships in 1956 and 1957.
  • Integration milestone: in 1962, ASC became the first school in the A&M System to integrate its student body, allowing African-Americans to register for the first time.

🔄 The break with A&M

  • Who led the effort: faculty, students, and the local community pushed to move ASC from the A&M System to the University of Texas System.
  • Core issue: mission, scope, and role.
    • ASC supporters wanted more resources to increase undergraduate offerings, develop graduate education programs, and expand research initiatives.
    • A&M resisted, clinging tightly to the purse-strings.
  • Local leadership: North Texas area leaders led efforts in Austin; surprisingly, A&M officials welcomed the change and offered little resistance.
  • Legislative action: in 1965, the Texas legislature passed (Governor John Connally signed) a bill transferring ASC to the UT System.

🎯 Period Three: UT System Years (1965–Present)

🎯 The transition and final name change

  • 1965: ASC joined the UT System, beginning the third period in the college's history.
  • 1967: underwent its last name change, becoming The University of Texas at Arlington (UTA).

📈 Phenomenal growth in every area

Student body:

  • More than 28,000 students pursuing bachelor's, master's, and doctoral degrees in 180 different programs.
  • 140,000 alumni spread across the globe.
  • Students come from around the world.

Campus transformation:

  • Shaken off "commuter school" image; became a residential campus.
  • One-fourth of students live in student housing; considerably higher percentage live close to campus.
  • Physical plant covers 420 acres with more than one hundred buildings in Arlington and Fort Worth.

Economic impact:

  • Estimated $1 billion annual impact on the economy of the region.

🔬 Research university status

  • One of seven emerging research universities in Texas pursuing Tier 1 status and national prominence.
  • What made this possible:
    • Faculty who aggressively pursue research grants and external funds to expand the boundaries of knowledge.
    • Graduate students who carry out exciting research projects.

🤝 The community connection theme

A constant theme throughout the history of the university has been its close ties to the local community and the support it has received, and continues to receive, from it.

  • Pattern: virtually every major change the university has undergone (founding, joining A&M, joining the UT System, senior college status) has been either sponsored, supported, or initiated by the community.
  • Real estate analogy: "location, location, location" determines value—UTA's location and the community it is part of have served to shape and define the university.

🌆 The Metroplex Mirror

🌆 Parallel evolution

The evolution of the school mirrors in many ways the growth and development of the Dallas–Arlington–Fort Worth metroplex:

  • Then: a school one mile southwest of a town of 1,000 residents, with military discipline and rural-leaning educational programs.
  • Now: a modern, urban research university in a bustling and vibrant metropolitan area (the largest and most populous in the state), striving for national prominence like the region that surrounds and embraces it.

Example: Just as Arlington grew from 1,000 residents to part of the state's largest metro area, the university grew from 66 students in a donated military school building to 28,000 students on a 420-acre campus with a $1 billion regional economic impact.

4

Active University Initiatives

1.5 Active University Initiatives

🧭 Overview

🧠 One-sentence thesis

UT Arlington distinguishes itself through research-active faculty, specialized facilities, and campus-wide initiatives—active learning, diversity engagement, sustainability, and experiential learning—that position students to construct their own knowledge and prepare for a diverse, interconnected world.

📌 Key points (3–5)

  • What makes UT Arlington special: Carnegie-classified research-extensive faculty who are both accomplished researchers and excellent teachers, plus state-of-the-art facilities (Smart Hospital, Planetarium, Honors College).
  • Active learning philosophy: students are not passive "knowledge consumers" but must integrate facts into their own understanding by doing, analyzing, and creating—not just memorizing.
  • Diversity as strength: students from 115 countries and varied backgrounds provide learning advantages; research shows diverse environments increase perspective-taking, interest in social issues, and career readiness.
  • Sustainability as process: meeting present needs without compromising future generations; individual daily choices directly affect the planet's future through consumption, waste, and pollution.
  • Common confusion: college is not "sitting and absorbing information to repeat on tests"—it requires active construction of knowledge and real-world application through the QEP's Five Distinguishing Activities (Leadership, Research, Global/Community Engagement, Career Preparedness).

🎓 What sets UT Arlington apart

🔬 Research-active faculty

Research extensive university (Carnegie Foundation): faculty teaching classes are engaged in meaningful research and highly respected in their fields.

  • The excerpt challenges the assumption that "the best faculty are teaching exclusively at Ivy League schools or the biggest universities."
  • Research activity is the common measure of faculty accomplishment.
  • Faculty are known for both research excellence and teaching excellence.
  • Why it matters: students learn from scholars actively advancing their disciplines, not just transmitting existing knowledge.

🏥 Specialized facilities and programs

The excerpt highlights three examples:

Facility/ProgramWhat it offers
Smart HospitalState-of-the-art mannequins simulating human conditions for nursing students
PlanetariumOne of the most advanced in the Southwest
Honors CollegeOpen to any discipline; adds rigor and distinction to degree programs
  • These facilities "enhance the learning experience and set it apart from others."
  • Example: nursing students can practice on realistic simulations before working with real patients.

🧠 Active learning for critical thinking

🎯 What active learning is (and isn't)

Active learning: you put yourself at the center of your own educational experience; you learn by doing.

  • Not: sitting in class, absorbing information, repeating it on a test.
  • Not: being a "knowledge consumer" waiting for wisdom to be transferred.
  • Is: integrating facts into your own sense of how the world works.
  • Is: constructing your own unique brand of knowledge.
  • The excerpt emphasizes: "you are ultimately responsible for constructing your own unique brand of knowledge."

🧩 What active learning builds

Active learning stimulates critical cognitive functions:

  • Analyze: break down information
  • Apply: use knowledge in new contexts
  • Synthesize: combine elements into something new
  • Evaluate: judge value or quality
  • Not just memorize: rote recall is insufficient

Success indicator: "You'll know you've succeeded when you create something new: a work of art, a better mousetrap, or a truly persuasive argument."

👨‍🏫 From the professor's perspective

  • Faculty "look beyond traditional models of college teaching, offering more than 'chalk and talk.'"
  • Methods include:
    • In-class activities
    • Service learning opportunities
    • Assignments addressing real-world problems
  • These may add fun, but "there's something deeper at work"—building cognitive capacities.

✅ How to make the most of active learning

The excerpt gives four concrete steps:

  1. Come to class: "Showing up is job one."
  2. Arrive prepared: do the reading, take good notes—the more facts you learn on your own, the more time professors can spend helping you understand deeply.
  3. Stay involved, ask, participate: "Be more than a warm body occupying a seat."
  4. Strive to understand connections: see how each facet of your education shapes the future you; realize how diverse parts of the universe connect in surprising ways.

Don't confuse: being prepared with just showing up—preparation (reading, notes) frees class time for deeper understanding, not basic fact transfer.

🌍 Embracing diversity

🌈 What diversity means at UT Arlington

Diversity in race, ethnicity, age, physical ability, religion, national origin, sexual orientation, and socio-economic background is one of the university's many strengths.

  • Recognition: U.S. News and World Report listed UT Arlington in the top 10% for student racial diversity among 200 U.S. universities.
  • Scale: students from 115 countries represented.
  • Celebration: International Week and year-round welcoming environment.
  • Example: the nationally competitive Movin' Mavs wheelchair basketball team highlights unique talents of students with disabilities.

📚 How diversity is supported

The excerpt lists specific investments:

  • Maverick Speaker Series
  • Diversity Lecture Series
  • Office of Multicultural Affairs
  • Service Learning Projects
  • Learning Communities
  • Courses

These provide "numerous opportunities to increase understanding and appreciation of diversity."

📊 Why diversity matters: research evidence

The excerpt cites clear evidence of student benefits:

TimeframeWhat students gain
Short-term (one year)More able to take others' perspectives; more interested in poverty; more supportive of race-based initiatives
Long-termBetter prepared to participate in a diverse economy; see commonality in values with those who are different
  • Greatest returns: students who take diversity courses and participate in campus-sponsored diversity programs.
  • Career advantage: "distinct advantages after graduation" from living, studying, and working in a diverse environment.

♻️ Campus sustainability

🌱 What sustainability is

Sustainability: societal and individual efforts to meet the needs of the present without compromising the ability of future generations to meet their own needs.

  • The excerpt emphasizes this is "the simplest definition."
  • Not political: "this has nothing to do with politics: it is simply reality."

🌍 What the problem is

The excerpt describes current unsustainable practices:

  • Overconsumption: lifestyle in industrialized countries characterized by overconsumption.
  • Fossil fuels: oil and gas used to make or grow everything pollute the earth and contribute to climate change.
  • Waste: tremendous amount thrown away; toxic materials have disastrous effects on wildlife and human health.
  • Conclusion: "Our way of life, therefore, is not sustainable."

👶 What it means for you

The excerpt frames sustainability in personal, future terms:

  • Without change: "your children will encounter a world that will be less hospitable than today's in terms of pollution, extreme weather, lack of water, lack of food, and loss of both plant and animal species."
  • Interconnection: "Everything you do has a negative or positive effect on the future of this planet, for what you do truly does affect the world in a very direct way."
  • Example: what you buy, use, and discard each day is interconnected with the world.

🚀 How to get started

The excerpt gives three concrete steps:

  1. Check out the Mavericks Go Green website.
  2. Take a course or join an organization on the sustainability website.
  3. Realize sustainability is a process, not a goal: find out more, change how you live, talk to friends and family.

Key insight: "Learning to live in a more sustainable manner is something that you do every day, and the more you do it and talk about it, the faster we will get our planet reoriented in a better direction."

🎯 Quality Enhancement Plan (QEP)

🏆 What the QEP is

The QEP will provide all undergraduate students with a competitive edge by connecting them with the University's experiential learning ecosystem.

  • Developed by a committee of faculty, staff, students, and other stakeholders in student success.
  • Focus: experiential learning opportunities that enhance career preparedness, dedication to lifelong learning, and appreciation of a diverse and inclusive community.

🌟 The Five Distinguishing Activities

The QEP centers on five experiential learning areas:

  1. Leadership
  2. Undergraduate Research
  3. Global Engagement
  4. Community Engagement
  5. Career Preparedness
  • The excerpt calls these "Five Steps in the Right Direction."
  • The QEP enables students "across the University to identify and participate" in these opportunities.
  • Goal: not just classroom learning, but real-world application and experience.
5

What Does a University Do?

2.1 What Does a University Do?

🧭 Overview

🧠 One-sentence thesis

Universities evolved from medieval scholar communities into modern institutions that develop well-rounded citizens, drive economic mobility, and create new knowledge through research—roles that shape how faculty teach and why the curriculum is structured as it is.

📌 Key points (3–5)

  • Historical roots: Universities began as organized groups of scholars teaching students to become scholars themselves, with curricula designed to produce well-educated, well-rounded individuals.
  • Modern public university mission: Post-WWII U.S. public universities shifted from elite institutions to mass education systems meeting social, economic, and national security needs.
  • Why general education matters: The General Core Curriculum mirrors the medieval trivium/quadrivium tradition and develops critical thinking, communication, and problem-solving skills employers seek.
  • Common confusion: College courses repeat high school topics, but faculty teach "truth" through research and logical reasoning, not rote material—students participate in knowledge creation, not just consumption.
  • Faculty role today: Professors conduct original research, create new understandings, and train the next generation of scholars by asking students to engage in similar inquiry processes.

🏛️ Historical foundations

📜 Medieval European universities

Historically, a university is considered an organized group of scholars and students in which the scholars lead the learning process and investigation (i.e., research) and, in essence, taught students to be scholars themselves.

  • Who established them: Local municipal administrations, kings, or the Catholic Church in medieval Europe.
  • Regional character: Universities tended to be regionally located, serving specific areas.
  • Core purpose: Developing well-rounded and well-educated individuals, not just vocational training.

📚 The trivium and quadrivium

The medieval curriculum had two layers:

ComponentSubjectsPurpose
TriviumGrammar, rhetoric, logicFoundation for clear thinking and communication
QuadriviumArithmetic, astronomy, geometry, musicMathematical and scientific reasoning
Advanced studiesMedicine, law, theologyProfessional specialization after foundational education
  • This structure aimed at breadth before depth.
  • Example: A student would master logic and rhetoric before studying law, ensuring they could reason and argue effectively.

🔍 Academic freedom principle

  • Professors were allowed the freedom to teach the "truth" as their research, texts, and logical reasoning prescribed.
  • This principle dates back to early universities and remains central today.
  • Don't confuse: This is not about teaching opinions, but about presenting knowledge derived from scholarly investigation and reasoning.

🇺🇸 Modern American public universities

🏭 Post-WWII transformation

  • Before: Higher education was "simply a reward for the elite."
  • After: Public institutions became "an accessible mass education system."
  • Why the shift: Post-WWII industrial development required a more educated workforce.
  • How it happened: Through a series of commissions, acts, and federal financial aid programs.

🚀 National security and Sputnik

  • The Soviet Union's launch of Sputnik I satellite triggered national security concerns.
  • Response: The nation's military began funding students and research programs related to mathematics, science, and foreign languages.
  • This funding shaped curriculum priorities and research directions.

📈 Economic and social impact

Higher education in the United States has:

  • Influenced intellectual life, culture, and politics
  • Driven economic development and social mobility

Evidence from U.S. Bureau of Labor Statistics (2009):

  • Unemployment rates decrease with higher educational degree attainment (for workers 25 years and older).
  • Annual earnings increase with higher educational degree attainment.
  • Individuals are more likely to be employed and earn more money if they have attained a post-secondary degree.

👥 Rise of student support services

  • As students from all walks of life came to the university, the need for student affairs and academic support professionals increased.
  • Purpose: Help students meet the transition and demands of college life.
  • Why necessary: Allowed faculty to continue teaching and conducting research while supporting a diverse student body—"all important for a developing country."

🎓 UT Arlington today

🏫 Institutional profile

  • History: Part of the neighborhood for more than 120 years.
  • Enrollment: Almost 40,000 students.
  • Core mission: Teaching students with the intent of developing well-rounded, well-educated citizens of the state, nation, and world.

📖 General Core Curriculum mandate

  • The State of Texas dictates with legislation that all undergraduates complete a General Core Curriculum.
  • Historical parallel: This tradition dates back to the early European universities that taught in accordance with the trivium and quadrivium.

UT Arlington Mission Statement connections:

  • "Promotion of lifelong learning"
  • "Formation of good citizenship"
  • "Fosters unity of purpose, and cultivates mutual respect"

🧩 What the General Core includes

The curriculum covers:

  • Writing
  • Humanities
  • Mathematics
  • Fine arts
  • Social sciences
  • History
  • Politics
  • Sciences

Purpose: Gaining a breadth of knowledge in areas that are relevant to the world and its citizens.

💼 What employers want

When asked what they are looking for in new graduates, employers often say they want students who can:

  • Think independently and critically
  • Communicate well (both written and oral)
  • Solve problems
  • Interact well with others

Key insight: These are skills often developed through the General Core Curriculum, not just major-specific courses.

🔬 How university teaching differs from high school

❓ Common student concern

Many students express concerns and annoyance with taking general core courses again, indicating that they already had the course in high school.

🎯 Why college courses are different

What new students need to understand: Information in these courses will not be presented as it was in high school.

AspectHigh schoolUniversity
Teaching approachStandardized curriculumFaculty teach "truth" as their research, texts, and logical reasoning prescribe
Source of knowledgeTextbooks and established materialsOften originated from research that faculty members and their students have conducted
Faculty roleDeliver curriculumMay have written and published texts assigned in the course
  • Example: It is not uncommon for a faculty member teaching a course to have also written and published texts that may be assigned as a portion of the course reading.

🔍 Faculty as knowledge creators

During their research and scholarship process, faculty members are:

  • Creating original works of art, writing, and research
  • Attempting to convey new understandings of the world around them
  • Asking research questions like:
    • Why does this happen?
    • What would happen if…?
    • How can we improve this…?
  • Expressing new ideas and images to capture more about the human condition and impact the emotions and thoughts of others

🎓 Training the next generation of scholars

University faculty members see that their role in part is to create the next generation of the world's scholars.

What this means for students:

  • Once certain foundational information is presented, faculty members may be asking you some of the same questions.
  • You will be encouraged to engage in similar activities so that you can participate in the creation of knowledge for yourself and others in your classes.
  • Key difference: These exercises will likely require you, as a student, to engage in your educational process in a much different way than in high school.

Don't confuse: This is not about repeating what you learned in high school; it's about learning how scholars think and participating in inquiry and knowledge creation, not just memorizing facts.

6

2.2 General Organizational Structure of UTA

2.2 General Organizational Structure of UTA

🧭 Overview

🧠 One-sentence thesis

Understanding the university's hierarchical structure—from president through provost, deans, department chairs, to faculty and staff—helps students navigate the complexity of a campus community and recognize who determines academic policies and degree requirements.

📌 Key points (3–5)

  • Hierarchy differs from high school: universities have a multi-layered structure beyond the classroom, with roles like president, provost, deans, and department chairs, each with distinct responsibilities.
  • Who controls curriculum: faculty members in each academic department ultimately determine what knowledge students must master to earn a degree, reflected in courses and degree plans.
  • Two leadership tracks: academic leadership (provost, deans, chairs, faculty) focuses on education and research; administrative/support staff ensure campus operations and student success outside the classroom.
  • Common confusion: faculty are not just "teachers"—they are researchers and scholars who create new knowledge and set degree requirements, not simply deliver pre-set content.
  • UT Arlington's scale: the institution includes 10 schools/colleges offering over 180 degrees, supported by both visible and behind-the-scenes professional staff.

🏛️ Top leadership roles

🏛️ President

  • Provides overall leadership for all academic and administrative units.
  • Serves as liaison to state government and the UT System Board of Regents (the primary governing board).
  • Heavily involved in fundraising and promoting the institution's positive image.
  • Example: the president represents the university to external stakeholders, not just internal campus matters.

🎓 Provost

The provost is the "chief academic officer" of the institution.

  • Develops and implements the educational goals of the university.
  • Oversees the academic side of the institution, distinct from administrative operations.
  • Deans of schools and colleges report directly to the provost.

🏫 Academic structure: schools, deans, and departments

🏫 Schools and colleges at UT Arlington

UT Arlington comprises 10 schools and colleges plus a Division of Student Success, offering over 180 bachelor's, master's, and doctoral degrees.

School/CollegeType
Architecture, Planning, and Public AffairsCollege
BusinessCollege
EducationCollege
EngineeringCollege
Liberal ArtsCollege
Nursing and Health InnovationCollege
ScienceCollege
Social WorkSchool
Honors CollegeCollege

🧑‍💼 Academic deans

  • Lead all academic departments within a particular school or college.
  • Report directly to the provost.
  • Responsibilities include:
    • Leading department chairs and faculty in developing and implementing curriculum.
    • Setting academic requirements for students to earn degrees.
    • Serving as role models for teaching and research.
    • Managing administrative issues, allocating resources and funding.

🪑 Department chairs

  • Serve as the liaison between the dean and faculty members.
  • Primary tasks:
    • Faculty development.
    • Management of department resources.
    • Conducting research.
    • Teaching.
  • Bridge the gap between college-level leadership and individual faculty.

👩‍🏫 Faculty: creators of knowledge and curriculum

👩‍🏫 Who faculty are

Faculty members are typically referred to as "professors" in higher education.

  • Have earned higher-level degrees in the specific discipline they teach.
  • Conduct research to further knowledge in their academic discipline.
  • Not just "teachers" delivering content—they are scholars creating new knowledge.

🔬 Faculty as researchers

  • Faculty create original works of art, writing, and research to convey new understandings.
  • Ask research questions like:
    • "Why does this happen?"
    • "What would happen if…?"
    • "How can we improve this…?"
  • Express new ideas and images to capture the human condition and impact others' emotions and thoughts.
  • In upper-level and graduate courses, assigned readings may include texts written by the faculty member teaching the course, based on their own research.

📚 Faculty control curriculum

  • Faculty members from an academic department determine what knowledge students should master to obtain a bachelor's degree.
  • This knowledge base is reflected in:
    • The courses offered by the department.
    • The degree requirements in a degree plan for a particular major.
  • Don't confuse: faculty don't just follow a pre-set curriculum—they create and update it based on their discipline's evolving knowledge.

🎯 Faculty role in student development

  • University faculty see their role in part as creating the next generation of scholars.
  • After presenting foundational information, faculty ask students similar research questions and encourage participation in knowledge creation.
  • These exercises require students to engage in education differently than in high school—more active, inquiry-based learning.

🛠️ Professional staff: supporting student success

🛠️ Visible support staff

Experienced professional staff help students succeed and ensure daily campus operations.

RoleFunction
Student affairs professionalsEnsure positive campus life and student leadership opportunities
Academic advisorsHelp students navigate degree plans and understand policies/procedures
CounselorsHelp students deal with stress or personal issues impeding academic success
Financial aid counselorsAssist with funding issues (students may visit only when problems arise)

🔧 Behind-the-scenes staff

Many staff members work intermittently or invisibly to students:

  • Campus payroll staff.
  • Facilities workers who maintain the landscape.
  • Chefs who cook food served in cafes.
  • Example: a student may never meet the facilities team, but they ensure the campus environment is functional and attractive.

🤝 Overall staff mission

UT Arlington is described as a "bustling, vibrant community" with dedicated faculty and staff committed to helping students succeed in any way they can.

🔄 Contrast with high school

🔄 Simpler high school structure

  • In high school, the organizational structure was "very clear cut."
  • Teachers were in charge of the classroom.
  • If an issue escalated, the principal or assistant principal became involved.
  • A hierarchy beyond the principal existed (e.g., district level) that determined policies and procedures.

🔄 University complexity

  • Universities have a much more layered hierarchy: president, provost, deans, department chairs, faculty, and various professional staff.
  • Understanding this structure helps students navigate the campus community and know where to go for different needs.
  • Don't confuse: in high school, one principal oversees everything; in a university, different leaders oversee academic vs. administrative functions, and each school/college has its own leadership.
7

Quick Reference Academic Support Services

1.3 Quick Reference Academic Support Services

🧭 Overview

🧠 One-sentence thesis

UT Arlington provides multiple specialized academic support services—ranging from tutoring and writing help to counseling and accessibility resources—that students can access at specific campus locations to help them succeed.

📌 Key points (3–5)

  • What this section provides: a directory of academic support services with contact information and locations.
  • Range of services: includes course assistance (Academic Success Center, Math Clinic), writing support (English Writing Center), mental health (Counseling and Psychological Services), accessibility (Student Access & Resource Center), advising, and targeted programs (TRIO).
  • How to access: each service lists physical locations (buildings and room numbers), websites, phone numbers, and email addresses.
  • Common confusion: these services are distinct from faculty office hours—they are staffed by professional support personnel, not course instructors.

📍 Core academic assistance services

📚 Academic Success Center

  • Location: 206 Ransom Hall & 415 Central Library
  • Purpose: provides course assistance and support across disciplines.
  • Contact:
    • Website: uta.edu/student-success/course-assistance/available-course-support
    • Phone: 817-272-2617
    • Email: learningcenter@uta.edu

✍️ English Writing Center

  • Location: 411 Central Library
  • Purpose: helps students with writing assignments and skills.
  • Contact:

🔢 Math Clinic

  • Location: 325 Pickard Hall
  • Purpose: provides mathematics tutoring and learning resources.
  • Contact:

🤝 Student wellness and access services

🧠 Counseling and Psychological Services

  • Location: 303 Ransom Hall & 212 Maverick Activities Center (MAC)
  • Purpose: helps students deal with stress or personal issues that may impede academic success (as mentioned in the broader context).
  • Contact:
    • Website: uta.edu/caps
    • Phone: 817-272-3671 & 817-272-1888

♿ Student Access & Resource Center

  • Location: 102 University Hall
  • Purpose: provides accessibility resources and accommodations.
  • Contact:
    • Website: uta.edu/student-affairs/sarcenter
    • Phone: 817-272-3364
    • Email: sarcenter@uta.edu

🎯 Advising and specialized programs

🗺️ University Advising Center

  • Location: 100 Ransom Hall
  • Purpose: helps students navigate degree plans and understand policies and procedures needed to obtain their degree (as mentioned in the broader context).
  • Contact:
    • Website: uta.edu/advising
    • Phone: 817-272-3140
    • Email: uac@uta.edu

🌟 TRIO Student Support Services

  • Location: 206 Ransom Hall
  • Purpose: targeted support program for eligible students.
  • Contact:

🔍 How to find more help

🌐 Additional resources

  • The excerpt notes that more academic assistance services can be found at uta.edu/resources.
  • This suggests the list provided is not exhaustive; students should explore the comprehensive resource directory online.

📋 Quick reference format

ServiceLocationPhoneEmail
Academic Success Center206 Ransom Hall & 415 Central Library817-272-2617learningcenter@uta.edu
Counseling & Psychological Services303 Ransom Hall & 212 MAC817-272-3671 & 817-272-1888
English Writing Center411 Central Library817-272-2601uta-wci@uta.edu
Math Clinic325 Pickard Hall817-272-3261MathLRC@uta.edu
Student Access & Resource Center102 University Hall817-272-3364sarcenter@uta.edu
TRIO Student Support Services206 Ransom Hall817-272-3684triosss@uta.edu
University Advising Center100 Ransom Hall817-272-3140uac@uta.edu
8

Faculty Expectations of Students

2.3 Faculty Expectations of Students

🧭 Overview

🧠 One-sentence thesis

Faculty expect students to take ownership of their learning by engaging deeply with subject matter and maintaining respectful relationships that create an environment conducive to intellectual growth.

📌 Key points (3–5)

  • Two primary focus areas: interacting with subject matter and developing respectful relationships.
  • Responsibility shift: students must take ownership of their own learning; grades are earned through performance, not given for attendance or effort alone.
  • Time commitment: expect to spend at least three hours outside class for every hour in class (minimum 45 hours/week for 15 credit hours).
  • Common confusion: paying tuition provides access to learning opportunities, not a guarantee of high grades.
  • Critical thinking development: faculty expect students to move beyond memorization to higher-order thinking using Universal Intellectual Standards.

📚 Taking Ownership of Learning

🎯 What "ownership" means

Taking ownership of your education means being proactive to maximize your learning.

  • You, the student, are expected to be responsible for your own learning.
  • Faculty help students become knowledgeable in specific topics applicable to life situations or relevant for future learning.
  • The goal is to integrate acquired knowledge into your own life.
  • Example: English majors gain appreciation for historic novels; nursing majors use course readings and lab practice to assess patients.

📊 Grades are earned, not given

  • Faculty don't assign grades—students earn them based on performance.
  • Assessment is based on what you accomplish, not simply on effort or trying hard.
  • Paying tuition provides access to learning opportunities but does not imply a faculty member will give you a high grade merely for registering and attending.
  • Don't confuse: attendance and effort are important indicators of commitment, but they don't automatically translate to high grades.

⏰ Time investment required

  • Learning occurs at least as much outside the classroom as inside.
  • Rule of thumb: for every hour in class, plan to spend at least three hours preparing or completing assignments.
  • Example calculation: 15 hours/week in class (approximately 5 courses) = minimum 45 hours/week homework time.
  • Between classes, engage in study, reading, and thought—behaviors requiring discipline and significant time commitment.

🧠 Higher Standards in Thinking

🔍 Metacognition and critical thinking

Metacognition: thinking about the quality of your thinking and reasoning.

  • One of the best ways to stretch your critical thinking.
  • The goal is developing the ability to appraise information for credibility and relevance and integrate new information with what you already know.

📏 The Universal Intellectual Standards

Faculty expect students to apply these seven standards when thinking and reasoning:

StandardWhat it checksKey questions to ask
ClarityDo you have enough information?"Can you elaborate further?" "Can you give an example?"
AccuracyIs the statement true?"Is it true?" "How could we check that?"
PrecisionIs it specific enough?"Can you be more specific?" "Can you give more details?"
RelevanceDoes it connect to the question?"How is that information connected to the question?"
DepthDoes it address complexities?"Are you taking into account the problems?" "Are complexities being considered?"
BreadthDoes it include all viewpoints?"What would this look like from another point of view?" "Is there another way to look at this?"
LogicDoes it make sense together?"Does it make sense?" "Does that thought follow from what was presented?"

🎯 Moving beyond surface learning

  • A statement can be clear, accurate, precise, and relevant but still lack depth.
  • Example from the excerpt: "Just Say No!" is clear, accurate, precise, and relevant, but lacks depth into the issue and reasons for drug use.
  • Faculty expect you to shoot for improving thinking skills such as evaluating, critiquing, and synthesizing—not just learning facts.
  • Try to look at content from different perspectives.

📖 Practical Expectations for Coursework

✅ What faculty expect you to do

  • Attend classes: an important indicator that you value your investment and are committed to learning.
  • Complete assignments and readings on time: another indicator of valuing your investment.
  • Read widely, question, and analyze: read beyond the textbook from recommended reading lists when possible.
  • Do your best and attempt to exceed your best: just "getting by" shortchanges your significant financial investment.
  • Give priority to the course in your schedule: faculty give priority to the course and request students do the same.

🚫 Academic integrity requirements

  • Only submit class assignments you completed yourself.
  • When using information from books, periodicals, or the Internet, you must cite the source appropriately and list it in the reference list or bibliography.
  • Never consult fellow students for answers or share your answers unless:
    • The assignment is part of a team project, OR
    • The faculty member has clearly stated that collaboration is expected.
  • If unsure whether to consult with others, it is acceptable to ask your professor.

🗓️ Organization and time management

  • Requires self-discipline, time management, and organization.
  • Set time aside for each course each week for class attendance, reading, and assignments—keep that time prioritized.
  • Use a calendar program (phone or computer) to note when assignments are due.
  • Schedule automatic reminders to start assignments early enough to complete them on time.
  • Remember: obtaining library sources or reading 200 pages takes time—allow time for each step.
  • Before asking the teacher for information, review the syllabus and class notes first to avoid asking for information already provided.

🤝 Respectful Relationships

💬 Why respect matters

Learning is more likely to occur in an atmosphere of mutual respect.

  • Creating an atmosphere of interpersonal respect allows students to feel more secure and able to take the risk of being exposed to new ideas.
  • Willingness to be exposed to ideas with which you may not be familiar or agree provides opportunities to grow in knowledge and as a person.

🎓 Respectful communication includes

  • Calling professors by appropriate titles: use "Professor So-and-So" or "Dr. So-and-So" (if they hold a doctoral degree).
  • Use both a title and last name—this conveys respect for the instructor and knowledge of academic culture.
  • Some instructors may prefer "Mr./Ms." or first name—if so, feel free, but don't presume.
  • Speaking appropriately to fellow students.
  • Don't confuse: in high school, "Mrs. X" or "Mr. Z" is typical; in university, the context is more formal unless the instructor specifies otherwise.

🚫 Minimizing classroom distractions

Respectful behavior means avoiding actions that interfere with others' learning:

  • Don't: text or browse the Web during class.
  • Don't: arrive late noisily.
  • Don't: carry on side conversations.
  • Don't: miss classes—this shows disrespect for the professor and the course.

🌱 Professional socialization

  • Class attendance is especially important in professional schools because class interaction promotes professional socialization.
  • Interaction with faculty members and fellow students is an essential part of the educational process that promotes personal and professional growth.
9

Academic Advising: Your Roadmap to a Bachelor's Degree

2.4 Academic Advising: Your Roadmap to a Bachelor’s Degree

🧭 Overview

🧠 One-sentence thesis

Academic advising serves as the navigation system for your degree journey, with advisors helping you make informed decisions about courses, policies, and degree requirements while you remain ultimately responsible for your own educational path.

📌 Key points (3–5)

  • Advising structure: First-year students work with professional advisors in the Division of Student Success, then transition to departmental advisors (staff, faculty, or graduate assistants).
  • Shared responsibility model: Students must actively participate by understanding policies, preparing for appointments, and making final decisions; advisors guide, inform, and monitor progress.
  • The Undergraduate Catalog is a contract: The catalog you enter under sets the degree requirements and policies you must follow to earn your degree.
  • Common confusion: Unlike high school guidance counselors who create your schedule automatically, college advisors help you build your own schedule each semester—you drive the process.
  • When to seek advising: Not just for registration—also for academic planning, difficulties, major changes, policy questions, and celebrating successes.

🗺️ The journey metaphor and advising structure

🗺️ Earning a degree as a cross-country trip

The excerpt compares obtaining a bachelor's degree to traveling from Los Angeles to New York City:

  • Multiple routes exist (northern mountains, southern deserts, or even around the globe).
  • Many decisions along the way lead down different paths based on strengths and interests.
  • Academic advisors help you navigate this journey—a long-term commitment to self-improvement through education.

👥 Who your advisor is

First year:

  • Professional academic advisors from the University Advising Center in the Division of Student Success.
  • They help you navigate first-year courses and "learn the ropes."
  • You may also talk with departmental advisors for specific questions, but always check with Division of Student Success advisors before adjusting your schedule.

After first year:

  • Advisors within your major academic department.
  • Could be professional staff, faculty members with advising duties, or graduate assistants supervised by an advising administrator.

Finding contact information:

  • Advisors post office hours and preferred contact methods in the department or on the department website.
  • It is your responsibility to seek out and keep this information available.

Don't confuse: College advisors are not like high school guidance counselors who automatically enroll you in a full-year schedule. In college, you create your course schedule each semester with advisor help.

📅 When and why to see an advisor

📅 Registration and planning

  • Before each registration period: Discuss your schedule for the following semester.
    • Each semester requires meeting an advisor to remove an enrollment hold before you can register.
    • Schedule appointments several weeks before your enrollment date (found in MyMav Student Services Center) to beat the rush.
  • Developing a 4–5 year academic plan: Get assistance creating a graduation roadmap.
  • At 60 cumulative credit hours: Discuss changing from "intended major" to official "major" status (required by 75 hours).
  • The semester before graduation: Double-check degree progress and learn graduation application procedures.

🆘 When experiencing difficulties

  • Any difficulty (personal, academic, or social) that impedes class performance or attendance.
    • Advisors provide referrals to campus resources and study skills advice.
    • Deal with issues as soon as they arise rather than waiting until recovery is impossible.
  • Before Last Drop Day: If experiencing difficulty in a course, check your current grade with the professor first, then talk with an advisor if considering dropping.
    • Don't wait until the last minute—office hours may conflict with your schedule, and getting signatures may take several days.
  • If Academic Standing is anything other than "Good Standing" at the end of a session.

🔄 Making changes

  • Considering changing your major: Visit multiple advisors, including your current advisor and a Majors Exploration advisor in the Division of Student Success.
  • Adding, dropping, or withdrawing from classes: After Late Registration, you must work with an advisor to complete these MyMav functions.
  • Before enrolling in courses at another institution: Ensure courses will transfer and meet degree requirements (courses may transfer but not fulfill major requirements).

📚 Policy and career guidance

  • Any question about UTA policy or procedure discussed in the Undergraduate Catalog.
    • Every student is responsible for reading and understanding the catalog.
    • "Nobody told me" is not an acceptable defense for not following policy.
  • Guidance on graduate school applications or career options: Also talk with professors, attend Graduate School workshops, and visit the Lockheed Martin Career Development Center.

🎉 Celebrating successes

You don't have to see an advisor only when having problems—contact them to celebrate successes, no matter the size.

🤝 Shared responsibilities in the advising relationship

🎒 Student responsibilities

ResponsibilityWhat it means
Understand and communicateKnow your personal values, abilities, and goals; provide accurate information
Manage appointmentsSchedule and keep appointments; call ahead to reschedule if late or need to cancel
Learn policiesRead the Undergraduate Catalog and understand UTA policies, procedures, and requirements
Ask questionsSeek clarification about policies you don't understand
Come preparedBring your Academic Plan for Graduation and course lists to enrollment discussions
Be openConsider new possibilities the advisor suggests
Follow throughAct on plans agreed upon in advising sessions
Take ownershipUnderstand you are ultimately responsible for your education and decisions; take an active role

🧑‍🏫 Academic advisor responsibilities

ResponsibilityWhat it means
Set expectationsInform students of the advisor/advisee relationship nature and expectations
Build relationshipsDevelop purposeful and meaningful connections with advisees
Be accessibleProvide and update contact information and posted office hours; keep appointments or notify students of changes
Connect to resourcesInform and refer students to campus resources and special services
Support planningAssist in defining educational, career, and life plans; help develop realistic academic graduation plans
Monitor progressTrack progress toward educational/career goals
Explain policiesInterpret and provide rationale for university policies, procedures, and requirements

Key principle: Students are ultimately responsible for their own decisions—advisors guide, but students drive.

📖 The Undergraduate Catalog as contract

📖 Why the catalog is so important

The policies and procedures set forth in the Undergraduate Catalog are in effect a contract or agreement with students who enter UTA during that catalog period.

  • If you complete the degree requirements using the policies and procedures from your entering catalog, UTA will confer a bachelor's degree.
  • Though policies and requirements may change year to year, you follow the catalog from when you entered.
  • The catalog is the official source of information for degree plans, course descriptions with prerequisites, and policies/procedures.
  • It is highly recommended that students read and familiarize themselves with their entering catalog.

Access: The official catalog (and archives of previous years) is only available online at catalog.uta.edu.

Don't confuse: Your catalog year locks in your requirements—later changes don't automatically apply to you.

🧩 Three components of UTA degree plans

  1. Core Curriculum: State-determined courses providing all undergraduates with a well-rounded education.
  2. Major Coursework: Discipline-specific courses including required courses, major electives, and possibly subplan specialties.
  3. Electives: General courses to meet the total semester credit hours required for the degree.

Important: Always consult undergraduate academic advisors from your major department before enrolling to ensure proper course selection that meets degree plan requirements.

📊 Understanding GPA calculation

📊 The 4-point grading scale

GradeGrade ValueMeaning
A4.0Excellent
B3.0Good
C2.0Fair
D1.0Poor
F0.0Failing

Note: Grades of I, P, Q, W, or Z are not included in GPA calculation.

🧮 How to calculate GPA

Students receive semester and cumulative GPAs at the end of each term in MyMav.

Important: Courses taken at another institution are not calculated into UTA's semester or cumulative GPAs—do not assume those grades will impact your UTA GPA and Academic Standing.

When manual calculation is helpful:

  • Determining your major GPA
  • Estimating what grades you need to change your GPA to a target level
  • Calculating an overall GPA including transfer grades for graduate/professional school applications

Calculation steps:

  1. List courses attempted and grades earned
  2. Multiply grade value by credit hours for each course to get grade points earned
  3. Add total hours attempted and total grade points earned
  4. Divide total grade points by total credit hours attempted

Example from the excerpt:

  • ENGL 1301 (A): 4.0 × 3 hrs = 12 grade points
  • MATH 1302 (D): 1.0 × 3 hrs = 3 grade points
  • UNIV 1301 (B): 3.0 × 3 hrs = 9 grade points
  • BIOL 1441 (C): 2.0 × 4 hrs = 8 grade points
  • Total: 32 grade points ÷ 13 hours = 2.46 GPA
10

3.1 New Beginnings: Becoming Involved on Campus

3.1 New Beginnings: Becoming Involved on Campus

🧭 Overview

🧠 One-sentence thesis

Student involvement in campus activities directly correlates with academic success and graduation, as demonstrated by Astin's I-E-O Model, which shows that engaged students achieve better grades, retain more information, and develop skills that lead to post-graduation success.

📌 Key points (3–5)

  • Core claim: Astin's I-E-O Model (1970-1991) establishes a direct correlation between student involvement in college and their success and eventual graduation.
  • What involvement includes: co-curricular activities, student organizations, campus recreation, leadership programs, volunteer work, on-campus employment, and interactions with faculty and peers.
  • Involved vs uninvolved students: involved students devote energy to academics, spend time on campus, participate in organizations, and interact with faculty; uninvolved students neglect studies, spend little time on campus, abstain from activities, and rarely contact faculty or peers.
  • Common confusion: involvement is not just social—it encompasses both academic and social aspects of the collegiate experience, including faculty interactions and on-campus engagement.
  • Evidence of impact: 47.6% of UT Arlington students are involved in co-curricular activities, and 72.7% report greatest personal satisfaction from peer interaction, faculty/staff interaction, co-curricular activities, leadership opportunities, and campus living.

🎯 The I-E-O Model framework

🧩 What the model measures

Astin's I-E-O Model: a conceptual model for organizing and conducting studies of student development, divided into inputs, environment, and outputs.

  • The model demonstrates how student characteristics, campus experiences, and outcomes are interconnected.
  • It is not just about what students bring to college or what they leave with—it emphasizes the environment (actual experiences during the educational program) as the critical mediating factor.

📥 Inputs: what students bring

  • Personal qualities students enter with:
    • Educational background
    • Life goals
    • Reasons for attending college
  • These are the starting characteristics before campus involvement begins.

🌍 Environment: campus experiences

  • What environment includes (according to Astin, 1993):
    • Programs and teaching styles
    • Staff, friends, and roommates
    • Co-curricular activities
    • Organizational affiliations
  • This is where involvement happens—the actual day-to-day experiences during the educational program.
  • Example: A student who joins a student organization, works with a professor on research, and participates in campus recreation is experiencing a rich environment.

📤 Outputs: end results

  • "Talents" that faculty and staff aim to develop (Astin, 1993):
    • Grade point averages
    • Exam scores
    • Degree completion
    • Overall course satisfaction
  • These are consequences or end results—not just grades, but the full range of academic and personal outcomes.

🔬 Research evidence for involvement

📊 Astin's large-scale findings

  • Study scope: 24,847 students at 309 different institutions.
  • Key finding on faculty interaction: The quality of the college experience is strongly affected by student-faculty interactions.

What correlates with positive outcomes:

  • Talking with professors outside class
  • Working with them on research projects
  • Assisting them in teaching
  • Visiting their homes

These interactions correlate with:

  • Student grade-point average
  • Degree attainment
  • Enrollment in graduate or professional school
  • Every self-reported area of intellectual and personal growth
  • Satisfaction with quality of instruction

📈 UT Arlington-specific data

2008 Student Affairs Services assessment study findings:

MetricFinding
Involvement rate47.6% of students involved in organized co-curricular activities
Personal satisfaction sources72.7% received greatest satisfaction from peer interaction, faculty/staff interaction, co-curricular activities, leadership opportunities, and campus living
Staff influence34% said Student Affairs staff had positive influence on personal growth, values, and attitudes

🎭 Characteristics of involved vs uninvolved students

✅ Involved students

What they do:

  • Devote significant energy to academics
  • Spend time on campus
  • Participate actively in student organizations and activities
  • Interact often with faculty

Why it matters: Students learn more the more they are involved in both the academic and social aspects of the collegiate experience.

❌ Uninvolved students

What they do (or don't do):

  • Neglect their studies
  • Spend little time on campus
  • Abstain from extracurricular activities
  • Rarely initiate contact with faculty or other students

Don't confuse: Uninvolved does not mean "focused on academics"—Astin's data shows that uninvolved students actually neglect their studies, contrary to the idea that skipping activities helps academic focus.

🛠️ Practical pathways to involvement

🗺️ Action plan for new students

Tips for successfully becoming involved:

  • Join a club or organization
  • Develop positive relationships with staff, faculty members, and peers
  • Work on campus
  • Participate in service or volunteer activities
  • Utilize campus services (orientation, legal services, advising, disability services, tutoring, counseling)
  • Get socially integrated through active involvement and engagement in on-campus activities (speakers, social events, recreation, leadership activities)

🏛️ Available campus resources

Student Affairs programs and services mentioned:

  • EXCEL Campus Activities
  • UTA Volunteers (community involvement)
  • Multicultural Affairs (cross-cultural programming and culturally based student organizations)
  • Maverick Activity Center and Campus Recreation
  • Follett Student Leadership Center
  • Campus governance
  • The Shorthorn (student newspaper)

🎯 Benefits of involvement

What students gain:

  • Enrich their experiences
  • Attain better grades
  • Retain more academic information
  • Develop dynamic personal skills
  • Gain marketable career experiences
  • Build lifelong friendships
  • Achieve continued success after graduation

The model's conclusion: Positive connection between students and their peers, faculty, staff, and environment ultimately leads to successful outputs, including final grades and eventual graduation.

11

The Relevance of Leadership Development

3.2 The Relevance of Leadership Development

🧭 Overview

🧠 One-sentence thesis

Leadership development has become central to higher education missions because employers highly value leadership skills and society faces a pervasive crisis of leadership that threatens our ability to address urgent problems.

📌 Key points (3–5)

  • Why leadership matters now: employers consistently seek leadership skills in new hires, and corporations invest millions in leadership training; meanwhile, scholars identify a "global crisis of leadership" causing deterioration in corporations, political systems, and communities.
  • College students can develop leadership: research demonstrates that students increase leadership skills during college, particularly through involvement in student organizations and activities outside the classroom.
  • Paradigm shift—common confusion: the post-industrial paradigm views leadership as a collaborative process involving everyone, not just managers with authority; this contrasts with the older pre-industrial paradigm that focused on traits and behaviors of "the leader" in management positions.
  • How students learn leadership: through organizational involvement, students learn about themselves in relation to others, practice skills, reflect on experiences, and deepen their leadership identity (consistent with experiential learning cycles).
  • Core competencies: leadership development programs emphasize five areas—interpersonal skills, intrapersonal skills, civic engagement and social responsibility, and practical leadership and management skills.

🌍 Why leadership development is urgent

💼 Employer demand for leadership skills

  • Employers consistently identify leadership skills as among the top qualities they seek in new employees.
  • Every year corporations invest millions of dollars in leadership training and development for their workers.
  • Leadership skills are described as a "highly valued commodity in the workplace."

🚨 The global crisis of leadership

"Global crisis of leadership": a pervasive failure of leadership resulting in the deterioration of corporations, political systems, and communities.

  • Scholars (Burns, 1978; Gardner, 1990; Bennis & Goldsmith, 1997) have identified this crisis as a significant driving factor behind the intensive interest in leadership.
  • Two consequences of the crisis:
    • It impedes our ability to address many urgent problems that threaten society.
    • It contributes to increasing skepticism of leaders in general.
  • Implication: if we hope to improve our world, we must carefully reconsider how we conceptualize and practice leadership.

📚 Higher education's response

  • Over the past ten years, many institutions of higher education have begun investing resources into creating leadership centers.
  • These centers sponsor a variety of leadership activities and programs.
  • More recently, universities have begun establishing academic programs dedicated to leadership studies.
  • Colleges and universities increasingly identify the development of leaders as central to their missions.

🎓 How college students develop leadership

📈 Evidence that students grow

  • Research demonstrates that college students can and do increase their leadership skills while in college.
  • This growth is attributable, in part, to involvement outside of the classroom in various types of student organizations and activities.
  • Astin (1993) found a significant correlation between student involvement and leadership development.

🤝 What organizational involvement provides

According to Komives, Owen, Longerbeam, Mainella, and Osteen (2005), through organizational involvement college students:

  1. Learn about themselves in relation to others – understanding how they interact and connect with peers.
  2. Practice various leadership skills – hands-on application of competencies.
  3. Examine and reflect on their leadership experiences – critical thinking about what happened and why.
  4. Deepen their understanding of leadership and their own leadership identity – building a personal sense of what leadership means and who they are as leaders.

🔄 Experiential learning cycle

  • The excerpt references Kolb's Cycle of Experiential Learning, which emphasizes the importance of experience in the learning process.
  • This is consistent with the finding that students develop leadership through active involvement, not just classroom instruction.
  • Example: a student joins a club, takes on a role, reflects on what worked or didn't, and adjusts their approach in the next activity.

🌐 Broader civic benefits

  • Studies show that involvement in leadership activities enhances students' sense of themselves as citizens of a broad societal community.
  • Leadership development is not just about individual skill-building but also about fostering civic engagement and social responsibility.

🔀 Two paradigms of leadership

🏭 Pre-industrial paradigm (older view)

Pre-industrial paradigm of leadership: focused heavily on the traits, attitudes, and behaviors of "the leader" and viewed people in management positions as the primary "doers" of leadership in an organization.

  • Key characteristics:
    • Emphasis on individual leaders, especially those with formal authority.
    • Leadership is something managers do; others follow.
    • Focus on what makes a good leader (traits, behaviors).

🌐 Post-industrial paradigm (newer view)

Post-industrial paradigm of leadership: leadership is a process involving the development of collaborative relationships, the use of non-coercive influence, the achievement of shared purpose and vision, and a focus on making transformational changes in service of organizations, communities, and society.

  • Key characteristics:
    • Leadership is a dynamic process influenced by all participants, not just the person with a title.
    • Leadership can and should emerge from anyone and everyone in the organization, regardless of title and position.
    • The "leader" is no longer viewed as the authority but rather as a facilitator of the change process or the achievement of shared goals.
    • Emphasizes collaboration, shared purpose, and transformational change.

🔍 Don't confuse: leader vs. leadership

  • Pre-industrial: focuses on the leader as a person with authority.
  • Post-industrial: focuses on leadership as a process that involves everyone.
  • Example: in a student organization, the post-industrial view means that a member without a formal title can still exercise leadership by facilitating discussion, building relationships, or proposing new ideas.

🌟 Why the paradigm shift matters

  • Many scholars view this paradigm shift as critical to our ability to manage complex organizations and address the multifaceted issues confronting us in this new millennium.
  • The shift reflects a recognition that top-down, authority-based models are insufficient for today's challenges.

🛠️ Leadership development at UT Arlington

🏢 The Leadership Center

The Leadership Center, located in the Division of Student Affairs, offers a broad range of opportunities:

  • Academic courses
  • A minor in Interdisciplinary Leadership (in partnership with the Department of Educational Leadership and Policy Studies)
  • Leadership retreats
  • Lectures and organizational field trips
  • A campus-wide Leadership Recognition Ceremony
  • Leadership Development programs, including the Leadership Honors Program

🎯 Guiding models

The Center's approach is explicitly guided by two leadership development models:

  1. Relational Leadership
  2. Social Change Model

Both reflect the post-industrial paradigm of leadership described by Rost (1993).

🧩 Five Core Leadership Competencies

The Division of Student Affairs emphasizes five core competencies across its programs:

CompetencyDescriptionSample Programs
Interpersonal SkillsInterdependence, collaboration, meaningful relationships, respect for others, respect for diversityFraternity and Sorority Life, EXCEL, Orientation Leaders, Intramural & Sports Clubs, Resident & Office Assistants (RA & OA), Multicultural Affairs
Intrapersonal SkillsRealistic self-appraisal, self-understanding and respect, holistic identity development, congruence between values and behaviorResident Assistants, Shorthorn Writers, Leadership Honors Program, Student Governance
Civic Engagement and Social ResponsibilityParticipation in relevant governance systems; engaging in critical reflection and principled dissent; appropriately challenges unjust, unfair, or uncivil behavior; participation in service; engagement in responsible stewardship of human, economic, and environmental resourcesFreshman Leaders on Campus (FLOC), Student Governance, UTA Volunteers, Fraternity and Sorority Life
Practical Leadership and Management SkillsCritical thinking, decision-making, ability and motivation to pursue goals, delegating, facilitation skills, public speaking, fiscal management, conflict resolution skillsShorthorn Editors, Leadership Honors Program, MAC Building Supervisors, Student Governance, FLOC, EXCEL

🎭 Multiple pathways

  • Students can engage in leadership practice as small group leaders, presenters at retreats, student organization leaders, or participants in the Leadership Honors Program.
  • While the Leadership Center operates from a specific post-industrial perspective, other programs in Student Affairs may operate from slightly different perspectives.
  • All programs are "knitted together" by an emphasis on some or all of the five core competencies.
12

Campus Involvement as a Resident

3.3 Campus Involvement as a Resident

🧭 Overview

🧠 One-sentence thesis

Living on campus provides students with convenient access to resources, leadership opportunities, and community relationships that positively influence retention, academic success, and personal development.

📌 Key points (3–5)

  • Benefits of on-campus living: positive influence on retention, co-curricular participation, satisfaction, personal growth, intrapersonal relationships, and faculty interaction.
  • What residential communities offer: smaller staff-to-student ratios, academic resources (study lounges, computer labs), Resident Assistants (RAs), and specialized Learning Communities.
  • Leadership opportunities: floor/hall councils, departmental committees, and employment as resident assistants or office assistants.
  • Common confusion: roommate relationships vs. community relationships—both require communication and respect, but community policies focus on shared environmental concerns (quiet hours, noise) while roommate agreements address personal space and items.
  • Why involvement matters: getting involved by meeting others and participating in activities is essential for advancing student growth and development because it requires investing something of themselves in the process.

🏠 Why students choose campus living

💡 Practical reasons for living on campus

Students choose to live on campus for several reasons:

  • To meet new people
  • To participate in events
  • For convenience
  • For cost savings

🚶 Convenience and accessibility

On-campus residents have more convenient access to:

  • Library
  • Dining facilities
  • Recreation activities
  • Computer labs

Time and cost savings:

  • Walk to class instead of searching for parking
  • Residence halls are fully furnished
  • Rent, utilities, and meal plans are rolled into tuition and fees (usually more affordable)

Example: A student living on campus can walk to class in minutes, avoiding both parking hassles and commuting costs.

🎯 Selection criteria

Students are encouraged to select where they live based on their individual needs and interests.

First-year recommendation: It is recommended that first-time, first-year freshmen live in residence halls to assist students' transition from high school to college.

🏘️ Residential community structure and support

👥 Staffing and support systems

Each residence hall and apartment community includes:

RoleDescriptionFunction
Resident Assistants (RAs)Student staff membersMeet residents, connect with others, help maneuver campus life, provide programs and events
Residence DirectorFull-time professional staffLives and works in the community

Staff-to-student ratios: Residential communities typically have smaller staff-to-student ratios and many resources available to help students succeed academically.

📚 Academic resources and Learning Communities

Learning Communities: smaller cohorts, approximately 15 to 25 first-year students, assigned to live together in a specific learning community.

How Learning Communities work:

  • Students take classes together
  • Classes are taught specifically for their major
  • Special programming and events are geared to these communities
  • Students live in specific halls (Arlington Hall, K.C. Hall, West Hall, Vandergriff Hall)

Purpose: "Learning communities integrate the academic community with the residential environment. The main purpose is to expand the learning experience for college students beyond the classroom."

Academic cornerstone: Academic success is the cornerstone of the residential experience. All residential staff is thoroughly trained to know the variety of academic resources available on campus.

🌟 Leadership development opportunities

Residential communities offer multiple ways for students to take on leadership positions:

  • Floor or hall councils/government
  • Departmental committees
  • Employment as a resident assistant
  • Employment as an office assistant

Why these matter: These experiences create "involvement opportunities where students can increase their understanding of leadership theory, practice specific skills, and apply their knowledge in a supportive environment."

🤝 Roommate relationships

💬 Communication as the foundation

The communication lines that roommates develop are the key to a comfortable and enjoyable living arrangement.

What to discuss early:

  • Cleaning expectations
  • Guests
  • Quiet hours
  • Safety (locking doors and setting alarms)

Roommate Agreement: A tool intended to set up basic ground rules and boundaries for sharing space and personal items. Residents are encouraged to fill this out early.

🌈 Benefits and realistic expectations

Positive influence: "Living with one another allows residence hall students to have greater interaction with each other and make more and stronger friendships than students who live off campus."

Realistic expectations:

  • Try to get to know each other
  • Don't expect too much; you don't have to be best friends
  • The person you live with will influence your study and sleeping habits, social activities, and living environment

⚠️ Handling conflict

Common reality: Conflict is common between students living in the same space.

Resolution steps:

  1. Communicate concerns clearly
  2. Offer suggestions for resolving the issue
  3. Be willing to compromise
  4. If unable to resolve differences alone, involve a staff member to assist in mediating
  5. If conflict does not get resolved, students often have the ability to change their location to another room, residence hall, or apartment

Best practice: If there are differences in living expectations between roommates, they will eventually surface. It is best to discuss these differences right away.

🛠️ Practical tips for getting along

  • Ask, listen, and discuss
  • Be sensitive to each other's moods (everybody has good and bad days)
  • When things go wrong, discuss them
  • Seek assistance from someone else (such as a Resident Assistant) if things can't be worked out between the two of you

🌍 Community relationships and diversity

📜 Community expectations and policies

Policies regulating quiet hours, conduct in the hallways, noise, and similar environmental concerns are designed to enable all students to benefit from the environment without infringing on the rights of other students.

Why policies exist: In order for the community to promote academic and personal success, residents living within the community must engage respectfully with one another.

Resident responsibility: Each resident is expected to know and to understand what behavior is expected in order to ensure the success and safety of all residents.

Don't confuse: Roommate agreements address personal space and items between two people; community policies address shared environmental concerns affecting all residents.

🌐 Understanding and experiencing diversity

Cultural biases exist when people have limited experience with people of other cultural heritages. The residence hall environment helps break down cultural stereotypes by allowing students to experience cultural diversity.

Opportunity for growth: Living in a residential community provides excellent opportunities to learn about others who come from different backgrounds.

Successful residential student characteristics: Open and willing to learn about all types of individuals regardless of their ability, race, ethnicity, and background.

🎉 Building community connection

More than just a place to sleep: Living in a community on campus is more than just a place to sleep.

How students feel connected:

  • Meeting others
  • Participating in activities
  • Learning the community history and traditions

Access advantage: By living in a residence hall or on-campus apartment, students have easy and convenient access to campus resources and events.

🔑 The importance of involvement

Involvement is essential to advancing the growth and development of students because it requires them to invest something of themselves in the process.

Getting involved is an integral part of the college and university experience. The residential environment facilitates this involvement through proximity, resources, and structured opportunities.

13

Campus Involvement as a Commuter Student

3.4 Campus Involvement as a Commuter Student

🧭 Overview

🧠 One-sentence thesis

Commuter students face unique challenges in connecting to campus life due to time constraints and fewer interaction opportunities, but proactive engagement strategies can help them develop a sense of belonging and succeed academically and socially.

📌 Key points (3–5)

  • Who commuter students are: students not living in institutionally owned housing, making up over 85% of U.S. college students despite facing transition difficulties.
  • Main challenges: limited access to campus services, more time demands from off-campus employment and family commitments, and fewer peer interaction opportunities beyond the classroom.
  • Common confusion: commuter students may assume "this must be the way college is" and not voice their needs, becoming a silent majority despite being numerically dominant.
  • Key solution approach: avoid the "parking lot to class to parking lot" mentality by intentionally building campus time into schedules and engaging in multiple settings.
  • Why it matters: social and intellectual interaction outside coursework is just as beneficial as academic involvement for the overall collegiate experience.

🚧 Challenges commuter students face

🚧 Access and time barriers

  • Service access difficulty: Co-curricular events and activities typically occur outside classroom hours and at odd times of day, making participation harder.
  • Competing commitments: Commuter students typically:
    • Enroll in fewer classes
    • Devote significant time to off-campus employment
    • Have family, home, or community commitments that reduce campus involvement

👥 Social connection obstacles

  • Peer group formation: Commuter students have fewer opportunities to interact with peers compared to residential students.
  • Limited interaction settings: Often interact only in classroom settings, which represents just one part of the collegiate experience.
  • Sense of belonging: Must balance developing campus belonging while maintaining connections with high school friends, family, off-campus employment, and community groups.

Don't confuse: Being in the majority (85% of students) does not mean having majority influence—commuter students can still feel disconnected and marginalized.

💡 Strategies for integration

💡 Informal academic engagement

  • After-class interaction: Stay after class to speak with professors in informal settings.
  • On-campus meals: Eat lunch on campus with friends from class rather than leaving immediately.
  • Office hours: Set up meetings to talk with professors during their office hours.

💡 Structured involvement opportunities

Specific ways to connect:

  • Join a student club or organization to meet friends outside the classroom
  • Work out on campus or join campus intramural teams
  • Find an on-campus job for scheduling flexibility and campus availability
  • Take advantage of mentoring programs to get advice from advanced students
  • Attend programs or events to spend added time at the university

Example: An on-campus job provides understanding bosses and co-workers with flexible evening schedules, making it easier to balance work and involvement.

💡 Schedule optimization

  • Intentional planning: Plan class and work schedules so that campus involvement becomes possible.
  • Early arrival: Arrive on campus an hour or two before classes start.
  • Built-in buffer time: Build time into your class schedule to allow extra campus time in places you enjoy.
  • Carpooling: Share rides with friends or classmates to reduce costs and create social connections.

🗣️ Advocacy and voice

🗣️ The silent majority problem

Commuter students may opt out of voicing their needs because they assume "this must be the way college is" and often are not given the opportunity to speak out.

  • Despite being 85% of students nationally, commuter students can become a silent majority.
  • Why this happens: Fewer opportunities to speak out and assumptions about what college "should" be like.
  • What's needed: Reach out to university administrators to ensure institutional planning and programming considers commuter needs.

🗣️ Staying informed

Ways to remain connected to campus information:

  • Pick up the student newspaper daily to see what other students are talking about
  • Establish relationships with mentors (faculty, staff, or students) who can help you connect
  • Sign up for newsletters or listservs through university communications
  • Check the university website for cancellations or delays

📋 Practical solutions summary

📋 Challenge-solution framework

The excerpt provides specific solutions for common challenges:

ChallengeSolution approach
Difficult to make friends and feel connectedJoin organizations, invite classmates for study/coffee, swap contact information
Not enough time for activitiesArrive early, get on-campus job, build buffer time into schedule
Hard to interact with faculty/staffUse office hours, join organizations with advisors, be present on campus
Long commute and parking problemsArrive early, check website for updates, carpool
Never know what's happeningRead student newspaper, establish mentor relationships, sign up for communications

📋 Core principle

College is what you make of the experience.

  • Social and intellectual interaction can be just as beneficial as coursework and academic involvement.
  • The goal is to find your "best fit" by becoming involved and engaged on campus.
  • Make campus your "home away from home" rather than just a place to attend classes.
14

4.1 Attitude: It's your choice

4.1 Attitude: It's your choice

🧭 Overview

🧠 One-sentence thesis

Students who choose to adopt a "creator" mindset—taking personal responsibility and seeking solutions—are more successful in college than those who adopt a "victim" mindset of blaming others and making excuses.

📌 Key points (3–5)

  • College is a choice: Unlike high school, attending college is voluntary, and students control their decisions about which school, major, professors, and career path to pursue.
  • Attitude determines success: After initial optimism fades, the attitude students adopt can "make" or "break" their academic career.
  • Victim vs Creator distinction: Victims focus on weaknesses, blame others, and repeat ineffective behaviors; Creators use strengths, take responsibility, and seek new solutions.
  • Common confusion: Students are not born with either mindset—they can choose which attitude to adopt in any given situation.
  • Research support: A study of nearly 1,000 undergraduates found that students with a creator attitude were more successful in meeting their college continuation goals.

🎓 The nature of college choice

🎓 College as voluntary decision

  • High school attendance is legally required; college is not.
  • Students make multiple choices:
    • Which college to attend
    • What major to pursue
    • Which professors to take
    • What career path to follow after graduation
  • The key insight: you have chosen to be in college, and that choice requires responsible management and the right attitude for success.

🔄 The natural progression of student attitudes

  • Students typically start college optimistically, despite normal apprehension about what college will be like.
  • After a few weeks or months, doubts about ability to succeed often emerge—this is completely natural.
  • Critical turning point: The attitude adopted when doubts arise determines academic outcomes.

🎭 Two mindsets: Victims vs Creators

🎭 The fundamental distinction

According to Skip Downing (2008), students' general attitude toward a given situation tends to fall into one of two general categories: a Victim or a Creator.

  • This is not about personality types but about chosen responses to situations.
  • The distinction appears in how students react when facing challenges or setbacks.

🚫 Victim mindset characteristics

Behavioral indicatorWhat it means
Focus on weaknessesDwell on what they can't do related to a situation
Complain and make excusesTalk about problems without seeking solutions
Blame someone elseAvoid taking personal responsibility
See problems as permanentView obstacles as catastrophic, unchangeable events
Repeat unsuccessful behaviorsContinue doing what hasn't worked because it's easier
Predict defeatAssume failure when facing obstacles
Use negative self-talkExample: "This professor is stupid."

Key pattern: Victims believe they have little control over the world and what happens to them.

"Yes… but" syndrome: Victims typically understand what they should have done but respond with explanations of who is to blame or excuses.

✅ Creator mindset characteristics

Behavioral indicatorWhat it means
Look to use strengthsFocus on what they can do to overcome obstacles
Acknowledge and seek solutionsRecognize problems and actively work to solve them
Take personal responsibilityAccept ownership of their situation
See problems as temporaryView obstacles as events they can overcome
Seek new information and actionsTry different approaches based on new learning
Look for better approachesActively problem-solve when facing difficulties
Use positive self-talkExample: "I am having troubles focusing in this class so I am going to prepare for class and sit in the front."

Key pattern: Creators accept personal responsibility for themselves and their thoughts, beliefs, and actions.

Growth approach: When thinking and behavior prove ineffective, creators seek help, gather new information, and try something new.

🔍 How to distinguish the two mindsets

Example scenario: A student is struggling in a class.

  • Victim response: "This professor is stupid" (blame), continues attending class unprepared (repeating unsuccessful behavior), complains to friends (focuses on problem without solution).
  • Creator response: "I am having troubles focusing in this class" (acknowledges problem), "so I am going to prepare for class and sit in the front" (seeks solution and takes action).

Don't confuse: The same student can behave as a victim in one situation and a creator in another—these are chosen responses, not fixed personality traits.

🎯 Why mindset matters

📊 Research evidence

  • Study of nearly 1,000 new undergraduate students (Vallerand & Bissonnette, 1992)
  • Finding: Students who adopted a creator attitude were more successful in meeting their goals in continuing in college compared to students who adopted a victim attitude.
  • This demonstrates measurable academic outcomes tied to chosen mindset.

💪 The power of choice

  • Critical insight: Students are not born with the mindset of victim or creator.
  • Students can choose to adopt the mindset they want to adopt.
  • Energy allocation choice:
    • Victim path: Spend time and energy blaming others and complaining about obstacles → does nothing to change the outcome
    • Creator path: Seek out new information and assistance from others → helps improve the outcome

🔄 Practical application

If you (or a fellow student) find yourself behaving more like a victim in a given circumstance:

  1. Think about how you are reacting
  2. Choose to adopt a creator mindset
  3. Develop a creator action plan

The excerpt emphasizes that this is an active choice available in any situation, not a permanent state.

15

Motivation: Just Do

4.2 Motivation: Just do

🧭 Overview

🧠 One-sentence thesis

Students who are intrinsically motivated or who have self-determined reasons for learning are more likely to persist in college and complete necessary academic work.

📌 Key points (3–5)

  • What motivation is: an internal psychological state that activates behavior toward meeting goals or needs, inferred from observable persistent behaviors.
  • Types of motivation matter: intrinsic motivation (doing something for pleasure/satisfaction) and self-determined extrinsic motivation predict college persistence better than amotivation or externally-driven extrinsic motivation.
  • Multiple factors influence motivation: sociocultural context (family/cultural values), classroom environment (class size, teaching style), and internal beliefs (self-efficacy, goal orientation).
  • Common confusion: mastery goals vs performance goals—learning for self-improvement leads to better attitudes and retention than learning just for grades or competition.
  • The disconnection problem: students say they want a degree but don't always do the work; bridging this gap requires finding satisfaction in learning or determining personal importance.

🔍 Understanding motivation in academic contexts

🔍 What motivation means

Motivation: an internal psychological state that serves to activate behavior and drive people toward meeting a particular goal or need.

  • Motivation cannot be directly observed; others infer it by watching persistent behaviors linked to fulfilling needs or working toward goals.
  • In academic settings, motivation shows up through:
    • Choices students make (e.g., to study or not)
    • Level of engagement in tasks (e.g., note-taking, class preparation, learning strategies)
    • Persistence and effort even when tasks are difficult or boring

🎯 Behavioral indicators

Key signs that reveal a student's motivation level:

  • Active participation in learning activities
  • Consistent preparation and use of effective strategies
  • Willingness to work through challenging or uninteresting material
  • Example: A student who takes detailed notes, prepares before class, and continues working on difficult problems demonstrates high academic motivation.

🌍 What shapes motivation

🌍 Maslow's foundational framework

The Hierarchy of Needs theory argues that people must fulfill basic needs before addressing higher-level needs:

  • Basic physiological and safety needs (food, financial security) must be met first
  • Higher esteem needs (achievement, earning a degree) come later
  • A person cannot effectively pursue a college degree without having proper food and financial security.
  • Don't confuse: this is about prerequisites, not ability—unmet basic needs block focus on achievement, not because of lack of capability.

🏫 Three main factors affecting college student motivation

FactorWhat it includesHow it impacts motivation
Sociocultural contextCultural values, parental prioritiesWhether education is positioned as high priority or not
Classroom environmentClass size, time of day, teaching style compatibility, instructor supportCan enhance or diminish engagement based on fit and support
Internal beliefs and perceptionsGoal orientation, self-efficacy, self-worth protectionDirectly drives engagement, persistence, and willingness to try

🧠 Internal beliefs: goal orientation

Two contrasting approaches:

  • Mastery goal-oriented: learning for self-improvement
    • Leads to more positive attitudes
    • Results in better long-term retention
  • Performance goal-oriented: completing tasks only for grades or to outperform others
    • Less effective for deep learning
    • More focused on external validation

💪 Internal beliefs: self-efficacy

  • Students who feel capable of completing a task are more likely to:
    • Engage in the activity
    • Receive positive feedback
    • Feel better about themselves generally
  • Students who doubt their capability often:
    • Avoid the task entirely
    • Experience negative consequences
    • Protect self-worth by reasoning "I didn't really try"

🔥 Types of motivation and their outcomes

🔥 Intrinsic motivation

Intrinsic motivation: engaged in behaviors for the pleasure or satisfaction of performing those behaviors.

  • Driven by internal rewards and enjoyment
  • Research finding: intrinsically motivated students were more likely to still be enrolled in college one year later
  • Example: A student who reads extra material because they find the topic fascinating, not because it's required.

⚙️ Extrinsic motivation

Extrinsic motivation: engaged in behaviors due to an external reward, avoidance of negative consequences, or as a means to an end.

  • Not all extrinsic motivation is equal
  • Self-determined extrinsic motivation: students who have personally decided that earning a degree is important also showed higher persistence
  • Still effective for college completion when the student has internalized the goal

⚠️ Amotivation

Amotivation: perceived lack of control or purpose.

  • Students identified as amotivational were unlikely to be enrolled in college one year later
  • Represents the absence of motivation rather than a different type

🔌 The disconnection problem

Why students say they want a degree but don't do the work:

  • Most students report being motivated to earn a college degree
  • Yet faculty and staff observe students not completing necessary work
  • The gap exists between stated goals and actual behavior
  • Solution: students need either satisfaction from the learning process itself or a personally determined understanding of why the degree matters

💡 Practical strategies to boost motivation

📋 Goal-setting strategies

  • Set goals at multiple levels: long-term, short-term, and weekly goals
  • Goals work by focusing direction and attention on tasks
  • Make long-term goals visual and prominent to keep them in mind
  • Set specific study session goals: what you plan to produce or know by the end
  • Check tasks off to-do lists and recognize the satisfaction of completion

🎨 Making studying more engaging

  • Add interest to material:
    • Look at pictures and read captions
    • Google topics for additional context
    • Connect information to personal experiences
    • Ask thought-provoking "what if" questions
  • Vary your approach:
    • Study topics for shorter segments (e.g., 30 minutes) and alternate subjects
    • Use different study techniques
    • Be active: take notes or develop notecards while reading

👥 Social and structural approaches

  • Make studying social: form regular study groups or talk with faculty
  • Schedule routine study times for each topic
  • Make goals public and ask others for support
  • Reduce temptations: turn off phone, TV, internet; go where there are fewer distractions
  • Select majors and classes you personally enjoy

🎁 Reflection and rewards

  • Reflect on value: How might this help in the real world? How could this make you more effective?
  • Reflect on control: Think about the self-control gained by foregoing lower-priority activities
  • Consider consequences: What happens if you don't study now? How will you feel tomorrow?
  • Reward yourself: withhold pleasurable activities (email, social media, TV) until study goals are met

🆘 When motivation fails

  • Seek help when overwhelmed: hard to be motivated when life is too stressful
  • Check your attitude: Are you approaching the situation as a creator or a victim?
  • Don't confuse: temporary lack of motivation with permanent inability—motivation can be rebuilt through these strategies
16

Goal Setting: Plans for Progress

4.3 Goal Setting: Plans for Progress

🧭 Overview

🧠 One-sentence thesis

Goal setting is an ongoing process that breaks overwhelming long-term ambitions into manageable steps through careful planning, implementation, and evaluation, which keeps students moving forward rather than stagnating.

📌 Key points (3–5)

  • Why goals matter: goals motivate by directing attention, effort, duration, strategy, and providing a reference point for progress.
  • Break down big goals: long-term goals like graduating can be overwhelming, so breaking them into smaller goals helps you feel accomplishment along the way.
  • Five-step process: identify and define (write a S.M.A.R.T. goal), generate alternative plans, develop an implementation plan, implement the plan, and evaluate progress.
  • Common confusion: many people treat goals like New Year's Resolutions—they verbalize what they want but never think through how to get there; effective goal setting requires planning and evaluation, not just stating a wish.
  • S.M.A.R.T. framework: goals should be Specific, Measurable, Action-oriented, Realistic, and Timely to be effective.

🎯 Why goals motivate

🎯 Five ways goals drive action

The excerpt establishes that "goals motivate" through five mechanisms:

  1. Directing attention: What do I need to do?
  2. Directing effort: How hard do I need to work?
  3. Specifying a duration: How long is it going to take?
  4. Providing a strategic plan: What steps do I need to take?
  5. Providing a reference point: How far have I come?
  • These mechanisms turn vague wishes into concrete action by answering the key questions about focus, intensity, timeline, method, and progress tracking.
  • Without these elements, students may start college "without any end goal in mind" and lack direction.

🧱 Breaking down long-term goals

  • Long-term goals like graduating from college can be "very overwhelming," and "sometimes it is hard to see the end in sight or the pay-off."
  • Solution: break goals down into smaller goals so you feel like you are accomplishing something along the way.
  • The excerpt includes a visual breakdown showing how a long-term goal cascades into intermediate and smaller milestones.
  • Example: instead of only focusing on "graduate in four years," set semester goals, monthly goals, and weekly tasks that contribute to graduation.

📝 The five-step goal-setting process

📝 Step 1: Identify and define your goal

The most important step is to identify and define your goal carefully. A well-written goal serves as the basis for the remaining four steps.

  • This step requires writing a S.M.A.R.T. goal (see next section for details).
  • Don't confuse: this is not just verbalizing a wish (like a New Year's Resolution); it requires careful definition and writing.
  • The excerpt emphasizes that this step is "the most important" because it sets the foundation for all subsequent planning.

🔀 Step 2: Generate and evaluate alternative plans

  • Determine how you are going to attain your goal by considering multiple methods.
  • "Many times there is more than one way to go about meeting a goal."
  • Example: if attempting to lose weight, you could plan to make changes in diet and exercise on your own, join a program like Weight Watchers® or Jenny Craig®, or investigate gastric bypass surgery.
  • Take time to think about all different methods, then determine which plan suits your needs.
  • Once you select a method, incorporate that plan into your S.M.A.R.T. goal.

🗺️ Step 3: Develop an implementation plan

  • Carefully lay out what actions or tasks you are going to take toward meeting your goal.
  • This step translates the chosen method into specific steps.
  • Example: if you decided to make changes in diet and exercise to lose weight, you need to lay out specific steps such as "go to the gym three days a week for one hour to work out" and "reduce the amount of sugar and fat that you intake in your foods."

▶️ Step 4: Implement the plan

  • Put into place the plan that you carefully thought out and developed.
  • Helpful practice: record what you are doing on a daily basis.
  • Example: start going to the gym according to your schedule and selecting foods that are lower in sugar and fat when eating, then recording them on a daily basis.
  • This is the action phase where planning becomes reality.

🔍 Step 5: Evaluate the progress

A goal will not help you make progress if you are not personally evaluating the progress you are making.

  • Take measurements of what you accomplished so far.
  • Ask yourself questions:
    • "How well did the plan go this week?"
    • "How many of my tasks did I complete?"
    • "Did I have troubles completing some of the tasks?"
    • "If so, which ones and why?"
    • "What did I forget to plan for?"
  • At this point or some point down the road, you may need to reevaluate certain aspects of your goal statement, your alternatives, or fine-tune your plan.
  • Key insight: goal setting is an "ongoing process that requires planning and evaluation," not a one-time declaration.

✨ The S.M.A.R.T. goal framework

✨ What S.M.A.R.T. stands for

A S.M.A.R.T. goal is an acronym for a written goal that includes these derived aspects:

LetterAspectMeaning
SSpecificDescribes what you want to accomplish in as much detail as possible
MMeasurableDescribes your goal in a way that can be evaluated or measured
AAction-orientedIdentifies the general actions that may be taken rather than personal qualities
RRealisticIdentifies a goal that you are capable of attaining
TTimelyClearly specifies a completion date or may even break the long-term goal down into short-term goals

🔄 Before and after example

The excerpt provides a weight-loss comparison:

  • Vague goal: "I am going to try harder to lose some weight."

    • Not specific (how much weight?), not measurable, no timeline, no action plan.
  • S.M.A.R.T. goal: "I am going to lose 26 pounds over the next 5 months by maintaining a healthy diet and exercise regime."

    • Specific (26 pounds), measurable (can track weight), action-oriented (diet and exercise), realistic (achievable rate), timely (5 months).

⚠️ Common pitfall

  • Most people "indicate that they have a goal much like a New Year's Resolution in which we verbalize what we are striving for and then typically it stops there with no real thought into how to get there."
  • Don't confuse: stating a wish vs. writing a S.M.A.R.T. goal—the latter requires detail, measurement, actions, realism, and a timeline.

🔗 Connection to time management

🔗 Goals require scheduling

  • The excerpt transitions to time management by noting that "a well-developed goal will fail if you do not take the steps to achieve that goal."
  • As you begin the implementation stage (Step 4), you should plan the time you need to complete those action steps into your schedule.
  • "Not scheduling the time needed to complete the work necessary to earn a degree is where students most often fail in college."

📊 The productivity pyramid

  • The excerpt references a "Productivity Pyramid" that connects values/attitudes at the base to long-term goals, intermediate goals, and daily tasks at the top.
  • Example: if you value being an educated person or have hopes of being self-sufficient someday, you would set long-term and intermediate goals that reflect these attitudes and values; your daily tasks should reflect that you are working to meet those goals by completing the work necessary to earn the education you want.

⚠️ Common failures in time management

The excerpt lists common failures (referenced in a figure):

  • Lack of self-awareness and long-term goals need to be considered hand-in-hand.
  • You need to determine how committed you are to the goals you have set for yourself; if you are not committed, you will be less likely to plan the time needed on a daily basis to achieve a goal.
  • You need to consider the demands of the task you are faced with completing and make sure you are planning accordingly.
  • Example: have you scheduled enough time at your alert time of the day to read your chapter in history or to complete your math work?
17

Time Management: Manage Your Time, Don't Let It Manage You

4.4 Time Management: Manage Your Time, Don’t Let It Manage You

🧭 Overview

🧠 One-sentence thesis

Effective time management requires aligning daily tasks with long-term goals through deliberate scheduling, using structured tools to plan study time as a full-time commitment, and treating academic work with the same priority as formal appointments.

📌 Key points (3–5)

  • Goals without time = failure: A well-developed goal fails if you don't schedule the time needed to complete action steps; not scheduling study time is where students most often fail in college.
  • Academic work is a full-time job: Full-time students (12+ credit hours) should study 2–3 hours outside class for every 1 hour in class, totaling 36–48 hours per week devoted to school.
  • Common confusion: Students who say "I can do this later" often lack awareness of how much time is available in a day or how far away deadlines are and what else needs to be done simultaneously.
  • Tools hierarchy: Use semester calendars for the big picture, weekly calendars for balancing acts, to-do lists for weekly tasks, and project planners/five-day study plans for large assignments and exams.
  • Why it matters: Time management is about managing your environment to avoid disruptions, maximize learning moments, and evaluate progress to adjust study time accordingly.

🔗 Connecting goals to daily tasks

🎯 Values must drive daily scheduling

  • The excerpt emphasizes that if you value being educated or self-sufficient, your daily tasks should reflect working toward those goals by completing necessary work.
  • Long-term and intermediate goals should reflect your attitudes and values.
  • Example: If your goal is to earn a degree, you must schedule the time needed to complete coursework—not just set the goal.

⚠️ Where students fail

Not scheduling the time needed to complete the work necessary to earn a degree is where students most often fail in college.

  • Setting goals is only the first step; implementation requires planning time into your schedule.
  • The excerpt identifies this gap between goal-setting and time allocation as the primary failure point.

🚧 Common failures in time management

🧠 Self-awareness and commitment

  • You need to determine how committed you are to your goals.
  • If you are not committed, you will be less likely to plan the daily time needed to achieve a goal.
  • The excerpt states that self-awareness and long-term goals must be considered hand-in-hand.

📋 Task demands and planning

  • Consider the demands of the task you face and plan accordingly.
  • Questions to ask yourself:
    • Have you scheduled enough time at your alert time of day to read or complete homework?
    • Have you scheduled when resources (e.g., Math Clinic, library materials) are available?
  • Example: Scheduling math homework when the Math Clinic is open ensures you can get help if needed.

⏰ "I can do this later" syndrome

  • Students who say "I can do this later" often lack awareness of:
    • How much time exists in a given day
    • How far away deadlines are
    • What else needs to be done at the same time
  • Don't confuse: Having time "later" with having enough time later, considering all competing demands.

🌍 Environment management

  • Part of time management is managing your environment to avoid unwanted disruptions.
  • Goal: Concentrate on work at hand and complete it efficiently to maximize the learning moment.
  • The excerpt notes this will be discussed more in the "Concentration" section.

📊 Evaluation failure

  • Some students fail to evaluate how they are doing on individual assignments or courses in general.
  • Without evaluation, you cannot determine if you need to spend more time on academic endeavors.

🛠️ Tools for time management

📅 Semester calendar (the big picture)

Good time management requires a look at the big picture as well as the day-to-day activities.

What to document:

  • Big events: holidays, weekend excursions, visitors, Homecoming
  • Course deadlines: exam dates, paper due dates, class presentations, project due dates
  • Other important dates: birthdays, regular appointments, last drop day, first and last day of classes

How to use it:

  • Post for easy and frequent review
  • Helps you see conflicting events and deadlines
  • Example: If you plan to be out of town on a weekend and have an exam Monday after you return, you can plan ahead for studying rather than realizing too late that you had plans.
  • Once documented, input this information into your weekly calendar as general notes.

Important calendars to consult:

  • Academic Calendar: census dates, last day to drop classes, registration periods, school holidays, final exams (these are "official" dates)
  • Events Calendar: regularly updated campus events

📆 Weekly calendar (the balancing act)

Step-by-step process:

  1. List all times you are in class and block that time out
  2. List other routine events: work schedule, commuting, typical meal times, church services
  3. Draw lines for targeted wake-up and bedtime (plan for 8 hours of sleep per night)
  4. Consider your "academic work week" and hours needed to study

Academic work week calculation:

ComponentHoursCalculation
Class time (full-time = 12+ credits)12 hours/weekGiven
Study time (2–3 hours per credit hour)24–36 hours/week12 × 2–3
Total academic commitment36–48 hours/weekThat is a full-time job!

Scheduling study blocks:

  • Mark blocks of time you can study
  • Write the course you will study and special tasks to complete
  • Ensures you study for all courses, not just ones you like or in your major
  • Remember: Every course stands between you and earning a degree

🔄 Set up routines

Example routine from the excerpt:

  • Math class on Monday/Wednesday/Friday → schedule solving math homework those afternoons at the Math Clinic
  • History class on Tuesday/Thursday → schedule reading on Monday/Wednesday to prepare, review notes Tuesday/Thursday nights

Key principle:

  • Honor these study times as you would an appointment with your doctor or hair stylist
  • You can adjust study times, but not at the expense of sleep or quality work
  • Once you have a rhythm, studying becomes a habit

🎮 Recreational/leisure time

  • Remaining time after academic commitments = recreational/leisure time
  • Includes: time with family and friends, student organizations, exercising, Internet, TV
  • Leisure activities can be combined with family/friend time to multi-task effectively

✅ To-do lists (weekly task management)

Process:

  1. At the beginning of each week, before developing/reworking your weekly calendar, write a list of all academic and personal things to accomplish
  2. Ask: What readings? What phase of writing assignment? What shopping?
  3. Prioritize: what absolutely must get done vs. what would be nice to get done
  4. Mark off accomplished items
  5. Place remaining items on next week's list

Warning sign:

  • If items are piling up, leisure time needs to be reduced until you are caught up

📝 Project planners (for large assignments)

Why use them:

  • Larger projects (papers, speeches, music pieces, art) can be daunting and lead to procrastination
  • Students are often unsure where to start

Process:

  1. Immediately after assignment is given, think about steps needed to complete the project and write them down
  2. Once you can see all the parts, it is easier to conceive how to get it done
  3. Take these steps to faculty office hours for suggestions on other intermediate steps
  4. Set your own deadlines for when steps need to be completed to ensure progress
  5. Allow plenty of time to access resources and problem-solve if obstacles arise

Important reminder:

  • It is very difficult to get help from campus resources at midnight the night before the big project is due

📚 Five-day study plans (for exams)

Mindset shift:

Students need to look at test preparation as an act that starts on the first day of class and ends when the final exam has been completed.

  • Every time you prepare for class by reading or reviewing notes, you are preparing for a test
  • Don't confuse: Studying "for a test" (one or two nights before) with test preparation (ongoing from day one)

Recommendation:

  • Begin the review process for an exam covering more than one chapter at least five days in advance
  • The excerpt refers to Chapter 5 for detailed steps on creating an exam study plan

⚡ Quick tips for effective time management

🧰 Use your tools consistently

  • Utilize semester and weekly calendars, to-do lists, and project planners

⏱️ Use "wasted time"

  • Example: Between classes, review notes or read the next chapter
  • Example: Bring a book to a doctor's appointment and read while waiting

🎯 Set realistic study goals

  • Set times to study and determine what you intend to accomplish during that study time
  • Be realistic in what you can accomplish at a given time

🔄 Manage energy and focus

  • Take short breaks: for 50 minutes of studying, take a 10-minute break
  • Alternate topics if studying for more than one hour at a time
  • Schedule tasks requiring more energy during times of day when you have higher energy levels

💤 Protect sleep

  • Sleep should not be sacrificed for study time
  • If you need more study time, decrease your leisure activities (not sleep)

📵 Minimize distractions

  • Study in places with limited distractions
  • Most importantly: turn off your cell phone

🎯 Concentration preview

🧠 Why concentration matters

A study session that is filled with distractions and a general lack of concentration is wasted time.

  • Building upon scheduling time to study, students need to monitor their levels of concentration during study sessions
  • It is the student's responsibility to plan study time in an environment conducive to good concentration

🔍 Attention vs. concentration

  • Attention: being aware of certain factors in the environment
  • Concentration: continual refocusing as attention wanes
  • To determine if you are concentrating to full ability, monitor your concentration level and what you are getting out of a study session
  • The excerpt notes that lack of concentration is not an excuse to stop studying or zone out (continues in next section)
18

4.5 Concentration: Make the Most of Your Study Time

4.5 Concentration: Make the Most of Your Study Time

🧭 Overview

🧠 One-sentence thesis

Effective studying requires not just scheduling time but actively monitoring and maximizing concentration by controlling distractions and creating an optimal study environment.

📌 Key points (3–5)

  • Concentration vs. attention: Attention is awareness of environmental factors, but concentration is the continual process of refocusing that attention during study sessions.
  • Finite concentration resources: Each person has limited capacity for concentration that must be allocated wisely; distractions reduce what's available for the actual task.
  • Two types of distractions: External distractions (cell phone, noise, temperature) originate outside the body; internal distractions (hunger, stray thoughts, emotions) originate inside.
  • Common confusion: Simply scheduling study time is not enough—a distraction-filled session is wasted time; students must actively manage their concentration level.
  • Environment matters: Studying in consistent, optimized locations creates mental cues to focus and makes study sessions more productive.

🎯 Understanding concentration as a process

🎯 What concentration really means

Concentration: the process of continual refocusing of attention.

  • Attention alone means being aware of certain environmental factors.
  • Attention naturally wanes over time and requires active effort to maintain.
  • Concentration is not passive—it demands ongoing monitoring and adjustment.
  • Students must assess what they are getting out of a study session to determine if they are concentrating to full ability.

⚠️ When concentration fails

  • Low concentration during a study session equals wasted time.
  • If you are not concentrating to full capacity, that is not an excuse to stop studying or zone out.
  • Instead, you need to take steps to improve concentration in that given situation.
  • Example: If you notice your mind wandering during a lecture, you must actively work to refocus rather than accepting the distraction.

🧠 The concentration capacity model

🧠 Finite resources for focus

  • Each person has finite resources that can be allocated toward concentration.
  • The excerpt uses a lecture scenario (Figure 4-6) to illustrate this concept.
  • The more resources consumed by distractions, the less remains available for the actual task (listening to the lecture).
  • Students must determine what they can do to improve their ability to concentrate on the task at hand.

🚫 External vs internal distractions

Distraction TypeOriginExamples from excerpt
ExternalOutside the bodyCell phone ringing, people talking, room temperature
InternalInside the bodyHunger, stray thoughts, emotional responses and thoughts
  • Students need to identify which distractions are currently detracting from the task at hand.
  • Work to reduce identifiable distractions through specific strategies.
  • Example: If you get sleepy in class, sit close to the front or get enough sleep at night to reduce this distraction.
  • Example: If getting hungry in certain classes is an issue, bring a snack to munch on quietly during class.

🏠 Creating the optimal study environment

🏠 Why location matters

  • Finding the optimal study environment is key to concentration beyond the classroom.
  • Studying in the same basic locations creates a mental cue to focus on your work.
  • Consistent study spaces help the brain associate that environment with productive work.
  • Students who find the right place and manage concentration will have to study less to reap the benefits because they are more productive during study time.

🏠 Physical environment features

The excerpt recommends these specific environmental conditions:

  • Furniture: Comfortable but upright (not conducive to falling asleep).
  • Temperature: About 68°F.
  • Lighting: Proper lighting that helps keep you alert.
  • Noise: Reasonably quiet with minimal people traffic and noise level.
  • Resources: All needed materials present—notebook, text, writing utensils, charged laptop, etc.

📱 Controllable distractions to eliminate

  • Turn off your cell phone.
  • Put a "Do Not Disturb" sign on your door.
  • Log out of online distractions like Facebook, Snapchat, Twitter, and email.
  • Turn off the TV.
  • If you listen to music while studying, set a lower volume and avoid music selections that you find yourself singing the words to.

Don't confuse: The excerpt emphasizes controlling distractions "that you can"—some factors may be beyond your control, but many common distractions are entirely manageable.

⚡ Strategies to maintain concentration

⚡ Active learning techniques

  • Take notes in lecture or while reading.
  • Quiz yourself on what you just read.
  • Talk out loud about what you are learning.
  • Use a variety of study techniques to reduce boredom.
  • For longer study sessions, alternate study topics to fend off boredom.

Why this matters: Active engagement prevents the mind from wandering and makes concentration easier to sustain.

⏰ Timing and breaks

  • Schedule strategically: Study during high-energy times; it is difficult to concentrate when you are sleepy.
  • Short breaks: Take a ten-minute break for every 50 minutes of studying, or a five-minute break every 30 minutes to refresh your mind and regain concentration.
  • Set a timer: If you are prone to taking longer breaks, use a timer to stay on track.
  • Sleep priority: Sleep should not be sacrificed for study time; if you need more study time, decrease leisure activities instead.

🎯 Goal-setting and mental strategies

  • Set a goal for what you realistically want to accomplish during your study session with activities that will promote active learning.
  • Resist procrastination—putting assignments off to the last minute can lead to worry and stressful thinking that interferes with concentration.
  • Write down stray or stress-based thoughts: Give yourself permission to consider them later, and move on.
  • Use positive directives, like "If I finish with this study goal now, I can relax later" or "I need to clear my head and refocus."
  • Track periods of reduced concentration levels with check marks as a way to possibly identify patterns in locations and times that may not optimize your concentration.

📊 Assessing your study environment

📊 The study location evaluation

The excerpt provides Activity 4-3, which asks students to evaluate their three most common study locations against these criteria:

  • Cannot typically hear other people talking
  • Access to a comfortable, upright chair
  • Access to a desk or flat writing space that is easy to utilize
  • Quiet space
  • Lighting helps keep you alert
  • Not too hot or too cold
  • Tend to keep breaks short in this location
  • Not interrupted by family and friends
  • Free of distractions (TV, non-school related computers, magazines, etc.)
  • Feel alert when studying in this location

How to use this: Count "True" responses for each location; elect to study in the location with the most "True" responses as it tends to have more features recommended for a conducive study environment. If unsatisfied with any location, try new locations and use this tool to assess them.

📊 The responsibility principle

  • It is the responsibility of students to plan their study time and plan to do it in an environment that is conducive for good concentration.
  • A study session filled with distractions and a general lack of concentration is wasted time.
  • Students must monitor their levels of concentration during study sessions, not just schedule the time.
19

Bloom's Taxonomy

5.1 Bloom’s Taxonomy

🧭 Overview

🧠 One-sentence thesis

Bloom's Taxonomy provides a framework of six cognitive levels—from basic recall to creative synthesis—that helps students understand what professors expect, design effective study strategies, and challenge themselves to engage in higher-level critical thinking.

📌 Key points (3–5)

  • What the taxonomy is: a continuum of thinking in the cognitive domain, ranging from basic (Remembering, Understanding) to higher-level (Applying, Analyzing, Evaluating, Creating).
  • Why it matters for students: helps decode test questions, develop active learning strategies, create self-testing questions, and conduct post-exam reviews to improve future study.
  • How to distinguish levels: lower levels involve recall and comprehension; higher levels require using, breaking down, judging, or creating new information.
  • Common confusion: "critical thinking" is not a separate skill—it corresponds to the higher-level thinking categories (Applying, Analyzing, Evaluating, Creating).
  • Practical use: students who challenge themselves with higher-level thinking activities are engaging in what professors call critical thinking.

📚 The six cognitive levels

🧠 Remembering (basic thinking, lowest level)

Recalls facts, patterns, settings, etc.; remembers previously learned material.

  • What it involves: retrieving memorized information without transformation.
  • Question cues: cite, label, name, list, state, quote, reproduce, define, identify, describe (who, what, where, when).
  • Example questions: "Who is…?" "What is…?" "Where was…?" "List items."
  • Example activities: make a timeline, recite a passage, list memorized facts.

💡 Understanding (basic thinking)

Understands what is being communicated; grasps the meaning of material and can state in own words; can infer causes and predict consequences.

  • What it involves: comprehending meaning and expressing it in your own language; making inferences.
  • Question cues: explain, restate, paraphrase, summarize, describe, illustrate, give examples, discuss, distinguish, interpret.
  • Example questions: "How would you put this into your own words?" "What is an example of ___?" "What was the main idea?"
  • Example activities: create a flowchart to illustrate sequence, retell a story in your words, write a summary.

🔧 Applying (higher-level thinking)

Uses the information in new concrete situations.

  • What it involves: taking learned material and using it in a different context or problem.
  • Question cues: apply, classify, solve, demonstrate, calculate, illustrate (how it looks in a new situation), complete, employ.
  • Example questions: "Can you apply this idea to your own life?" "Can you come up with another example?" "What does 'x' equal in this case?"
  • Example activities: use a method on a new case study, solve different types of math problems.

🔍 Analyzing (higher-level thinking)

Breaks new information into parts to understand relationships; sees patterns and organizational structure.

  • What it involves: decomposing information to see how pieces relate and identifying underlying patterns.
  • Question cues: diagram, analyze, diagnose, conclude, outline, separate, explain (relationships), infer, find, classify, discriminate, compare, contrast, why.
  • Example questions: "Why did this happen?" "What were some of the motives behind ___?" "What difference exists between ___ and ___?" "Can you explain what happened when ___?"
  • Example activities: construct a diagram showing relationships, research an issue to find supporting information, write a biography.

⚖️ Evaluating (higher-level thinking)

Make judgement of the value of an idea, method, resource, etc.; assess the value of theories, presentations, texts; make choices based on argument; recognize subjectivity.

  • What it involves: judging worth or credibility; defending positions with reasoning; recognizing bias.
  • Question cues: assess, appraise, critique, judge, weigh, recommend, convince, support, evaluate, rank, decide, select, grade, defend, justify, compare, contrast.
  • Example questions: "Is this a good or bad thing?" "Can you defend your position on ___?" "What would you have done differently?" "Is this a credible source?"
  • Example activities: debate an issue from multiple perspectives, state your opinion with evidence, prepare and apply criteria for judging something.

🎨 Creating (higher-level thinking)

Creates something new from the elements of the old information; generalizes from given facts; relates knowledge from different areas.

  • What it involves: synthesizing information to produce something original; combining ideas from different domains.
  • Question cues: create, design, compose, develop, plan, propose, integrate, invent, generalize, combine, rewrite.
  • Example questions: "What would happen if ___?" "How can we improve ___?" "Can you design a ___ to accomplish ___?" "How can this idea be combined with that idea?"
  • Example activities: invent a new machine, write a story, compose new music or art, devise a new way to do something.

🎯 How to use Bloom's Taxonomy as a student

📝 Decoding assignments and test questions

  • Why it helps: professors' expectations become clearer when you identify which cognitive level a question targets.
  • How to do it: look at the question cues (verbs) in the assignment or exam prompt and match them to the taxonomy levels.
  • Example: "List the causes" → Remembering; "Explain the relationship between X and Y" → Analyzing; "Defend your position" → Evaluating.

🧪 Designing active learning strategies

  • Why it helps: self-testing and study activities that target higher levels lead to deeper processing and better retention.
  • How to do it: when preparing for an exam, create practice questions at multiple levels—don't stop at recall questions.
  • Example: instead of only asking "What is the definition?" also ask "How would I apply this concept to a new scenario?" or "What are the strengths and weaknesses of this theory?"

🔄 Conducting post-exam reviews

  • Why it helps: analyzing the cognitive levels of past exam questions reveals what the professor values and how to study more effectively next time.
  • How to do it: after an exam, categorize each question by Bloom's level; if most were Analyzing or Evaluating, adjust your study to practice those skills.
  • Don't confuse: spending hours on rote memorization won't help if the exam tests higher-level thinking.

🧠 Critical thinking and higher-level engagement

🧠 What "critical thinking" means in this framework

  • The excerpt states that students who engage in Applying, Analyzing, Evaluating, and Creating are using what professors call "critical thinking."
  • It is not a vague skill—it corresponds to the upper four levels of the taxonomy.
  • Why it matters: challenging yourself to work at these levels (not just Remembering and Understanding) is what leads to academic success and deeper learning.

🚀 How to challenge yourself

  • When studying, push beyond passive review (Remembering/Understanding) to active engagement (higher levels).
  • Example: after reading a chapter, don't just summarize it—compare it to another theory (Analyzing), judge its credibility (Evaluating), or design a new application (Creating).
  • The excerpt emphasizes that students who use active learning techniques (like self-testing at higher cognitive levels) are more successful in college.

📊 Summary table of the six levels

LevelThinking typeCore activityExample cuesExample task
RememberingBasic (lowest)Recall factscite, list, name, defineList memorized facts
UnderstandingBasicGrasp meaning, paraphraseexplain, summarize, illustrateRetell in your own words
ApplyingHigher-levelUse in new situationsapply, solve, demonstrateSolve a new case study
AnalyzingHigher-levelBreak into parts, see patternsanalyze, compare, whyConstruct a relationship diagram
EvaluatingHigher-levelJudge value, defend positionscritique, judge, defendDebate multiple perspectives
CreatingHigher-levelSynthesize something newcreate, design, inventDevise a new solution

Don't confuse: all six levels are part of learning—lower levels are necessary foundations, but higher levels are where critical thinking and deeper mastery occur.

20

Active Learning from Lectures

5.2 Active Learning from Lectures

🧭 Overview

🧠 One-sentence thesis

Learning from lectures is a three-stage process—preparation before class, active engagement during class, and systematic review after class—that maximizes information retention and recall.

📌 Key points (3–5)

  • The three-stage process: preparation (before class), active engagement (during class), and review (after class) work together to improve memory and recall.
  • Why preparation matters: reading ahead creates a mental framework that makes note-taking easier and reduces panic about capturing every detail.
  • Active engagement techniques: writing notes, listening for cues, and using structured methods help encode information for later retrieval.
  • Common confusion: students often mistake passive reading of notes for learning—active self-testing is required to avoid the "illusion of knowing."
  • Timing of review: reviewing notes within 24 hours and repeatedly over time (not just before exams) dramatically improves retention.

📚 The three-stage learning process

📚 Why view lectures as a process

The excerpt frames lecture learning as three connected activities rather than a single event:

  • Preparation to take in new information
  • The act of taking in new information
  • Reviewing so information can be recalled later for projects, papers, or tests

Each stage serves a distinct purpose and skipping any stage wastes the effort invested in the others.

🧠 How preparation builds a mental framework

Activities suggested for "Before Class" help students develop a mental framework into which new information can be "filed" or organized, which aids information recall.

  • Completing assigned readings before class creates structure in your mind.
  • This framework makes note-taking easier because you're already familiar with the material.
  • You feel less panicked about capturing everything in full detail.
  • Research cited (Bower, Clark, Lesgold, & Winzenz, 1969) supports that organization aids recall.

🎯 Why attend class beyond just getting notes

The excerpt emphasizes two key reasons:

  • Professors may present information not in the text.
  • Class is a structured opportunity to engage with material, which further aids recall.
  • Students get clues about what the professor perceives as important, helping with test preparation.

🔄 Before, during, and after class strategies

🔄 Before class activities

ActivityPurpose
Complete assigned readingsPrepare mental framework
Take notes or mark textEasy reference during class
Prepare questions about readingActive engagement with material
Review notes from previous classSense of continuity
Ready materials (text, notebook, laptop, etc.)Avoid disruption
Get good night's sleepEasier to concentrate when alert
Make attending every class a habitTreat classes as limited opportunities

Don't confuse: Preparation is not optional "extra credit"—it directly reduces cognitive load during the lecture itself.

✍️ During class activities

The excerpt groups these into several categories:

Documentation basics:

  • Put a date on note paper; include text chapter or general topic.
  • Write down main points plus supplemental details (examples, experiments).
  • Do not expect to write down every word.

Active listening cues:

  • If the professor writes it down or puts it on a slide → important, write it down.
  • If the professor repeats it → important, write it down.
  • Listen for cues like "very important," "in summary," or sequence words ("first," "second").

Engagement techniques:

  • Use active listening (see ten tips in excerpt).
  • Have textbook accessible in case professor refers to specific information.
  • Use abbreviations for commonly used words to increase speed.
  • Ask questions if you have them.

Organization tips:

  • Develop a system that works for you (Cornell, Outlining, Mapping, Text-Class, Sentence methods).
  • Leave space between main points to add information later.

🔍 After class activities

The excerpt stresses that doing nothing until exam time is a mistake.

Within 24 hours:

  • Review notes and handouts.
  • Fill in details you remember but didn't write down.
  • Write questions for self-testing later.
  • Write a summary of the day's notes.

Integration and comparison:

  • Compare notes with a reliable classmate (adds another layer of processing).
  • Follow up on questions with professor, teaching assistant, or classmate.
  • Integrate class notes with text notes or markings for the "whole picture."

Active review tools:

  • Create visual diagrams of concepts.
  • Develop cram cards for long-term review.
  • Reorganize notes.

Self-testing (critical):

  • Do not just "look over" or read what you wrote.
  • Use questions you created; cover the answer and see if you can explain.
  • Use cram cards or visual diagrams to test yourself.

🧠 Why repeated exposure and active review matter

🧠 The science of retention

Research indicates that students are able to learn and recall information more readily if they have repeated exposure to material over a longer period of time.

  • The excerpt cites Baddeley (1982) and Bahrick & Hall (1991).
  • Actively reviewing material immediately after presentation aids recall tremendously.
  • Don't confuse: Cramming the night before an exam is far less effective than distributed practice over time.

⚠️ The illusion of knowing

Students need to actively self-test themselves to avoid falling prey to the illusion of knowing (i.e., person thinks that they know something when in fact it is only familiar to them).

  • Passive reading creates familiarity, not mastery.
  • Familiarity feels like knowledge but fails under testing conditions.
  • Example: You recognize a concept when you see it but cannot explain it when the prompt is removed.
  • Solution: Develop questions ranging across Bloom's Taxonomy levels (not just recall questions).

🎧 Ten tips for active listening

The excerpt provides a boxed list of techniques for optimal note-taking:

🎧 Mindset and responsibility

  1. Accept responsibility as a listener (you are in control).
  2. Adopt a positive attitude toward listening—listening is a choice.
  3. Avoid emotional involvement that may impair concentration or filter important information.

👀 Physical and attentional strategies

  1. Sit somewhere that minimizes distractions and allows focus on the professor.
  2. Maintain eye contact with your professor.
  3. Monitor your concentration throughout the class period and continually refocus.

🧩 Content engagement

  1. Focus on content being presented rather than delivery style.
  2. Ask questions in class.
  3. Ask mental questions and search for the answer in the lecture or discussion.
  4. Clue in on non-verbal communication (exaggerated movements, excitement) as cues to important information.

📝 Note-taking methods overview

The excerpt describes six methods; students may combine them as they become more skilled.

📝 Outline Method

  • Running list of statements capturing main ideas and supporting ideas.
  • Highest-level main idea justified on the left; supporting ideas indented progressively.
  • Use simple numbering or bullets (don't get lost in "proper" formatting).
  • Ideal for: Reading or listening to highly structured presentations.

📝 Cornell Method (Split Page Method)

  • Set aside a 2.5-inch "cue column" on the left side of the paper.
  • Take notes on the right side using any method.
  • After class, write a summary at the bottom.
  • In the cue column, develop questions (use Bloom's Taxonomy for higher-level questions).
  • For self-testing: Cover the right side, answer the question on the left, check your answer.

📝 Text-Class Integration Method (also Split Page)

  • Split paper in half with a line in the middle.
  • Left side: notes from course reading.
  • Right side: notes from class for corresponding text material.
  • Allows easy integration of material from both sources.

📝 Mapping Method

  • Visual or graphic format.
  • Use larger paper (11×17 or 8.5×11 landscape).
  • Main idea in the center; additional ideas feed off in hierarchical manner.
  • Stick with brief statements (one or two words).
  • Ideal for: Visual learners; also useful to summarize notes taken in another method.

📝 Sentence Method (Paragraph Method)

  • Write down a main point, fact, or topic on separate lines, numbering as you go.
  • Useful when: Lecture is somewhat organized and material is presented at a fast pace.
  • Limitation: Relationships may be lost without reorganization later.

📝 Combined Method

  • As you become more skilled, combine methodologies to suit the information type.
  • Example: Start with Sentence Method, switch to Mapping when a pattern emerges.
  • Use Outline Method in one course, Text-Class Integration in another.
  • Key: Try different methods and use what works for you.
21

Active Learning from Reading

5.3 Active Learning from Reading

🧭 Overview

🧠 One-sentence thesis

Effective reading requires a three-phase active process—preparation, engaged reading, and review—rather than passive scanning, in order to ensure comprehension and long-term retention of information.

📌 Key points (3–5)

  • Reading as a process: Learning from text involves three stages—before, during, and after reading—not just passively scanning words once.
  • Preparation prevents autopilot: Pre-reading activities (previewing, generating questions) create an active mindset and prevent mindless word-scanning.
  • Main ideas vs. details: Students often write too much because they fail to distinguish main ideas from supporting details; multiple textbook signals point to main ideas.
  • Common confusion: Reading ≠ comprehension—simply finishing a reading without further action wastes time; retention requires active engagement and review.
  • Why it matters: Active reading prepares you for lectures, enables class participation, and makes exam review easier through organized notes and visual summaries.

📖 The three-phase reading process

🔍 Before reading: Setting up for success

The excerpt emphasizes that preparation prevents "auto-pilot reading" where you scan words without real thought.

Key preparation activities:

  • Preview headings, pictures, figures, and bold/italicized words to get the "big picture" outline
  • Check any end-of-chapter questions so you can actively seek answers
  • Turn text headings into questions to guide your reading
  • Plan to read during high-energy times and break long assignments into shorter sessions
  • Gather all materials (text, notebook, highlighters, laptop, etc.)

Why this matters:

  • If your professor lectures quickly, you already have foundational knowledge and can focus on unfamiliar information
  • If class involves discussions, case studies, or group activities, you'll understand and contribute effectively

📝 During reading: Active engagement

The excerpt warns against "scanning of the words but no real careful thought about what is being said."

Active reading techniques:

  • Seek answers to the questions you or the text generated
  • Monitor your concentration after each paragraph: "What was the main point?"
  • Summarize each section after reading it
  • Highlight or mark main ideas (one per paragraph)
  • Look up unfamiliar words to build vocabulary and understanding
  • If you cannot mark the text, take reading notes on main ideas

Self-monitoring check: After each section, ask yourself what you remember. If you recall little, reread that section.

✅ After reading: Consolidation and review

The excerpt states that students who "simply start and finish a reading with no further actions taken are really wasting their time."

Post-reading activities:

  • Take reading notes from highlighted material
  • Create visual organizers and summaries
  • Answer chapter questions or self-generated questions
  • Integrate reading notes with lecture/discussion notes into one location
  • Discuss readings with classmates—take turns explaining sections
  • Jot down unclear questions to ask the professor

🎯 Finding main ideas effectively

🔑 Why students struggle

The excerpt identifies a common problem: students write down too much because they don't identify main ideas, making note-taking feel like "a lot of extra work."

🗺️ Twelve signals that point to main ideas

Signal typeWhat to look forHow it helps
Structure cluesTable of contents, chapter outlines, headings/subheadingsProvide the broad framework; flesh out these existing outlines
Paragraph positionFirst or last sentence of paragraphOften contains the main idea; if not, look at the whole paragraph's overall issue
FormattingBold and italic wordsPoint to key concepts you need to understand
RepetitionKey words or phrases repeated throughoutSignal a main idea
End materialsChapter questions and summariesFocus on main ideas; answering questions identifies them
VisualsPictures, diagrams, tablesThe message depicted is typically a main idea
Supporting detailsDetailed statistics, multiple examples in a rowSignal that a main idea is being proven or clarified; track back or ahead to find it
ListsBullet points, numbering, sequencesOften represent main ideas
PatternsComparisons, contrasts, cause-effect, problems-solutions, timelinesOrganizational patterns highlight main ideas

🤔 Active questioning strategies

  • At the end of each section or paragraph: "What is the point?" or "What does the author want me to know?"
  • For narratives: "Who are the main characters?", "Why is this character important?", "Why did the author tell this part?"

Don't confuse: Main ideas with supporting details—statistics and examples support main ideas but are not themselves the main point.

🧠 Tools for deeper learning

🗂️ Visual organizers

The excerpt explains that visual organizers help "condense important information into visual diagrams that can be easily reviewed for exams or help organize a writing assignment."

Benefits:

  • Summarize multiple pages of text into simple flowcharts, hierarchical organizers, comparison-contrast diagrams, spider maps, etc.
  • Force you to think at a deeper level as you identify the proper tool and apply information
  • Move thinking from low to high levels on Bloom's Taxonomy
  • Get easier with practice and become second nature

Example: Instead of pages of linear notes, a comparison-contrast organizer can show two concepts side-by-side visually.

📇 Cram cards for long-term review

Despite the name, the excerpt clarifies these are not for last-minute cramming but "promote the active learning of reading or lecture notes and allows for the easy and portable review of material over a longer period of time."

How to create effective cram cards:

  • Use 4×6 index cards (3×5 is too small)
  • One card per major concept or main idea
  • Write summaries in your own words, not just copied notes
  • Maintain proper relationships between concepts
  • Include key words and examples (from book or real-life)
  • Write legibly
  • Optional: use colored cards for different sources or topics

What makes them effective:

  • Requires selecting main ideas (builds that skill)
  • Portable for review anywhere
  • Supports spaced repetition over time
  • Takes practice but users say it's worth the effort

🔗 Integration and collaboration

🤝 Learning with others

The excerpt recommends discussing readings with classmates regularly:

  • Take turns explaining sections to each other
  • Ask and answer reading questions together
  • Note unclear questions to ask the professor in class or office hours

📚 Combining sources

  • Integrate reading notes and lecture/discussion notes into one location for easier exam review
  • This consolidation makes connections between sources visible and reduces scattered information

Why critical thinking matters: Taking time to think critically about readings "further solidifies that information in your memory and can serve to prepare you for exam review." Summarizing with visual organizers moves thinking to higher levels on Bloom's Taxonomy.

22

Test Taking and Preparation

5.4 Test Taking and Preparation

🧭 Overview

🧠 One-sentence thesis

Effective test performance depends on continuous preparation starting from the first day of class, strategic time management during the exam, and thoughtful post-exam analysis to improve future outcomes.

📌 Key points (3–5)

  • Preparation begins early: Every class attendance, reading assignment, and note review is part of exam preparation, not just last-minute cramming.
  • Cramming doesn't work long-term: Research shows repeated exposure over time (long-term potentiation) is needed for the brain to retain information; cramming the night before fails to create lasting neural changes.
  • Strategic test-taking matters: Survey the exam first, plan time allocation based on point values, and approach different question types methodically.
  • Post-exam review is essential: Conduct error analysis, identify patterns in question sources, and adjust study methods for future exams.
  • Common confusion: Students often think exam prep happens only in the days before the test, but effective preparation is an ongoing process throughout the semester.

📚 Why continuous preparation matters

🧠 The science of learning

Long-term potentiation: Physical and neurochemical changes in the brain's synapses that occur when information is learned.

  • Without proper time and repeated stimulation of neural circuits, long-term learning will not occur efficiently and information may not be accessible during a test.
  • Repeated exposure to material over a longer period optimizes recall when needed.
  • The brain requires time to create lasting changes; cramming cannot replicate this process.

🎓 College exams are different

  • In college, entire course grades often rest on just two or three exams with no retakes or extra credit options.
  • Exams typically cover 5+ chapters instead of one or two.
  • Comprehensive exams may cover an entire semester's worth of material.
  • Don't confuse: High school study habits (last-minute cramming) with what college exams require (ongoing preparation and review).

📖 Daily activities as preparation

Every routine academic activity contributes to exam readiness:

  • Attending all classes and taking lecture notes
  • Completing all assigned readings using active techniques
  • Regularly reviewing notes
  • Combining and clarifying lecture and textbook notes
  • Creating visual organizers and cram cards along the way

🗓️ The five-day study plan

🧩 How to chunk material

  1. Break exam material into four manageable chunks
  2. Divide logically by chapters if possible, or create your own content-based divisions
  3. Important: Do not separate by delivery method (notes vs. readings); instead, group all information on specific topics together in one chunk

Example: Put all information about a specific topic from both lecture notes and textbook into the same chunk.

⏰ The schedule structure

Plan to spend about two hours studying on each of the five days:

DayActivitiesTotal Time
Day OnePrepare 1st Chunk2 hours
Day TwoPrepare 2nd Chunk (2 hrs) + Review 1st Chunk (30 min)2.5 hours
Day ThreePrepare 3rd Chunk (1.5 hrs) + Review 2nd (30 min) + Review 1st (15 min)2.25 hours
Day FourPrepare 4th Chunk (1 hr) + Review 3rd (30 min) + Review 2nd (15 min) + Review 1st (10 min)1.95 hours
Day FiveReview 4th (1 hr) + Review 3rd (30 min) + Review 2nd (30 min) + Review 1st (30 min)2.5 hours

🔧 Two types of work

Preparation includes:

  • Combining and clarifying lecture and textbook notes
  • Creating visual organizers for topics
  • Developing cram cards
  • Solving practice problems
  • Creating self-testing questions using multiple levels of Bloom's Taxonomy

Review means:

  • Going over prepared materials repeatedly
  • Each chunk gets reviewed multiple times with decreasing intervals
  • Earlier chunks receive more total review sessions

Tip: Prepare materials along the way (create cram cards for readings and notes as you go) to reduce preparation time later and leave more time for review.

🎯 Strategic test-taking

📋 Before you start answering

Survey the exam first:

  • Mark your exam with necessary identification
  • Read all instructions carefully
  • Scan for question types and point values
  • Develop a plan for how to use your time to complete all questions

Why this matters: Prevents spending too much time on low-value questions and running out of time for high-value sections (e.g., spending too long on multiple choice and missing an essay worth more points).

🔍 During the exam

General strategies:

  • Read each item carefully and fully before marking an answer
  • Look for clues to answers within the exam
  • Skip difficult questions and return to them if pressed for time
  • Caution: When using a scantron, be very careful not to record answers on the wrong line when skipping questions
  • If time allows, review questions marked as "difficult" to check for errors
  • Try not to leave answers blank—you might earn partial credit or make a correct guess
  • Take deep cleansing breaths if you feel stressed

For essay questions:

  • Take time to briefly outline your answer first
  • Ensures you answer all aspects of the question
  • Provides a well-organized answer for the professor to read

🧘 Physical preparation

  • Get a good night's rest the night before
  • Eat a good breakfast prior to the exam
  • Avoid caffeine before the exam
  • Have materials ready the night before (multiple writing utensils, scantrons, blue books, notebook paper)
  • Set two alarm clocks or arrange for a friend to call to ensure you wake up on time

📝 Question-type strategies

✅ Multiple choice questions

  • Read the question and all answer options first
  • Mark out answers you know are incorrect
  • Once you select an answer, do not change it unless you misread the question and know the new answer is correct (first answer is usually correct for educated guesses)
  • The correct answer often has more information in it
  • If no penalty for guessing, do not leave items blank
  • If "All of the Above" is an option and two options are correct, select "All of the Above"
  • If certain one answer is true, do not select "None of the Above"; if one answer is false, do not select "All of the Above"

✔️ True-false questions

  • Read carefully but do not read too much into the statement—base your answer on information provided
  • With statements containing multiple facts, if any one fact is false, the entire statement is false
  • Qualifying words like "always," "never," "every" indicate it must be true all the time; if not true all the time, answer false
  • Qualifying words like "usually," "sometimes," "generally" indicate it could be true or false depending on situation; oftentimes the answer is true

📄 Essay questions

Most important rule: Make sure you understand what the question is asking you to do.

  • An essay is not an opportunity to regurgitate everything you know about a topic
  • Underline key words and let them guide you
  • Refer to Bloom's Taxonomy question cues to understand what you should accomplish
  • If unsure, ask your professor for clarification

Formula for essay answers:

  1. Introduction (brief): Define terms and describe what you will accomplish in your essay
  2. Body (bulk of your time): State your first main idea, then give supporting facts, examples, statistics, or details. Follow with your next main idea and continue the pattern. Typically each main idea gets its own paragraph. Use transitional words ("first, second, third," "next," "also," "however") to aid your reader.
  3. Conclusion (brief): End with a summary or final conclusion

Additional tips:

  • Take a minute to plan and jot down a brief outline before writing
  • Well-organized answers tend to score more points
  • Budget time to proofread and revise if needed
  • Write legibly—neater papers tend to receive higher marks

🔄 Post-exam learning

🔍 Error analysis

After receiving your exam back:

  • Conduct an error analysis for items missed
  • Look up the correct answers
  • Determine the nature of the errors you made
  • Talk with your professor about items you missed

Don't confuse: Getting the exam back as the end of learning; it's actually an opportunity to continue reviewing material that may be important for comprehensive finals or future courses.

📊 Pattern identification

Analyze test questions to identify patterns:

  • Were most questions from lecture, the book, or both?
  • What types of questions were asked?
  • What levels of thinking were tested based on Bloom's Taxonomy?

🔧 Strategy adjustment

  • Review the methods you used to study for the exam
  • Determine what adjustments you need to make for the next exam
  • Discuss adjustments in test preparation methods with your professor if necessary
  • Determine your overall grade in the course based on this new information
  • Talk with your professor and academic advisor if you have concerns about your overall grade

🗄️ Archive for reference

  • Archive your exam for future reference
  • Even if only a scantron answer sheet is returned, professors are willing to give access to review test results during office hours
  • Comprehensive post-test review benefits future learning and exam preparation
23

5.5 Collaborative Student Learning: The Art of Study Groups

5.5 Collaborative Student Learning: The Art of Study Groups

🧭 Overview

🧠 One-sentence thesis

Study groups that meet regularly with clear ground rules and committed members promote active learning, reduce stress, and deepen understanding more effectively than last-minute exam cramming sessions.

📌 Key points (3–5)

  • Active learning through discussion: Talking over course material naturally promotes active learning and deeper engagement.
  • Regular vs. last-minute groups: The most effective study groups meet weekly or biweekly to work on homework, compare notes, and discuss readings—not just before exams.
  • Benefits of collaboration: Students in strong study groups report more motivation, less stress, and better understanding of material.
  • Common confusion: Study groups can fail if they lack structure—sessions may deteriorate into complaint sessions or have unequal participation without ground rules.
  • Mixed ability advantage: Groups with varied academic levels benefit everyone when commitment is equal—stronger students learn by teaching, struggling students gain strategies and understanding.

🎯 Why study groups work

💬 Active learning through conversation

  • Talking over course material is inherently an active learning strategy, not passive review.
  • Discussion forces students to articulate concepts, identify gaps, and clarify understanding.
  • The excerpt emphasizes that this conversational nature is a core benefit "by nature."

🤝 Social and motivational benefits

Students who develop strong team relationships report three key advantages:

  • More motivation toward studying
  • Less stress related to the course through a support system
  • Better understanding of the material

Don't confuse: These benefits require "strong team working relationships," not just any group meeting.

🔄 Types of study groups

📅 Last-minute exam groups

  • Some groups only meet before exams to review material.
  • The excerpt notes these "can be helpful" but are limited.
  • Key limitation: They typically do not promote long-term learning or social support.

🏆 Regular effective groups

The most effective types of study groups tend to meet regularly—weekly or every couple of weeks.

Activities that make regular groups effective:

  • Work on homework problems together
  • Compare lecture notes
  • Discuss current assigned readings
  • Create cram cards or other study tools for later exam review

Example: A group meets every Tuesday to work through the week's problem set, compare what each member captured in lecture, and build shared study materials—this ongoing collaboration builds both understanding and relationships.

⚠️ Common pitfalls and solutions

🚫 Why students avoid study groups

The excerpt identifies two main reasons students shy away:

  • Study sessions deteriorate into "gripe" sessions about the course
  • Certain members do not contribute to understanding information

✅ Prevention through ground rules

  • These distractions "can be avoided with some study group 'ground rules.'"
  • Ground rules develop "a habit for effective group work."
  • Without structure, even well-intentioned groups can fail to deliver benefits.

🛠️ Building an effective study group

👥 Group composition and size

  • Optimal size: 2–4 other committed students (total of 3–5 members)
  • Mixed expertise works: Groups with varied academic levels can be very effective
  • Critical requirement: All members must be committed to working with the group

Benefits of mixed-ability groups:

Member typeHow they benefit
Stronger studentsBenefit from teaching students who may be struggling
Struggling studentsLearn study strategies as well as the material being reviewed

🎯 Recruitment strategies

Look for students who:

  • Attend class regularly
  • Take notes
  • Sit toward the front
  • Appear to pay attention in class

Alternative: Ask the professor to help identify other committed students to recruit.

📍 Logistics and structure

Meeting basics:

  • Set a regular time and place to meet
  • Meet in public places: library, empty classroom, residence hall study room, cafeteria

First session priorities:

  • Decide on rules the group will agree to adhere to
  • Promote teamwork and accountability from the start

Example rule: Some groups determine that if a member does not prepare for a session, they cannot stay to learn from others.

Example routine: Study for 50 minutes, then spend ten minutes "blowing off steam" and problem solving (with a timekeeper keeping it limited to ten minutes).

🎬 Session management

Establish a monitor for each session (duty can be rotated):

  • Watch the time
  • Record notes for the group
  • Make sure everyone is participating
  • May become obsolete once a strong working team is established

Set study goals for each session:

  • What material to cover
  • What activities to perform as a group

🔄 Active participation strategies

Make sure everyone participates actively by taking turns:

  • Presenting sections of lecture notes or readings
  • Taking the group through the solution of a problem
  • Asking each other questions and having others answer them

Share resources:

  • Study tools developed
  • Summaries of topics
  • Visual organizers

📝 Follow-up and continuity

During the session:

  • Write down questions that one or two group members can approach the professor or graduate assistant for help
  • Share answers with the group at the next session or via email

At the end of each session:

  • Establish what material to focus on next
  • Ensure everyone in the group can prepare for the next session

Don't confuse: Preparation between sessions is essential—groups fail when members arrive unprepared and expect to learn from others without contributing.

24

Library Research: It's a Process

5.6 Library Research: It's a Process

🧭 Overview

🧠 One-sentence thesis

Library research follows a structured six-stage Information Search Process that transforms an overwhelming assignment into manageable steps, reducing anxiety and ensuring thorough, well-thought-out results.

📌 Key points (3–5)

  • The ISP model breaks research into six stages: Initiation, Selection, Exploration, Formulation, Collection, and Presentation—each with specific tasks and challenges.
  • Research is already familiar: you use the same process in everyday decisions (like choosing a movie with friends), gathering information, evaluating options, and acting.
  • Timeline and goal-setting are essential: each ISP stage should be a short-term S.M.A.R.T. goal with appropriate time allocated.
  • Common confusion: students often approach research haphazardly, not realizing a step-by-step process exists; frustration and uncertainty are normal parts of the process, not signs of failure.
  • Citation is non-negotiable: properly citing sources demonstrates academic integrity, distinguishes your ideas from borrowed ones, and strengthens credibility.

📚 Understanding the Information Search Process

📚 What the ISP model is

Information Search Process (ISP): a six-stage model developed by Carol Kuhlthau that describes students' thoughts, actions, and feelings from the beginning of a research project to the final product.

  • The model formalizes what you already do naturally in everyday decisions.
  • Example: choosing a movie involves gathering information (showtimes, locations, who can go), evaluating options, making choices, and acting—this is the ISP in action.
  • Breaking research into similar steps makes the task easier to conquer and helps ensure assignment requirements are met.

🎯 Why use a formal process

  • Many students approach research haphazardly, creating unnecessary mystery and anxiety.
  • A step-by-step process removes the mystery and provides clear direction.
  • Unlike quick everyday decisions (like the movie example), research papers require extended time at each stage.
  • Following the ISP helps you avoid getting lost in the assignment's meaning, losing focus, getting overwhelmed, or failing to seek help.

🔢 The Six Stages of Research

🔢 Stage 1: Initiation (Understanding the assignment)

Main task: Make certain you understand the requirements before beginning any research.

Challenge: Understanding instructor expectations

  • Instructors use specific terms: scholarly, popular, peer-reviewed, refereed, primary, secondary, authoritative.
  • Strategy: Listen carefully and take notes when the assignment is given; don't be afraid to ask questions.

Challenge: Worrying about completing the assignment on time

  • Strategy: Use goal-setting processes to create a timeline for completion.

🔢 Stage 2: Selection (Choosing a general topic)

Main task: Select a general topic that meets assignment requirements.

Challenge: Finding interesting topic ideas

  • Strategy: Brainstorm ideas relevant to the assignment that also reflect your personal interests.
  • Look to academic encyclopedias, magazines, journals within the subject area, current events publications, and class discussions.

🔢 Stage 3: Exploration (Gathering background information)

Main task: Gather background information to understand your general topic better.

Challenge: Looking for general information about a topic

  • Strategy: Consult sources that provide background information—academic encyclopedias, textbooks, general websites.
  • You may not use these sources in the final paper, but they provide necessary information to progress to the next stage.
  • Useful databases include CQ Researcher, Gale Virtual Reference Library, library catalogs, and Points of View Reference Center.

Challenge: Locating appropriate source types

  • Strategy: The topic and type of information needed determines the best source type (book, magazine article, newspaper article, website, journal article, etc.).
  • Consider the information cycle as it relates to the type of information needed.

🔢 Stage 4: Formulation (Developing a thesis)

Main task: Using preliminary research, develop a thesis that is specific, significant, and arguable.

Challenge: Writing a thesis that meets these criteria

  • Strategy: Apply what you learned from background information to develop your thesis.
  • The thesis acts as the framework for your paper.

🔢 Stage 5: Collection (Gathering thesis-specific sources)

Main task: Gather sources that specifically relate to your thesis.

Challenge: Developing a search strategy

  • Strategy: Have a plan of action before beginning thesis-specific research.
    • Brainstorm relevant keywords and combine terms to retrieve relevant, specific information.
    • Specify the type of sources required (scholarly, peer-reviewed, primary, etc.).
    • Select database(s) or search engine(s) to find sources.
    • Use research notes to track where you've searched and what you've selected.

Challenge: Evaluating sources

  • Strategy: Evaluate each source to determine if it meets assignment requirements.
  • Select sources written by experts and published by reputable organizations or individuals.

🔢 Stage 6: Presentation (Completing the assignment)

Main task: Use gathered information to complete your assignment.

Challenge: Incorporating sources into your assignment

  • Strategy: Incorporate sources in a way that both supports your thesis and observes academic integrity rules.

Challenge: Citing your sources

  • Strategy: Use online citation generators or citation generators built into library databases.
  • Always check citations against appropriate style manuals.

📝 The Critical Role of Citations

📝 Why citing matters

Making arguments credible:

  • Using outside sources makes your arguments more credible.
  • Demonstrates that arguments are based on evidence, not just opinion.

Observing academic integrity:

  • You must say where borrowed ideas came from.
  • You must prove which ideas are yours and which you borrow.

Preventing confusion:

  • Citations prevent confusion over what is original versus borrowed.
  • Citation styles (MLA, APA) supply a standard method for identifying others' ideas.

⚠️ The plagiarism risk

  • If you use someone else's idea without citing it properly, you commit plagiarism.
  • Plagiarism is a serious offense.
  • Don't confuse: using sources strengthens your work, but only when properly cited.

⏱️ Building Your Research Timeline

⏱️ Timeline structure

  • Use the deadline of your research paper as your ultimate goal.
  • Create smaller, short-term goals to ensure success.
  • Each ISP stage should be a stop or short-term goal in your research timeline.
  • Consider the suggested length of time at each stage when setting goals.

⏱️ S.M.A.R.T. goals for research

  • Goal setting is an essential element to complete any project.
  • S.M.A.R.T. goals clearly define tasks and keep you motivated.
  • Build a timeline with short-term S.M.A.R.T. goals for each ISP stage.

💡 Success Strategies

💡 Managing expectations

StrategyWhy it matters
Recognize frustration and uncertainty are part of the processNormal feelings, not signs of failure
Reevaluate progress and repeat steps if necessaryFlexibility improves outcomes
Don't completely eliminate any stepsEach stage serves a purpose
Steps take time—plan accordinglyRushing compromises quality
Take advantage of outside resourcesHelp is available to get through uncertainty

💡 Key reminders

  • Research is a process, not a single event.
  • The ISP model applies to all research assignments across your academic career.
  • Papers, oral presentations, and in-depth research projects require consultation with resources beyond textbooks or Google.
  • Following the process helps ensure you meet assignment requirements and turn in a well-thought-out, thorough research paper.
25

6.1: Absenteeism: If You Miss School, You Miss Out

6.1: Absenteeism: If You Miss School, You Miss Out

🧭 Overview

🧠 One-sentence thesis

Research consistently shows that good class attendance directly increases grades and learning quality, because students who miss class—even when they borrow notes—do not acquire the complete picture of the material covered.

📌 Key points (3–5)

  • What absenteeism is: poor classroom attendance (also called truancy), which directly affects course success and overall college success.
  • Research findings: students who miss class are 9–14% more likely to answer exam questions incorrectly when the material was covered during their absence.
  • Attendance and grades work together: good attendance increases the likelihood of earning higher grades; low attendance increases the probability of lower grades.
  • Common confusion: borrowing a classmate's notes does not fully compensate for missing class—absent students still do not acquire a complete picture of the information.
  • Why it matters: class attendance is the first step toward succeeding in courses; on average, regular attendees earn higher grades than students with regular or chronic absences.

📚 What the research shows

📊 Missing class leads to incorrect exam answers

  • Moore (2006) found that students were more likely to answer an exam question incorrectly when the information for that question was covered in a class session they missed.
  • Marburger (2006) identified a link between absenteeism rate and ability to learn course material:
    • Students absent during a class session where critical material was covered were 9–14% more likely to respond incorrectly to a question about that material.
  • Example: If a key concept is explained in Monday's lecture and a student is absent, they are significantly more likely to miss that question on the exam, even if they review a classmate's notes.

🎓 Attendance directly affects grades

  • Moore (2006) tracked attendance in two sections of Introduction to Biology:
    • Good attendance record → increased likelihood of earning a higher grade.
    • Low attendance record → increased probability of earning a lower grade.
  • Marburger (2001) studied attendance patterns in a microeconomics course:
    • Students who missed class on a given date were more likely to respond incorrectly to questions relating to the lecture material covered that day (compared to students who attended).
    • Exam scores were directly affected by class attendance.

⚠️ Borrowed notes are not enough

  • The research confirms that students who are absent do not always acquire a complete picture of the missed information, even after borrowing a classmate's notes.
  • Don't confuse: having someone else's notes ≠ having been present in class. The learning experience includes explanations, examples, and context that notes alone cannot capture.

✅ Practical dos and don'ts

✅ DO: Strategies to ensure attendance

  • Set two alarm clocks if waking up in the morning is problematic; ask a roommate to wake you or have a friend call.
  • Get enough sleep so you can be alert in class.
  • Take notes in class—some information on the test may only be presented in class.
  • Give your family and boss your class schedule with test dates and big assignments, so they can support "time off" for studying.
  • Ask questions in class to engage yourself with the material and professor.
  • Communicate immediately with your professor if you have to miss class and make arrangements to make up any missed assignments.

❌ DON'T: Behaviors that undermine attendance and learning

  • Don't come to class late every day—it disrupts the professor and students who arrived on time.
  • Don't fall asleep in class—professors do not take kindly to students who sleep.
  • Don't skip class for avoidable reasons—notes taken by another student are not as good for studying later as the ones you take yourself.
  • Don't sit in the back of the room—it is easier to be less attentive there.
  • Don't rely on high-energy/caffeine drinks to keep you awake—they only make you jittery and cause you to crash later.
  • Don't come to class when you are really sick—save some absences in case you do become ill during the semester.

🎯 The big picture

🎯 Attendance as the foundation of success

Absenteeism (or truancy): poor classroom attendance.

  • There is an undeniable relationship between class attendance, grades, and overall quality of learning.
  • Good class attendance is the first step toward succeeding in your courses.
  • On average, students who attend class regularly earn higher grades than students who have regular or chronic absences.
  • In the big picture, attendance affects not just individual course success but how you will succeed in college overall.
26

6.2 Procrastination: Don't Let Time Get Away

6.2 Procrastination: Don't Let Time Get Away

🧭 Overview

🧠 One-sentence thesis

Procrastination is a choice driven by cognitive and emotional factors—such as anxiety, feeling overwhelmed, or time miscalculation—and overcoming it requires both time-management skills and addressing the underlying beliefs and emotions that fuel the behavior.

📌 Key points (3–5)

  • What procrastination is: postponing a task that needs to be completed, influenced by cognitive and affective factors beyond simple delay.
  • Why students procrastinate: fear of failure/success, self-regulation problems (time miscalculation, inability to delay gratification), motivational issues, feeling overwhelmed, or dislike for the task.
  • Rationalizations vary by cause: self-regulation issues lead to "I can do it later," anxiety leads to physical excuses like headaches, and motivational issues lead to "I work better under pressure."
  • Common confusion: procrastination is not just poor time management—it also involves cognitive beliefs and emotions that must be addressed separately.
  • Effective interventions require multiple strategies: breaking tasks into smaller pieces, challenging rationalizations, using time management tools, and adjusting cognitive beliefs about perfection or failure.

🧩 What procrastination really is

🧩 Basic definition vs. deeper factors

Procrastination: the behavior of postponing a task that needs to be completed.

  • The simple definition (Dembo and Seli, 2008) focuses on the behavior of delay.
  • However, research shows significant cognitive and affective factors also contribute:
    • Anxiety related to performance on the task
    • Feeling overwhelmed by a task
    • Miscalculation of time needed to study
    • Dislike for the task

🔄 Procrastination as internal conflict

  • Sapadin and Macguire (1997) describe it as an "internal conflict": you want or need to do something but are resistant for whatever reason.
  • Ultimately, it is a choice that leads to counterproductive behaviors and negative feelings.
  • It is incredibly prevalent among college students and can impede their ability to succeed.

🧠 Why students procrastinate

😰 Fear and anxiety

  • Fear of the consequences of failure or success
  • Related anxiety and low self-esteem
  • Example: A student avoids starting a paper because they worry it won't be good enough, leading to stress-related physical symptoms like headaches.

⏱️ Self-regulation issues

  • Time miscalculations: a project takes longer than expected, or overestimating time remaining to complete a project
  • Inability to delay gratification: choosing immediate pleasure over long-term goals
  • Peer pressure to do something else instead of studying
  • Example rationalization: "I can study tonight after I get home from the movie."

🎯 Motivational and emotional issues

  • Motivational issues and reported "laziness"
  • Feelings of being overwhelmed by a task
  • Overall dislike for engaging in a particular type of task
  • Example rationalization: "I work better under pressure."

🔍 Don't confuse: behavior vs. underlying causes

  • Procrastination is not just a time-management problem.
  • The excerpt emphasizes that students need to learn time management and deal with the cognitive beliefs (rationalizations) and emotions that accompany procrastination behaviors.

🎭 Six styles of procrastination

🎭 Understanding your procrastination pattern

The excerpt presents six styles (Sapadin and Macguire, 1997) to help students identify their personal cycle:

StyleGeneral ReasonSuggested Changes
PerfectionistWants everything to be perfect—the project and the circumstancesStrive for excellence, not perfection. Avoid "should" statements. Set time limits for each aspect and move on.
DreamerHates dealing with details. Wishes to reach the end result without doing the work in betweenSet specific long-term and session goals. Think through what, how, and when you will do it.
WorrierWorries about change and constantly asks "what if." Thinks catastrophicallyReality check catastrophic thinking. Review what you do know. Break tasks into smaller pieces. Celebrate successes.
Crisis-makerOnly gets motivated by last-minute deadlines. Waits until cannot delay any longerReality check "That won't take long" or "I can do that later." Understand motivation may come only after starting.
DefierResents feeling an authority is making them do something they don't want to doSee the benefits of doing the task.
OverdoerHas too much to do and has trouble saying "no." Gets distracted by unimportant tasksSet daily priorities for what is most important. Don't be afraid to say "no" to others.

💡 Why styles matter

  • Understanding why you procrastinate in a given situation helps determine what interventions you need to avoid repeating that behavior.
  • Different underlying causes require different strategies.

🛠️ Procrastination elimination strategies

📅 Time management and structure

  • Use time management tools: Create a schedule of study sessions each week. Set study goals and determine activities for each session. Utilize to-do lists.
  • Set up study routines: Schedule reading time before each class (e.g., read chapters on Mondays and Wednesdays for a Tuesday/Thursday class). Routines become harder to break over time.
  • Conduct time reality checks: When you say "I will have time later," check your schedule to see if that is realistically true. When you say "That won't take long," think about how long a good job actually takes and what might impede progress.

🎯 Motivation and cognitive strategies

  • Increase motivation and interest: Revisit strategies for getting motivated to study (referenced from Chapter 4).
  • Challenge your rationalizations: When you say "I work better under pressure," consider whether that is really true. You may be more motivated near a deadline, but couldn't you produce better quality work with more time to think?
  • Break down projects into smaller pieces: Tasks are less daunting when they don't seem to take a long time, especially for tasks you dislike.
    • Example: Read 10 pages each day over 3 days instead of 30 pages at once. For a paper, schedule steps (research, outline, rough draft) over a couple of weeks.

⚡ Getting started and staying focused

  • Commit to 5 minutes: The dread of doing something prevents starting. Tell yourself you'll work for 5 minutes, then assess. Typically, once students start, they get into a working rhythm and finish the task.
  • Increase concentration and decrease distractions: Turn off your cell phone during study sessions. Study where you don't have access to television or computer games.
  • Organize your study sessions: Make sure you have all materials available that you need to study.
  • Know your high energy times of day: Complete dreaded tasks during high energy times. You'll be less likely to make excuses like "I am too tired" if you study when you feel more alert.

🎁 Reinforcement and support

  • Reinforce yourself for finishing a task: Tell yourself before starting that if you complete the task, you'll spend 30 minutes doing something you want to do. Treat school work like a job—if you study and attend class for 40 hours a week, take time off for relaxation on the weekend.
  • Recruit social support: Ask friends and family to inquire about your studying to-do list. Meet with a study group weekly to review notes and discuss readings. If you're accountable to others, you'll be more likely to complete the work.
  • Utilize relaxation techniques: If worrying interrupts concentration or you feel physical symptoms like stomach upset or headaches when studying, try relaxation techniques and positive self-talk rather than just quitting.

🔑 Key intervention principles

🔑 Multiple interventions needed

  • Solomon and Rothblum (1984) suggest individuals need to learn appropriate time management and self-regulation skills and deal with the cognitive beliefs and emotions that accompany procrastination behaviors.
  • Students may need to implement more than one intervention to deal with their procrastination.

🔑 Tailored approaches for different causes

  • For fear of failure/success or perfectionism (Burka & Yuen, 1983): Adjust cognitive beliefs and implement self-regulation strategies, such as breaking large tasks down into smaller pieces and creating structured goals.
  • For personal barriers (Kachgal et al., 2001): Learning specialists should help students consider what their personal "barriers" are to completing academic work in a timely fashion and help them problem solve regarding those perceived barriers.
27

6.3 Dealing with Test Anxiety: Managing Your Stress for Success

6.3 Dealing with Test Anxiety: Managing Your Stress for Success

🧭 Overview

🧠 One-sentence thesis

Moderate stress can improve performance, but excessive test anxiety impairs clear thinking, so managing it through preparation, positive habits, and relaxation techniques is essential for optimal exam results.

📌 Key points (3–5)

  • The Yerkes-Dodson law: moderate arousal improves performance, but too much stress impairs it—the key is staying in the optimal zone.
  • Preparation reduces anxiety: students who feel prepared (e.g., using a five-day study plan) naturally experience less anxiety.
  • Common confusion: stress is not always bad—some arousal helps, but the problem starts when it becomes severe enough to block clear thinking.
  • Physical and mental strategies: relaxation techniques, positive self-talk, adequate sleep, and moderate eating all help manage anxiety during exams.
  • When to seek help: if stress becomes unmanageable alone, professional counseling or relaxation workshops are available.

🎯 The optimal stress zone

📈 Yerkes-Dodson law (1908)

A moderate amount of physiological and mental arousal can actually increase or improve performance.

  • Physical and mental arousal from stress is not always detrimental.
  • There is an optimal level: too little arousal means underperformance; too much impairs performance.
  • The problem occurs when arousal becomes too severe and starts to impair clear thinking needed for exams.
  • Example: A student with no stress may lack focus; moderate stress sharpens attention; extreme stress causes panic and mental blocks.

⚠️ When stress becomes a problem

  • The stress from a major exam or project can be extreme enough to impair optimal performance.
  • The turning point is when arousal crosses from helpful to harmful—blocking concentration and clear thinking.
  • Don't confuse: some stress is productive; the goal is not to eliminate all stress but to keep it in the moderate range.

✅ Preparation and mindset strategies

📚 Preparation reduces anxiety

DO prepare using structured methods:

  • Use the "Five-Day Study Plan" (referenced from Chapter 5).
  • Students who feel prepared have less anxiety overall.
  • Why it works: being underprepared naturally gives you something real to worry about; preparation removes that source of stress.

DON'T cram:

  • Underprepared students naturally have something to worry about.
  • Cramming increases anxiety because you know you're not ready.

🧠 Stay positive and manage thoughts

DO stay positive:

  • Stay positive about yourself and your ability to perform well.
  • Plan to reward yourself with something relaxing or fun after the exam—think about that when stressful thoughts occur.

DON'T let negative thoughts interfere:

  • If you catch yourself worrying about what you do not know, stop yourself.
  • Replace negative thoughts with positive affirmations and focus on what you do know.
  • Worrying gets in the way of clear thinking during the exam.

🤝 Social support and accountability

Recruit social support:

  • Ask friends and family to inquire how you are doing on your studying to-do list.
  • Meet with a study group weekly to review notes and discuss readings.
  • If you are accountable to others, you are more likely to complete the work.

DON'T spend time with stress-generating classmates:

  • Avoid classmates who might confuse you or generate stress about the exam on the day of the exam.

🧘 Physical and behavioral strategies

😴 Sleep and rest

DO get adequate sleep:

  • Don't stay up late the night before the exam.
  • A good night's sleep improves your mental state and promotes clearer thinking.

DO relax the last hour before the exam:

  • Reduces tension and stressful thoughts.
  • Treat school work like a job: if you study and attend class for 40 hours a week, take time off for relaxation on the weekend.

🍽️ Nutrition and substances

DO eat strategically:

  • Eat a moderate breakfast that includes both protein and healthy carbohydrates.

DON'T overuse caffeine:

  • Don't drink a lot of caffeine before the exam.
  • Arousal from caffeine can add to stress and make you jumpy.

🧘‍♀️ Relaxation techniques during exams

DO use body and mind techniques:

  • Periodically conduct checks on the tension in certain areas of your body and try to relax those areas.
  • Breathing deeply and engaging in positive imagery can reduce tension quickly during an exam.
  • If worrying interrupts your concentration or you feel physical symptoms (stomach upset, headaches), try relaxation techniques and positive self-talk rather than just quitting.

DON'T panic if you go blank:

  • If you "go blank" on a question, go answer other questions and come back to it later.
  • If all else fails, guess or write down what you do know.

📋 Exam day tactics

🗺️ Survey and plan

DO survey the entire exam:

  • Survey the entire exam and plan carefully.
  • Ask questions of your professor if you are unsure about what to do on a particular question.

⏰ Time management

DON'T show up late:

  • Feeling rushed to finish adds to the stress.

🎯 Focus on your own work

DON'T look at others' papers:

  • Don't resort to looking at anyone else's paper if you are unsure of your performance.
  • Maintaining your integrity is far more important than the results of this exam.

🆘 Recognizing and seeking help

🔍 Signs of test anxiety

The excerpt includes a self-assessment checklist. You may be experiencing test anxiety if you usually or sometimes experience:

Physical symptomsCognitive symptomsPerformance symptoms
Stomach gets tight/upsetMind racing or becoming dull/"muddy"Don't do your best even when prepared
Hands get cold and sweatyCan't think clearly during testForget material during test, remember after
Headaches before/during testOver-analyze questions, see too many possibilitiesMake careless errors
Trouble sleeping night beforeChoose complex answers, overlook simpler correct ones
  • The more checks in "usually" or "sometimes" columns, the greater the likelihood of test anxiety.

🏥 When to seek professional help

If you cannot manage stress alone:

  • Meet with a counselor in Counseling and Psychological Services (CAPS).
  • Attend one of their relaxation workshops.
  • The excerpt emphasizes that professional assistance is available and appropriate when self-management is insufficient.
28

Policies with "Teeth": Academic Standing and Other Need-To-Know Policies

6.4 Policies with "Teeth": Academic Standing and Other Need-To-Know Policies

🧭 Overview

🧠 One-sentence thesis

Understanding and following university policies on academic standing, financial aid progress, course drops, and related procedures is essential because failure to do so leads to serious consequences including restricted enrollment, dismissal, financial penalties, and loss of financial aid eligibility.

📌 Key points (3–5)

  • Academic Standing tracks your GPA: the university requires a cumulative 2.0 GPA to remain in Good Standing; falling below triggers probation or dismissal depending on total hours and GPA thresholds.
  • Satisfactory Academic Progress (SAP) is separate from Academic Standing: SAP determines federal financial aid eligibility based on both minimum GPA and completion rate; students can be dismissed from the university but still appeal for aid, or vice versa.
  • Common confusion—dropping vs. failing: a "W" (withdrawal) and an "F" both count as attempted hours for financial aid and the six-drop limit, so the choice involves weighing GPA damage against drop limits, not just aid eligibility.
  • Six-drop limit and excessive hours policies: undergraduates may drop only six courses total during their entire career, and taking more than 30 hours beyond the degree plan incurs out-of-state tuition charges.
  • Why it matters: these policies have "teeth"—real financial and enrollment consequences—so students must meet with advisors early when problems arise, not after the fact.

📊 Academic Standing: GPA thresholds and consequences

📊 What Academic Standing measures

Academic Standing: a signal of the academic "health" of a student, posted each term based on semester and cumulative GPA calculations.

  • At the end of each term, the Office of the Registrar calculates semester and cumulative GPAs and assigns an Academic Standing.
  • The university requires at least a 2.0 cumulative GPA to be in Good Standing.
  • Students below 2.0 cumulative GPA are not performing to university standards, which restricts privileges and may prevent continued enrollment.

📉 Table of Standards: probation and dismissal thresholds

The excerpt provides a table showing GPA cutoffs based on total college hours:

Total College HoursCumulative GPA for ProbationCumulative GPA for Dismissal
0–29Less than 2.0Less than 1.6
30–59Less than 2.0Less than 1.8
60 or moreLess than 2.0Less than 2.0
  • Probation (for freshmen and sophomores): GPA below 2.0 but above the dismissal threshold.
    • Restricted to 14 semester credit hours until cumulative GPA reaches 2.0 or above.
    • Academic departments may require enrollment contracts specifying courses and actions to improve performance.
  • Dismissal: GPA at or below the dismissal level for the student's classification.
    • Students are subject to dismissal after one warning semester and must sit out for a period of time.
    • Junior and senior students no longer have probation as an option; they face dismissal after one warning term.

🔄 Academic Standing cycle

  • Students flow through a cycle of standings (Good Standing, Probation, Warning, Continuance, Dismissal 1: One Long Term, Dismissal 2: One Full Academic Year) based on semester-by-semester performance.
  • The excerpt references a flowchart (Figure 6-2) illustrating the complexities of this cycle.
  • Action step: students with standings other than Good Standing should meet with an academic advisor to discuss improvement steps.

💰 Satisfactory Academic Progress (SAP): federal financial aid eligibility

💰 What SAP measures

Satisfactory Academic Progress (SAP): the Office of Financial Aid's monitoring of academic progress for students who apply for or receive federal financial aid, independent of the university's Academic Standing.

  • To retain federal financial aid eligibility, students must show satisfactory progress toward a degree based on two requirements: minimum cumulative GPA and minimum credit hours completed.

📐 SAP Requirement 1: minimum cumulative GPA

Financial aid recipients must meet these GPA standards:

Total Credit Hours Complete (includes transfer credit)Minimum Cumulative GPA (based on UTA courses only)
0–291.6
30–591.8
60+2.0
Graduate3.0

📐 SAP Requirement 2: minimum completion rate

Financial aid recipients must successfully complete a minimum number of credit hours compared to hours attempted (based on enrollment at census):

Total Hours Enrolled (Fall + Spring)Minimum Hours for Completion
24+16
18–2312
12–178
6–116
  • Summer enrollment is a separate term and changes the minimum hours needed.
  • Unsatisfactory grades (F, W, I, Z) do not count as completed hours but do count as attempted hours.

🚨 SAP review and appeals

  • Annually in May, the Office of Financial Aid reviews student records and notifies those who have not met SAP requirements.
  • Students deemed ineligible can file an appeal for future aid or reapply when they come back into compliance.
  • Important: a financial aid counselor can meet with students to discuss the policy in depth.

⚠️ Common SAP misconceptions

⚠️ Misconception 1: SAP appeal vs. dismissal period

  • Don't confuse: SAP and Academic Standing are independent processes.
  • Students granted an SAP appeal are not guaranteed enrollment for the next semester if they are on Dismissal for One Long Term or One Full Academic Year.
  • Example: a student can win a financial aid appeal but still be barred from enrolling due to academic dismissal.

⚠️ Misconception 2: dropping a course to save financial aid

  • Students often say, "I cannot drop this course because then they will take away my financial aid."
  • The fact: a letter grade of "F" has the same impact as a "W" (withdrawal) on financial aid eligibility.
  • Both count as attempted hours; neither counts as completed hours.
  • What to weigh: the impact of a poor grade on GPA and the number of drops accumulated toward the six-drop limit, not just financial aid eligibility.

📝 Adding, dropping, and withdrawing from courses

📝 Enrollment windows and adjustments

  • Students enroll during a short window based on classification and special factors (check MyMav Student Services Center for your window).
  • After the initial window, students can adjust schedules during the Late Registration period (dates in the Academic Calendar).
  • After Late Registration, all add/drop procedures require assistance from an academic advisor (major department or Division of Student Success for freshmen).

➕ Adding a course after Late Registration

  • Access a form and obtain permission from your major advisor, then seek final approval from the department offering the course.
  • Restriction: students with standings other than Good Standing are rarely allowed to enroll after Late Registration.
  • After Census day, students generally cannot be added to classes.

➖ Dropping a course after Late Registration

  • Access a drop form and get permission from your professor (an opportunity to verify performance and gain recommendations).
  • Return to your academic advisor to have the course removed.
  • Before Census date: course is removed from transcript as if never enrolled.
  • After Census but before Last Drop date: earn a "W" on transcript; counts as attempted for financial aid, six-drop limit, and excessive hours.

🛑 Dropping after the Last Drop date

  • Students must file an exception to drop past the Last Drop date.
  • Requires solid documentation and rationale for extraordinary, non-academic reasons.
  • Don't wait: discuss with professor and advisor early if you are failing; failure to drop can severely damage GPA.

🚪 Withdrawing from all courses

  • If unable to reasonably complete any enrolled coursework for a semester, talk with an advisor about withdrawing from all courses.
  • Common problem: students encounter a life event (serious illness, family issue) but do not withdraw, resulting in all F's and a damaged GPA.
  • Action step: speak with your advisor about options when serious issues arise, rather than suffering consequences after the fact.

🚫 Six-course drop limit and excessive hours policies

🚫 Six-course drop limit

  • Policy (effective Fall 2007): undergraduate students may drop only six courses during their entire undergraduate career.
  • After exceeding this limit, students will earn the grade for the course (cannot drop).
  • Rationale: the state legislature created this policy to encourage successful course completion, given that the state subsidizes tuition at public institutions.

🛠️ How to avoid hitting the limit

  • Meet with academic advisors each semester to develop a realistic schedule.
  • Example: if you have a sick family member to care for, enroll in fewer hours that semester.
  • Example: if you must work more hours, enroll in fewer courses so you can give quality attention to the ones you take.

💸 Excessive hours policy

  • Policy (for students entering Fall 2006 and after): financial penalty—equivalent to out-of-state tuition—for coursework taken beyond 30 hours of the major degree plan.
  • Example: if your degree plan requires 120 hours, you have 30 hours beyond that for exploratory courses; at 151 credit hours, you begin paying out-of-state tuition.
  • Rationale: state legislature policy to encourage students to enter college, settle into a major, and graduate with a Bachelor's degree rather than accumulating credit hours without earning a degree.

🧭 What this policy does not mean

  • Don't be discouraged from taking a few courses of interest or exploring different majors.
  • Be aware: if you are not successfully completing coursework in a major, consider changing your major (or making life adjustments) sooner rather than later to avoid financial implications.

📢 Midterm progress reports

📢 Who receives progress reports

  • New freshman students and other special populations receive progress report grades during their first fall and spring semesters.
  • Emails are sent to UT Arlington MavMail accounts indicating that progress report information is available online in MyMav Student Services Center.
  • Academic advisors also receive information about student performance.

📢 What to do with progress reports

  • If you have concerns about academic performance, meet with your professor to verify your grade and learn what you need to do to improve.
  • Also meet with your academic advisor, who can connect you with campus resources to address issues impeding your performance.
29

6.5 Academic Integrity: Why Does It Matter So Much?

6.5 Academic Integrity: Why Does It Matter So Much?

🧭 Overview

🧠 One-sentence thesis

UT Arlington enforces a no-tolerance policy on scholastic dishonesty because protecting the value of your degree requires that all students use their own minds and maintain integrity in their academic work.

📌 Key points (3–5)

  • Why the university cares: the institution is committed to ensuring your degree has value in your career, which requires protecting academic integrity.
  • Three main violations: cheating, plagiarism, and collusion—each defined specifically in the Student Code of Conduct.
  • Common confusion: some faculty allow collaboration on homework while others prohibit it; the syllabus for each course sets the specific rules, and it is your responsibility to know them.
  • Pressures students face: friends asking to share work, procrastination-induced stress, and pressure to maintain high grades can tempt students to violate policies.
  • Core principle: the consequences of dishonesty far outweigh any temporary benefit.

🎓 Why academic integrity matters

🎓 The university's commitment

  • UT Arlington values the hard work and effort you invest in earning your degree.
  • The faculty and administration are committed to ensuring that your degree has value when you enter your career.
  • This commitment is the foundation of the no-tolerance policy on scholastic dishonesty.
  • Example: if degrees were earned through dishonest means, employers would lose trust in the credential, harming all graduates.

🚫 No tolerance policy

  • The expectation is clear: Mavericks use their own minds.
  • Faculty and staff have zero tolerance for violations.
  • Understanding the policies helps you avoid placing yourself in violation.

📜 What counts as scholastic dishonesty

📜 Three main categories

The Student Code of Conduct (Chapter 2 of the Handbook of Operating Procedures) prohibits three behaviors:

ViolationDefinition
CheatingGaining unfair advantage on exams or assignments
PlagiarismUnacknowledged incorporation of another's work in work offered for credit
CollusionWorking with another student on homework or assignments offered for credit without faculty permission

❌ What cheating includes

Cheating on an examination or assignment covers multiple behaviors:

  • Copying or sharing work: copying another's work, allowing someone to copy, or communicating with another when not permitted by the instructor.
  • Unauthorized materials: using material during an exam or assignment that is not authorized, including electronic or digital devices (calculators, cell phones, camera phones, scanner pens, palms, flash drives, etc.).
  • Taking exams for others: taking or attempting to take an exam for another person, or allowing another to take your exam.
  • Obtaining unauthorized materials: using, obtaining, or attempting to obtain any part of an exam or assignment not provided by your instructor.
  • Any unfair advantage: any act designed to give unfair advantage to a student or the attempt to commit such an act.

Don't confuse: "unauthorized materials" depends on what the instructor permits—always check the exam or assignment instructions.

📝 What plagiarism means

Plagiarism: the unacknowledged incorporation of the work of another in work that is offered for credit.

  • It is not enough to list sources in a references page; you must acknowledge where in your work you used another's ideas or words.
  • Example (from Case Study B): A student cited a Wikipedia article for a direct quote but then paraphrased several sentences from the same article without attribution—this is plagiarism because the paraphrased work was not acknowledged.

🤝 What collusion means

Collusion: working with another student on homework or other assignments that are offered for credit when the faculty member hasn't given permission to do so.

  • This is the most commonly confused violation because collaboration rules vary by course.
  • Some faculty encourage working with others to problem-solve homework; others have strict policies against discussing homework with other students.
  • Don't confuse: study groups are not automatically allowed—you must have explicit permission from the instructor.

📋 Your responsibility in each course

📋 Read the syllabus

  • Each class at UT Arlington will have a syllabus outlining expectations for your work.
  • Every syllabus includes a statement regarding expectations for academic integrity in that specific course.
  • It is your responsibility to read this policy and ask clarifying questions of your faculty member.

🔍 Course-specific rules

  • Each course will be different.
  • Example: one professor may allow group homework; another may prohibit any discussion of homework with other students.
  • You must know and abide by the policies in each of your classes.

⚠️ Pressures and consequences

⚠️ Common obstacles to integrity

Many students face challenges that pressure them to violate academic integrity:

  • Friend pressure: a friend who hasn't prepared appropriately asks you to share your assignments.
  • Procrastination stress: you find yourself stressed due to procrastination and consider shortcuts.
  • Grade pressure: you feel pressured to maintain the highest grade marks and decide to cheat, plagiarize, or collude.

⚖️ Why consequences outweigh benefits

  • What you must understand: the consequences to cheating, plagiarizing, and colluding far outweigh any temporary benefit you may receive.
  • The excerpt does not detail specific penalties, but the emphasis is on long-term harm versus short-term gain.
  • Example: a temporary grade boost is not worth risking your academic standing, degree value, or career prospects.

🎯 The university's hope

  • Faculty and administrators hope you have a successful tenure as a Maverick.
  • Success includes maintaining your integrity in the classroom.

🔗 Resources and case studies

🔗 Where to find help

The excerpt lists three resources:

  • Academic Integrity page: uta.edu/conduct/academic-integrity
  • Plagiarism Tutorial: library.uta.edu/plagiarism
  • UT Arlington Writing Center: uta.edu/owl (located in the Central Library; can provide assistance on written assignments)

📚 Case Study A: Open-book exam and saved practice tests

Scenario: A student in a computer lab class receives old practice tests from the professor. The student answers all practice tests electronically and saves them on his desktop. The midterm is open-book and identical to one of the practice tests. The student copies and pastes his answers from the saved practice test directly to the exam.

Questions raised:

  • Has the student committed scholastic dishonesty?
  • What if the student was part of a study group that answered the practice tests together?
  • What if another group member also used the "group responses" on the exam?

Don't confuse: "open book" does not automatically mean "use any saved file"—the key is whether the instructor authorized using pre-prepared answers versus consulting the book during the exam.

📚 Case Study B: Paraphrasing without attribution

Scenario: A student submits a paper on the "History of Nursing." She cites all sources in a references page and uses in-text citations for direct quotes. One section includes a direct quote from Wikipedia (properly cited), followed by paraphrased sentences that closely mirror the Wikipedia article but have no citation.

Original Wikipedia text:

  • "Nursing comes in various forms in every culture, although the definition of the term and the practice of nursing has changed greatly over time. The oldest sense of the word in the English language is a woman employed to suckle and/or generally care for a younger child..."

Student's text:

  • Direct quote (cited), then: "One of the oldest definitions of the word from the English language is a woman who is hired to suckle and generally care for a young child. Later, this developed into the concept of looking after someone, not just meaning a woman looking after a child..."

Question raised: Has the student plagiarized? Why or why not?

The excerpt implies yes, because the paraphrased sentences are unacknowledged incorporation of Wikipedia's work—even though the source is listed in the references, the specific paraphrased section lacks attribution.

30

Exercise and Diet

7.1 Exercise and Diet

🧭 Overview

🧠 One-sentence thesis

College students' health—including weight, physical activity, and diet—is directly tied to academic success, and planning healthy eating and exercise routines can ease the transition to college life while improving grades and reducing stress.

📌 Key points (3–5)

  • The "Freshman 15" myth vs. reality: pooled studies show the average weight gain is about 3.86 lbs, not 15, but 36% of U.S. college students are overweight or obese.
  • Health and academic success are connected: research found relationships between physical activity, fruit/vegetable intake, perceived health, sleep, self-care, and grades.
  • Common student behaviors: at the start of freshman year, 29% reported no exercise, 70% ate fewer than five fruits/vegetables daily, and over 50% ate fried/fast food at least three times per week.
  • Planning is the key: whether living on- or off-campus, planning meals and snacks (three meals plus two snacks) and choosing fresh, unprepared foods supports a healthy diet.
  • Exercise recommendations: adults under 65 should do moderately intense cardio 30 minutes/day five days/week (or vigorous cardio 20 minutes/day three days/week) plus 8–10 strength exercises twice per week.

📊 Weight gain and health in college students

📊 The "Freshman 15" reality check

The "Freshman 15" is the popular belief that most college students will gain 15 lbs of weight in the first year of college.

  • What the research shows: Vella-Zarb and Elgar (2008) pooled 24 studies with 3,401 subjects and found the mean weight gain was 3.86 lbs, not 15.
  • Current overweight/obesity rates: approximately 36% of U.S. college students are estimated to be currently overweight or obese.
  • Age group at risk: of the 65% of Americans who are overweight, the greatest increases occur in persons aged 18–29 years—the typical college age range.

🔗 Health behaviors and academic outcomes

  • Self-efficacy matters: Boyle and Larose (2008) surveyed 169 students and found that among healthy-weight students, greater self-efficacy (personal evaluation of abilities to complete a task) was associated with more physical activity and healthier diets.
  • Multiple health factors linked to grades: Adams and Cloner (2008) analyzed data from 40,209 college students and found relationships between physical activity, perceived health, sleep, self-care behaviors, grades, and high fruit/vegetable intake for both men and women.
  • Why it matters: "your health is tied in with your college success in many ways."

📉 Baseline student behaviors

Racette et al. (2005) studied 764 college students during freshman and sophomore years and found:

Time pointFinding
Beginning of freshman year29% reported not exercising
70% ate fewer than five fruits/vegetables per day
More than 50% ate fried or high-fat fast food at least 3 times in the previous week
End of sophomore year70% of the 290 students reassessed had gained weight
  • Implication: many students start college with poor health habits, and weight gain follows without intervention.

🍽️ What constitutes a healthy diet

🍽️ Using ChooseMyPlate.gov

  • Personalized plans: enter your height and weight to get a customized food guide based on current dietary guidelines (non-therapeutic diet).
  • Additional resources: the site includes topics on physical activity, sample menus, tips for eating out, vegetarian diets, and healthy holiday eating.
  • Social media: you can follow ChooseMyPlate daily tips or on Twitter.

🍴 Meal structure and planning

  • Recommended structure: three meals per day plus two snacks.
  • Why not skip meals: skipping meals can result in binge eating, low blood sugar, lower concentration, dizziness, weakness, and crankiness.
  • Planning is essential: "the key to a healthy diet is planning for your snacks and meals," regardless of living arrangement.

🏠 Strategies by living situation

🏠 Living on-campus

  • Dining facilities: on-campus dining makes a point to offer healthy meal and snack options.
  • Make healthy choices: you can choose pizza or you can choose baked chicken and a vegetable—the choice is yours.
  • Snacks without refrigeration: if your housing permits a refrigerator, use it; if not, keep snacks that don't require refrigerating or heating (fruit cups, fresh fruits, nuts, peanut butter and crackers).
  • Vending machines: your choice for healthy foods is more limited here.

🏡 Living off-campus

  • Cooking for yourself: you may be preparing your own food for the first time.
  • Shopping strategy: make a list before going to the grocery store and follow through with it; include mostly fresh and unprepared foods.
  • Why fresh is better: purchasing less prepackaged food is more cost effective and provides a healthier diet.
  • Batch cooking: cook meals ahead of time and freeze them, or plan to eat them for the week to save time.
  • Meal plan option: even if you live off-campus, you can purchase an on-campus meal plan for breakfast and lunches.

🍳 Cooking tips for beginners

  • If you haven't cooked before: invest in crock pot cooking and purchase a recipe book that demonstrates quick and healthy meals within minutes using fewer than five ingredients.
  • Double the recipe: make leftovers for busy times when you are studying for exams or writing papers.

🍽️ Dining out

  • Calorie information: most restaurants now provide calorie counts on menus.
  • Online resources: you can access virtually any restaurant and the nutritional facts on menu items at the USDA's FoodData Central (https://fdc.nal.usda.gov/).

💧 Water intake recommendations

💧 How much water to drink

Total water intake includes water in drinking water, beverages, and water contained in food.

  • Adequate intake for young adults (19–30 years):
    • Men: 3.7 liters per day
    • Women: 2.7 liters per day
  • Source: derived from U.S. survey data (U.S. Departments of Health & Human Services & Agriculture, 2005).
  • Beverage Guidance system recommendation: limit intake from high-calorie beverages to very low-calorie beverages to ensure healthier living and combat the obesity epidemic.

🏃 Exercise and physical activity

🏃 Why exercise matters

  • Benefits outweigh complications: even though incorporating exercise can be difficult with a change in lifestyle and schedule, the benefits are worth it.
  • Specific benefits: exercise can decrease blood pressure, stress levels, and risk of osteoporosis in women.

🏃 How to succeed with exercise

🏃 Find what you like

  • Choose activities you enjoy: it is very important to find an activity that you like.
  • Variety prevents boredom: doing a variety of activities will result in less boredom.
  • Social support: incorporating fun activities with family and friends can be very encouraging.

🏃 Set a schedule

  • Consistency is key: setting a schedule is advisable for success in your program.
  • Frequency recommendation: exercise at least a few times a week for the most benefit.

🏃 Official exercise recommendations

American College of Sports Medicine (ACSM) and American Heart Association (AHA) guidelines for adults under 65:

TypeIntensityDurationFrequency
CardioModerately intense30 minutes/day5 days/week
CardioVigorously intense20 minutes/day3 days/week
Strength training8–10 exercises, 8–12 repetitions each2 times/week

🏃 On-campus opportunities

  • Maverick Activities Center (MAC): offers a wide range of exercise options including free-play sports, exercise equipment, swimming, indoor track, etc.
  • Intramural sports: can increase your activity level while meeting social needs.
  • Walking on campus: contributes to your exercise activity, so don't worry about finding the closest parking spot.

⚠️ Safety and preparation

  • Medical clearance: before embarking on any exercise program, you should be cleared by your physician.
  • Proper equipment: make sure you have the correct equipment, clothing, and gear to prevent injuries.
  • Outdoor activities: if you plan to cycle or jog, caution is urged to prevent injuries due to accidents on campus and in the city.
  • Know the rules: knowing the rules of the game is essential to prevent injuries.

🔗 Additional resources

  • U.S. Department of Health and Human Services: health.gov and healthfinder.gov—type in "Activity" in the search box to find charts on exercise activities and levels of exertion.
  • American College of Sports Medicine: acsm.org—type in "Strength-Training Exercises" in the search box to find information on different types of exercises and guidelines for starting a program.

🎯 Putting it all together

🎯 Your control over college health

  • You are in control: "You are in control of what happens during your college days."
  • Acknowledge the challenge: college is new and exciting with many changes and disruptions from familiar and stable conditions at home.
  • Ease the transition: there are many things you can do to ease the transition to college life while enjoying a healthy lifestyle.

🎯 The ultimate outcome

  • Why a healthy diet is necessary: a healthy diet will result in a healthy body, and this will ultimately result in good grades and decreased stress.
  • Final encouragement: "Now that you are armed with resources and information to develop and/or maintain a healthy lifestyle through diet and exercise, you are sure to be successful as you embark on the career that you desire. Live, laugh, and learn while maintaining optimum health."
31

Sleep and Sleep Habits

7.2 Sleep and Sleep Habits

🧭 Overview

🧠 One-sentence thesis

Sleep is essential for brain and body health, and failing to get the recommended 7–9 hours nightly creates a "sleep debt" that leads to serious health, mood, and safety consequences.

📌 Key points (3–5)

  • What sleep does: allows the brain to "reset" and the body to stay healthy through an 8-hour nocturnal sleep / 16-hour wakefulness cycle.
  • Sleep debt: accumulated loss of sleep from poor habits that must be repaid, or it harms health and well-being.
  • Health and safety risks: insufficient sleep is linked to chronic diseases (diabetes, heart disease, obesity, depression) and drowsy-driving accidents, especially in college-aged drivers.
  • How much is needed: young adults aged 18–25 need 8.5–9.5 hours; adults need 7–9 hours nightly.
  • Common confusion: even losing one hour per night over several days has negative effects—sleep debt is cumulative, not just from all-nighters.

🛌 What sleep does and how it works

🔄 The sleep-wake cycle

The sleep-wake cycle: roughly 8 hours of nocturnal sleep and 16 hours of daytime wakefulness, controlled by sleep homeostasis and circadian rhythms.

  • Sleep is not optional downtime; it is when the brain "resets" and the body maintains health.
  • Two internal influences regulate this cycle: sleep homeostasis (the body's drive to sleep after being awake) and circadian rhythms (the internal clock).
  • More than 25% of the U.S. population occasionally don't get enough sleep; nearly 10% have chronic insomnia.

💤 Sleep debt

Sleep debt: the accumulated loss of sleep due to poor sleep habits.

  • Like financial debt, sleep debt must be repaid—through napping or longer sleep in later cycles—or there will be consequences.
  • Example: staying awake all night creates a 7–9 hour sleep debt; the body will demand repayment.
  • Even small losses add up: losing just one hour per night over several days has negative effects.
  • Don't confuse: sleep debt is not only from all-nighters; chronic short sleep (e.g., 6 hours instead of 8) accumulates over time.

⚠️ Why insufficient sleep matters

🏥 Health consequences

Insufficient sleep is associated with:

  • Chronic diseases: diabetes, heart disease, obesity, and depression.
  • Daytime sleepiness affects mood, performance, and memory.

🚗 Safety risks

  • Daytime drowsiness causes lapses in attention and delayed response, leading to injury and death.
  • At least 100,000 police-reported motor vehicle accidents per year are caused by drowsiness or fatigue, killing more than 1,500 Americans and injuring another 71,000.
  • Drivers aged 25 and younger (typical college-aged students) are involved in more than half of fall-asleep crashes.
  • Example: a college student who pulls an all-nighter or chronically sleeps 5–6 hours is at higher risk for drowsy driving.

📏 How much sleep you need

🕐 Recommended hours by age

Age groupSleep needs
Newborns (1–2 months)10.5–18 hours
Infants (3–11 months)9–12 hours at night + 30 min to 2-hour naps, 1–4 times/day
Toddlers (1–3 years)12–14 hours
Preschoolers (3–5 years)11–13 hours
School-aged children (5–12 years)10–11 hours
Teens (11–17)8.5–9.25 hours
Adults7–9 hours
Older adults7–9 hours

🎓 For college students

  • The National Sleep Foundation recommends adolescents and young adults aged 18–25 sleep 8.5 to 9.5 hours every night.
  • This is more than the general adult recommendation, reflecting higher needs during this developmental stage.

🧼 Sleep hygiene tips

☕ Avoid stimulants and heavy meals

  • Avoid caffeinated drinks after lunch.
  • Avoid large meals before bedtime.

🕰️ Keep a consistent schedule

  • Go to bed at the same time each night and rise at the same time each morning.
  • Sleeping in on weekends is okay, but should not be more than 2–3 hours past your usual wake time to avoid disrupting your circadian rhythm.

🌙 Create a sleep-friendly environment

  • Avoid bright light in the evening.
  • Make sure your bedroom is quiet, dark, and relaxing.

🚫 Avoid arousing activities before bed

  • Avoid arousing activities around bedtime such as heavy study, text messaging, prolonged conversations, and heavy exercise.
  • Avoid pulling an "all-nighter" to study—this creates immediate sleep debt and impairs performance.

💡 Why these tips work

  • Consistency reinforces circadian rhythms; avoiding stimulants and arousing activities prevents interference with the body's natural sleep drive.
  • Example: a student who studies intensely until midnight, then tries to sleep immediately, may find it hard to fall asleep because the brain is still aroused.
32

Stress and Stress Management

7.3 Stress and Stress Management

🧭 Overview

🧠 One-sentence thesis

Stress is a physiological and mental response to demands that, if unmanaged, can impair academic performance and health, but can be reduced through time management, healthy habits, and campus resources.

📌 Key points (3–5)

  • What stress is: a response to demands that causes physiological changes (increased heart rate, blood pressure, muscle tension); short-term stress is normal, but prolonged stress without recovery leads to exhaustion and illness.
  • Top stressors for college students: change in sleeping habits, vacations/breaks, eating habits, increased workload, new responsibilities, juggling work and school, and social stresses (new social network, less parental support, roommate dynamics).
  • Impact on academics: stress is the number one impediment to academic performance, leading to missed classes, lower grades, and dropped courses.
  • Common confusion: time management behaviors have a greater buffering effect on academic stress than leisure activities alone; freshmen and sophomores react more strongly to stress than juniors and seniors.
  • How to manage stress: use campus resources (e.g., free counseling sessions, online therapy platforms), practice time management, maintain healthy sleep and diet, reduce caffeine, set early deadlines, and stay optimistic.

🧩 What stress is and how it works

🧩 Definition of stress

Stress is a response to a demand that is placed on you.

  • You need a certain amount of stress for action, but it should be short-term.
  • Once the activity is over, you should be able to relax and return to your original state.

🫀 Physiological effects

  • During stress, you experience:
    • Increased heart rate
    • Higher blood pressure
    • Muscle tension
  • If you cannot return to your original state, these effects build up and eventually lead to mental and physical exhaustion and illness.

📚 Stress in college students

📊 Research findings on stress prevalence

  • ACHA/NCHA survey (2007): Among 165,000+ students, 33.7% reported stress interfered with academic performance, resulting in missed classes, lower grades, and dropped courses.
  • ACHA/NCHA survey (23,863 students): Stress was the number one impediment to academic impairment out of ten total impediments.
  • Experience Inc. survey (300+ students): 23% reported that juggling work and school created the most stress in their lives.

🎓 Major sources of stress for students

Research by Ross, Niebling, and Heckert (1999) identified five major sources:

  1. Change in sleeping habits
  2. Vacations/breaks
  3. Eating habits
  4. Increased workload
  5. New responsibilities

🆕 Freshman-specific stressors

College freshmen face unique challenges during life transitions:

  • Academic stresses: Different workload in college, challenging classes, independent learning structure
  • Social stresses: New social network, less parental support, being away from home, living with a roommate, part-time jobs, relationship dynamics
  • Daily life stresses: Day-to-day chores, time management, developmental tasks of young adulthood
  • First-time experiences: Independent living, management of finances, testing of decision-making skills

⚠️ Consequences of unmanaged stress

If not managed, stress can result in:

  • Feelings of being overwhelmed
  • Unhealthy habits like heavy drinking
  • Weight issues
  • Possibility of dropping out from college
  • Physical and mental illnesses (associated with maladaptive coping strategies)

🔍 Common confusion: time management vs. leisure

  • Key finding (Misra & McKean, 2000): In a sample of 249 undergraduate students, time management behaviors had a greater buffering effect on academic stress than engaging in leisure activities.
  • Don't assume leisure alone will reduce stress; structured time management is more effective.
  • Freshmen and sophomore students had higher reactions to stress than juniors and seniors.

🛠️ How to manage stress

🏫 Campus resources

UT Arlington provides several resources:

  • Counseling and Psychological Services (CAPS): Offers 6 free counseling sessions per semester
  • Therapy Assistance Online (TAO): A platform with more than 150 sessions related to mental health topics, including stress management

✅ Quick tips for stress reduction

The following tips and techniques may be helpful (Scott, 2009):

TipDescription
1. Create a good study spaceEstablish a conducive environment for learning
2. Decrease caffeine intakeReduce stimulants that can increase physiological stress
3. Set early deadlinesMake your deadline for projects and assignments one week before the actual deadline
4. Know your learning styleUnderstand how you learn best
5. Be optimisticMaintain a positive outlook
6. Healthy sleeping habitsDevelop and maintain consistent sleep patterns
7. Manage time effectivelyUse time management strategies
8. Practice visualizationsVisualize what you want to achieve
9. Diet and exerciseMaintain a good diet and exercise regularly

🎯 Taking control

  • You are in control of your destiny.
  • Ensure that you will have a successful college experience by managing stress proactively.
  • Example: A student who sets project deadlines one week early reduces last-minute pressure and has time to recover if unexpected challenges arise.
33

Mental Health

7.4 Mental Health

🧭 Overview

🧠 One-sentence thesis

Mental health is not merely the absence of illness but a combination of mental wellness and fitness that enables flourishing through positive characteristics like self-esteem, body image, and stress management, while mental disorders like depression require professional treatment.

📌 Key points (3–5)

  • What mental health is: a combination of mental wellness and fitness that allows flourishing, not just absence of illness.
  • Core components: self-esteem (how you view yourself), positive body image (accepting your unique body), and managing stress and sadness.
  • Common confusion: occasional negative feelings are normal; chronic low self-esteem or persistent sadness signals a problem requiring help.
  • Mental illness prevalence: approximately 26.2% (1 in 4) of American adults have mental disorders, most commonly mood disorders like depression and anxiety.
  • When to seek help: if negative feelings persist, recur for extended periods, or include thoughts of self-harm, contact a health care provider or crisis hotline immediately.

🌟 What mental health means

🌟 Beyond absence of illness

Mental health: a combination of mental wellness and mental fitness that allows you to flourish.

  • Mental health is not defined negatively (just "not being ill") but positively—it enables you to enjoy life and all it offers.
  • Persons with mental health can flourish, not merely survive.

✨ Positive characteristics

The excerpt lists key traits of mental health:

  • Attitudes: courage, optimism, hope, honesty, perseverance
  • Skills: interpersonal skills, positive work ethic
  • Self-perception: high self-esteem, positive body image
  • Coping: managing stress and sadness, respecting yourself and others

🪞 Self-esteem

🪞 What self-esteem is

Self-esteem: the manner in which you view yourself.

  • It is important to view yourself as worthwhile and special.
  • Don't confuse: occasional negative feelings (triggered by negative events) are normal; chronic low self-esteem is not.

⚠️ Risks of chronic low self-esteem

Persons with chronic low self-esteem are more likely to experience:

  • Negative thoughts (see table below)
  • Depression, anxiety, phobias, psychosis

If you have chronic low self-esteem, seek help from a doctor, counselor, or mental health services.

🔄 Negative vs positive thoughts

The excerpt provides a comparison table:

Negative ThoughtPositive Thought
I don't deserve a good lifeI deserve to be happy and healthy
I am stupidI am smart
I am not worth anythingI am a valuable person
I have never accomplished anythingI have accomplished many things
I always make mistakesI do many things well
I am a jerkI am a great person

🛠️ How to build self-esteem

Tips from the excerpt (include friends and family):

  1. Pay attention to your own needs and wants
  2. Take good care of yourself
  3. Participate in activities you enjoy
  4. Accomplish goals you have set, even small ones
  5. Reward yourself and treat yourself well
  6. Keep your living space neat and tidy; fill it with items you love
  7. Learn something new and share your talents

🧘 Body image

🧘 What positive body image means

Positive body image: feeling happy about your body in shape, size, strength, stature, and appearance; knowing what your body is really like and accepting your unique body.

  • Being unhappy about your body can affect how you think and feel about yourself.
  • Poor body image can lead to emotional distress, anxiety, depression, isolation, or eating disorders.

🔍 Negative vs positive body image

The excerpt provides a detailed comparison:

Negative body imagePositive body image
A distorted perception of your shape—you perceive parts of your body unlike they really areA clear, true perception of your shape—you see the various parts of your body as they really are
You are convinced that only other people are attractive and that your body size or shape is a sign of personal failureYou celebrate and appreciate your natural body shape and understand that a person's physical appearance says very little about their character and value
You feel ashamed, self-conscious, and anxious about your bodyYou feel proud and accepting of your unique body and refuse to spend an unreasonable amount of time worrying about food, weight, and calories
You feel uncomfortable and awkward in your bodyYou feel comfortable and confident in your body

🛠️ How to build better body image

Tips are similar to building self-esteem; overall, take care of yourself and honor who you are:

  1. Eat healthy foods and exercise for the benefit of feeling good
  2. List 5–10 special qualities about yourself (intelligence, sensitivity, imagination)
  3. Wear clothes that are comfortable and make you feel good
  4. Actively choose to take care of yourself

🩺 Mental illness and depression

🩺 Prevalence of mental disorders

  • Mental disorders affect an estimated 26.2% of Americans ages 18 and older (1 in 4 adults).
  • Mental disorders are widespread.
  • Most common: mood disorders (such as depression) and anxiety disorders.
  • Approximately 9.5% (20.9 million) of American adults ages 18 and older have a mood disorder.
  • Depressive disorders include major depression, dysthymic (mild) depression, and others.
  • These disorders often occur along with anxiety disorders and substance abuse.

📋 Symptoms of depression

Not all persons experience the same symptoms; they vary in severity, frequency, and duration:

  1. Persistent sadness, emptiness, or anxiety
  2. Feelings of hopelessness or pessimism
  3. Feelings of guilt, worthlessness, helplessness
  4. Loss of interest in usual activities that were once pleasurable
  5. Irritability, restlessness
  6. Fatigue, decreased energy, wanting to sleep all the time
  7. Difficulty concentrating, making decisions, or remembering details
  8. Insomnia or early-morning wakefulness
  9. Overeating or undereating
  10. Persistent aches, pain, cramps, headaches, or digestive problems unresolved with treatment
  11. Thoughts of suicide or suicide attempts

🆘 When and how to get help

🆘 If you think you are depressed

  • Don't confuse: everyone feels sad or blue once in a while; depression occurs when these feelings do not go away on their own or recur for an extended period of time.
  • The first thing you should do is contact your health care provider for help.
  • Depression can be treated with medication, therapy, or other means.
  • Getting help is important.

🚨 If you or someone is in crisis

If you are thinking about harming yourself, or know someone who is, tell someone who can help immediately:

  • Call your doctor
  • Call 911 or go to a hospital emergency room for immediate help, or ask a friend or family member to help you do these things
  • Call the toll-free, 24-hour hotline of the National Suicide Prevention Lifeline: 988 or 1-800-273-TALK (1-800-273-8255); for TTY dial 1-800-799-4TTY (1-800-799-4889) to talk to a trained crisis counselor
  • Make sure that you or the person in crisis is not left alone

🎓 Students and mental health

Students who may come to college under treatment for a mental illness or who may develop one while in college need to be sure that they seek regular treatment for those illnesses to be effective in college given the typical stressors and pressure.

34

Alcohol, Drugs, and Tobacco Use

7.5 Alcohol, Drugs, and Tobacco Use

🧭 Overview

🧠 One-sentence thesis

Alcohol, drug, and tobacco use are prevalent among young adults and college students, and even moderate consumption can impair academic performance, health, and safety, with binge drinking and marijuana use carrying particularly serious risks despite common misperceptions.

📌 Key points (3–5)

  • Prevalence among young adults: 70% of young adults consumed alcohol in the previous year; young adults drink more often and are more prone to binge and heavy drinking than other age groups.
  • Academic and health consequences: Alcohol and drug use negatively affect school performance through missed classes, reduced study time, and impaired cognitive function; binge drinking can cause alcohol poisoning and death.
  • Common confusion about college drinking: Many believe drinking is "part of the college experience," but college attendees actually drink less overall than non-students of the same age, and finishing college reduces long-term drinking rates.
  • Marijuana misconceptions: 61% of students believe marijuana is harmless, yet it causes depression, anxiety, impaired memory and learning that persists for days or weeks, and lower grades even with occasional use.
  • Tobacco addiction and long-term harm: Nicotine addiction can occur after as few as 100 cigarettes; smoking is the leading cause of lung cancer and accounts for 44,000 U.S. deaths annually.

🍺 Alcohol use patterns and definitions

📊 Prevalence and demographics

  • 70% of young adults in the United States consumed alcohol in the previous year (National Epidemiologic Survey, 2005).
  • Young adults not only drink more often but are more prone to binge drinking and heavy drinking.
  • In 2003, 32% of young drivers in fatal traffic accidents had measurable alcohol; 51% of drivers aged 21–24 who died tested positive for alcohol.

🥃 What counts as "one drink"

The excerpt defines one-drink equivalents to clarify serving sizes:

Beverage typeAmount = 1 drink
Beer12 oz
Malt liquor8 oz
Table wine5 oz
80-proof liquor1.5 oz
  • Important: One serving container can contain multiple drinks.
  • Example: A 40 oz bottle of beer contains 3.3 drinks; one mixed cocktail can add up to more than one drink.

🚨 Binge vs. heavy drinking definitions

Binge drinking: drinking many drinks in a row at least one time during a month (specifically, five drinks in a row for males or four for females).

Heavy drinking: drinking five or more drinks in a row at least five times in one month.

  • Don't confuse: Binge drinking is about the number of drinks in one sitting; heavy drinking is about repeated binge episodes within a month.

⚠️ Consequences of binge drinking

🎓 Academic and behavioral impacts

  • Binge drinkers are eight times more likely to miss class or get behind in schoolwork.
  • Binge drinking can lead to "blackouts"—not remembering what happened during drinking.
  • Binge drinkers are much more likely to drink and drive.

💀 Alcohol poisoning

  • Most serious side effect of binge drinking.
  • When excessive alcohol is consumed, oxygen is not delivered to the brain; lack of oxygen causes bodily functions to shut down, similar to an overdose.
  • These symptoms are serious and can lead to death.

Symptoms of alcohol poisoning (call 911 if suspected):

  • Vomiting
  • Unconsciousness
  • Cold, clammy, pale, or bluish skin
  • Slow or irregular breathing (less than 8 breaths a minute or 10+ seconds between breaths)

🧠 Short-term and long-term effects on the body

Short-term effects (after only 1–2 drinks):

  • Difficulty walking
  • Blurred vision
  • Slurred speech
  • Slowed reaction times
  • Impaired memory
  • These effects resolve after drinking stops.

Long-term effects (persistent drinking):

  • Impaired kidney function
  • Cirrhosis of the liver
  • Nervous disorders
  • Brain damage
  • Misuse affects every part of the body, including kidneys, liver, central nervous system, and brain.

Harvard study findings:

  • Negative effects occur even at small levels.
  • Alcohol reduces cognitive and psychomotor performance, leading to negative health consequences.
  • The number of drinks consumed at one time significantly increases risk of alcohol-related injury (falls, motor vehicle accidents).

🎓 Alcohol and college students

🤔 Is drinking "part of the college experience"?

The excerpt challenges this common belief:

  • Drinking is prevalent for persons in their twenties regardless of student status.
  • Surprising finding: Persons in their twenties who attend college tend to drink less often overall and in less quantity.
  • Students who finish college are less likely to continue drinking past early college years.
  • Rates of alcohol dependence are lower in 18–24 year olds who attend college.
  • Conclusion: Just because you are in college does not mean you need to feel pressured or obligated to drink.

📚 Impact on schoolwork

Drinking alcohol (routinely or binge drinking) can negatively affect school performance through:

  • Skipping classes
  • Risk-taking behaviors such as academic dishonesty
  • Ignoring deadlines
  • Spending fewer hours studying
  • Affected social relationships with peers and faculty

🔍 Self-assessment: the CAGE questionnaire

A useful short assessment to determine if you should talk to someone about your drinking (Ewing, 1984):

QuestionYour answer
Have you ever felt you should Cut down on your drinking?YES / NO
Have people Annoyed you by criticizing your drinking?YES / NO
Have you ever felt bad or Guilty about your drinking?YES / NO
Have you ever had a drink first thing in the morning (an Eye opener) to steady your nerves or get rid of a hangover?YES / NO
  • Even one "yes" suggests a possible problem with alcohol.
  • More than one "yes" means it is highly likely that a problem exists.

💊 Drug use among college students

📊 Prevalence and patterns

  • In 2005, 23% of all students used an illicit drug within the previous year; 13% used within the previous month.
  • Drug use is lower than alcohol use but still significant.
  • Male students were much more likely than female students to abuse drugs.
  • Drug use increased among students who were members of a fraternity or sorority.
  • Drinking alcohol was more common with students who used drugs.

🌿 Marijuana: the most popular illicit drug

  • About 37% of college students reported experience with marijuana.
  • Males were twice as likely to use marijuana as females.
  • Common misconception: Many students (61%) believe marijuana to be harmless.

Actual harms:

  • Can cause depression, anxiety, and personality disturbances.
  • Limits the ability to learn and remember information.
  • Can affect social skills and daily life functioning.
  • Effects on memory and learning last many days or weeks after the drug wears off.
  • Students who smoke marijuana, even occasionally, get lower grades and have difficulty with registering, organizing, and using information.

🧪 Effects of various illicit drugs

The excerpt provides a detailed table of drug effects:

DrugRoutesImmediate effectsHealth effectsBrain effects
MarijuanaSmoking, ingestionSilliness, rapid heartbeat/pulse, dry eyes/mouthLung disease, depression, anxiety, decreased fertilityLoss of memory, learning problems, loss of attention
CocaineIntranasal, smoking, injection, ingestionEuphoria, alertness, increased talking, increased sensitivity to touch/light/sound, increased temperature/heart rate/blood pressureChanges in heart rhythm, heart attack, stroke, seizure, headaches, abdominal pain, nausea, coma, sudden deathIrritability, restlessness, paranoia, psychosis
InhalantsInhalationEuphoria, slurred speech, dizziness, lightheadedness, reddened eyes, runny noseIrregular/rapid heart rhythms, fatal heart failure, asphyxiation, suffocation, seizures, choking, coma, fatal injuryNerves are stripped → problems with cognition, movement, vision, hearing
MethamphetamineSmoking, ingestionEuphoria, rapid heartbeat, alertness, increased talkingAnxiety, confusion, hallucinations, severe dental problems, weight lossPsychosis, mood disturbances, paranoia, violent behavior, deterioration of emotional response, reduced memory, molecular changes of brain tissue
EcstasyIngestionMental stimulation, emotional warmth, empathy, sense of well-being, decreased anxietyHeart failure, kidney failure, hyperthermia, dehydration, high blood pressure, irregular heart rhythm, blurred visionConfusion, depression, impaired memory, reduced attention, poor cognition, reduced motor function
HeroinIngestion, inhalation, injection, smokingEuphoria, slowed reaction time/thinking/memory, drowsinessRestlessness, liver disease, kidney disease, clogged blood vesselsChanges in neurons and cells, impaired learning/memory, convulsions, coma
Club Drugs (GHB, Rohypnol, Ketamine)IngestionLoss of muscle/motor function, increased heart rate/blood pressure, drowsiness, unconsciousnessSeizures, coma, high blood pressure, fatal respiratory problemsIncreased sleep, coma, amnesia, feelings of detachment, impaired attention, decreased learning ability, poor memory

🚬 Tobacco use

📊 Prevalence and reasons for use

  • Nationally, 27% of persons aged 12 and older used tobacco in 2002–2003.
  • Studies show college students use tobacco when stressed or when friends use tobacco.
  • Some college students develop smoking habits thinking it is part of the college experience.

⚠️ Addiction and health consequences

Nicotine: an addictive substance contained in tobacco; addiction can occur after smoking as few as 100 cigarettes.

Long-term health effects:

  • Smoking is the leading cause of lung cancer.
  • Can affect mouth, throat, bladder, pancreas, and kidneys.
  • Cigarette smoking accounts for 44,000 U.S. deaths each year.

Warning: Given the long-term health ramifications and addictive nature of smoking, think twice about starting a habit with such consequences.

35

Sex and Sexual Health

7.6 Sex and Sexual Health

🧭 Overview

🧠 One-sentence thesis

Sexual health encompasses physical, emotional, mental, and social wellness in relation to sexuality, and poor sexual practices can lead to serious consequences including pregnancy and sexually transmitted infections, especially among young adults who face higher risks than older populations.

📌 Key points (3–5)

  • What sexual health means: overall well-being in relation to sexuality—not just absence of disease, but physical, emotional, mental, and social wellness.
  • Who is at higher risk: sexually active adolescents and young adults face much higher risk for STIs compared to older adults.
  • Common confusion about oral sex: many young adults consider oral sex a "less risky alternative," but it can still transmit infections like chlamydia or gonorrhea to the mouth.
  • STI symptoms may be delayed or absent: many STIs show no symptoms until late in illness (weeks to months), making routine screening essential.
  • When to engage in sexual activity: only when you are ready—not on a whim—given the serious consequences of poor decisions.

🩺 What sexual health includes

🩺 Definition and scope

Sexual health: overall well-being in relation to sexuality, encompassing physical, emotional, mental, and social wellness as each relates to sexual relationships—not merely the absence of disease.

  • The CDC emphasizes that sexual health is broader than just avoiding infections or pregnancy.
  • A positive attitude and respect for yourself and your partner lead to improved sexual health.
  • Sexual activity includes not only sexual intercourse but also oral sex, anal sex, and vaginal sex.

⏰ Readiness matters

  • Sexual intercourse should occur only when you are ready.
  • The excerpt stresses "not merely on a whim" because poor decisions carry serious consequences.
  • Example: engaging in sexual activity without readiness or preparation increases risk of unwanted pregnancy and STIs.

📊 Sexual activity patterns and risks

📊 Who is having sex and when

GroupPatternDetail
High school students (2007)Fewer than half (48%) reported having sexual intercourse at least onceMales slightly more likely than females
Age of sexual debutMales: 16.9 years; Females: 17.4 yearsMales usually begin at younger ages
Number of partnersMales aged 20–24 more likely to have four or more partners than femalesHigher partner count increases STI risk

⚠️ Why young adults face higher risk

  • Compared to older adults, sexually active adolescents and young adults are at much higher risk for sexually transmitted infections.
  • The excerpt does not explain why, but emphasizes the elevated risk level for this age group.

🦠 Understanding STIs

🦠 What STIs are

STIs: Sexually Transmitted Infections.

  • In 2008, approximately 22.1 million persons aged 15–24 were infected with one or more STI.
  • Common STIs include:
    • Chlamydia
    • Gonorrhea
    • Syphilis
    • Human Papilloma Virus (HPV)
    • Trichomoniasis
    • Genital herpes
    • Human Immune Deficiency Virus (HIV)

🔍 How to know if you have a STI

  • Each STI has unique symptoms.
  • Critical point: symptoms may NOT occur until late in illness—sometimes weeks to months after infection.
  • Routine checkups with your health care provider should be scheduled at least once yearly.
  • You should ask for STI screening (physical exam and laboratory collection/blood drawn) with your yearly checkup and any time you are concerned about illness.

🚨 Delayed or absent symptoms

Don't confuse: lack of symptoms does not mean lack of infection.

STISymptom delay note
ChlamydiaSymptoms may not occur until late in illness (>30 days)
GonorrheaSymptoms may not occur until late in illness (>30 days)
SyphilisSymptoms may not occur until late in illness (10–90 days)
HPVSymptoms may not occur until late in illness (weeks to months); most do NOT develop symptoms
HIVNo symptoms may be present for weeks to months after infection
  • Example: a person infected with HPV may show no symptoms at all, or small bumps may not appear for weeks to months.
  • This is why routine screening is essential even when you feel healthy.

🗣️ Oral sex risks

🗣️ Why oral sex is not risk-free

  • Approximately half of young adults have engaged in oral sex.
  • Many consider oral sex a "less risky alternative" to vaginal or anal sex.
  • Reality: oral sex can lead to infections of the mouth if your partner has a STI such as chlamydia or gonorrhea.
  • However, not all STIs will cause an oral infection.

⚖️ Each sexual situation carries its own risk

  • The excerpt emphasizes that risk varies by type of sexual activity.
  • Don't assume any form of sexual contact is completely safe without protection or screening.

🩹 STI symptoms overview

🩹 Chlamydia

Infection location: Mouth, throat, vagina, penis, anus, urethra

  • Women: abnormal vaginal discharge, lower abdominal pain
  • Both: rectal pain or bleeding (if anus infected), sore throat (if mouth infected), burning with urination
  • Men: discharge from penis, burning or itching at penis opening

🩹 Gonorrhea

Infection location: Mouth, throat, eyes, vagina, penis, anus, urethra

  • Women: increased vaginal discharge, vaginal bleeding between periods
  • Both: burning with urination; anal itching, soreness, bleeding or painful bowel movements (if anus infected); sore throat (if mouth infected)
  • Men: white, yellow, or green discharge from penis; painful or swollen testicles

🩹 Syphilis

Infection location: Mouth, lips, vagina, penis, anus, rectum

  • Signs and symptoms occur in stages; primary stage symptoms may not appear for many days and can persist for 3–6 weeks.
  • Primary stage: appearance of a small, single sore (chancre) on the infected site—small, round, and painless.

🩹 HPV

Infection location: Vagina, penis, anus, throat (rare)

  • Most do NOT develop symptoms.
  • Small bump or cluster of bumps in the genital area can occur—small or large, flat or rough.
  • Bumps are resolved within 2 years.

🩹 HIV

Infection location: Blood

  • Signs and symptoms occur in stages; no symptoms may be present for weeks to months after infection.
  • Early infection: fever, headache, sore throat, swollen glands, rash
  • Later infection: swollen lymph nodes, diarrhea, weight loss, fever, cough, shortness of breath

🩹 Genital Herpes

Infection location: Mouth, lips, vagina, penis, anus

  • Painful sore at the location of illness.

🩹 Trichomoniasis

Infection location: Vagina, urethra

  • Women: frothy, yellow-green vaginal discharge; strong or foul vaginal odor; discomfort during sexual intercourse; discomfort during urination
  • Men: symptoms may not occur at all; irritation inside the penis; mild discharge from penis; slight burning after urination or ejaculation

🏥 Campus health resources

🏥 Health Services

  • Location: 605 S. West Street
  • Open 12 months a year, Monday through Friday, with Saturday medical clinic during Fall and Spring terms.
  • Staffed with physicians, nurse practitioners, nurses, pharmacists, and lab and x-ray technicians.
  • Services: general medical care, women's health, mental health, immunizations, allergy shots, medical laboratory, pharmacy, diagnostic radiology.

🧠 Counseling and Psychological Services (CAPS)

  • Locations: 303 Ransom Hall and 212 Maverick Activities Center (MAC)
  • MavsTalk 24-Hour Crisis Line available.
  • Assists students with academic, career, and personal problems using short-term counseling model.
  • Offers personal, group, and career counseling, plus seminars (stress reduction, learning strategies, time management, assertiveness training, anxiety management, anger management).

🏋️ Campus Recreation

  • Maverick Activities Center (MAC): 190,000-square-foot recreation center.
  • Activities: basketball, table tennis, racquetball, weight lifting, volleyball, badminton.
  • Also offers exercise classes, personal training, massage therapy, and "Nutrition Check Up" program.

🛡️ Relationship Violence and Sexual Assault Prevention Program (RVSP)

  • Location: 301 Ransom Hall
  • Supports and advocates for students impacted by sexual violence.
  • Provides referrals to other support services.
  • Promotes campus education related to sexual assault, dating violence, and stalking.
36

8.1 Assessing Your Strengths and Learning Styles

8.1 Assessing Your Strengths and Learning Styles

🧭 Overview

🧠 One-sentence thesis

Understanding your strengths, personality characteristics, values, interests, and learning preferences through systematic self-exploration during college can better inform you about directions that may lead to a more fulfilling life.

📌 Key points (3–5)

  • Why self-exploration matters: College is a time when students can develop life directions based on systematic self-exploration of values, interests, personality, learning preferences, strengths, and weaknesses.
  • Strengths-based approach: Successful people leverage their strengths; formal assessments (e.g., CliftonStrengths, MBTI) or reflection on past successes can reveal your strengths.
  • Learning preferences defined: The way a person learns best—visual, auditory, kinesthetic, or read-write—affects how well students absorb material in different teaching environments.
  • Common confusion: Students often ask "Is that professor easy?" instead of "How does that professor teach?"—knowing your learning style helps you match teaching methods to your preferences.
  • Adaptation is key: When you can't choose a professor who suits your style, successful students adapt material to their own learning preferences (e.g., visual learners create charts from lecture notes).

🔍 General self-exploration tools and methods

💪 Strengths identification

According to Clifton and Anderson (2002), successful people leverage their strengths in order to be successful in life.

  • Two approaches to discovering strengths:

    • Informal: Reflect on situations where you felt successful and identify what contributed to that success.
    • Formal: Take assessments like CliftonStrengths (often given in Learning Communities or freshman seminars) that provide a profile of your Top Five Strengths.
  • Example: A student who felt successful leading a group project might discover that leadership and collaboration are core strengths.

🧩 Personality assessments

  • Tools mentioned:

    • Myers-Brigg Type Indicator (MBTI): offered in workshops by UT Arlington's Counseling and Psychological Services.
    • Kiersey Temperament Sorter®: available free online; assesses personality characteristics that indicate how you interact with the world.
    • Results categorize you as Artisan, Guardian, Rational, or Idealist.
  • Why personality matters: Understanding your personality type can inform how you think about college, studying, choice of major, or career.

🎯 Values and interests exploration

  • Reflection method: Think back to activities you vividly enjoyed and analyze what aspects contributed to that enjoyment.

    • Example: If you loved playing a sport, was it the competition? Being outside? Working with a group? Physical exertion? Recognition?
  • Structured assessments:

    • Strong Interest Inventory (offered in workshops): helps identify basic life interests and how they relate to professionals in certain careers.
    • Other tools inform you about core values and preferred work environments.

🌟 Practical applications of self-exploration

Self-exploration activities can inform:

  • What to major in or how to specialize within a major.
  • What types of co-curricular activities you might enjoy.
  • The environments in which you might like to learn.
  • Career options that align with your strengths and interests.

📚 Learning preferences and styles

📖 What learning preferences are

Learning preferences—the way that a person learns best—sometimes also referred to as a learning style.

  • Context: Faculty use many different teaching methods—readings, lectures (with or without PowerPoint/handouts), discussions, online interactions, assignments.
  • The mismatch problem: A visual learner in a lecture-only class (no graphs, charts, pictures) will find the material less appealing and harder to absorb than in a visually rich environment.

🎨 Common learning preference categories

CategoryDescriptionExample
VisualLearns best through images, charts, diagramsPrefers books with graphs and lectures with visual aids
AuditoryLearns best through listening and speakingPrefers lectures and discussions
KinestheticLearns best through hands-on experience and movementPrefers lab classes, service learning, physical engagement
Read-WriteLearns best through reading and writing textPrefers written materials and note-taking (included in VARK scale)
  • Other factors: Some scales (e.g., Index of Learning Styles Questionnaire) consider how students interact with information through thinking, feeling, and methods of experiencing the world.

⚠️ Academic debate and what matters

  • Important caveat: There is disagreement in the academic community about how and what should be measured regarding learning preferences (Coffield, Moseley, & Ecclestone, 2004).
  • What is important: College students should engage in opportunities to learn more about themselves and how they learn, regardless of academic debates.

🎯 Acting on learning preferences

🔎 Proactive strategies when you have choice

  • Ask the right questions: Don't ask classmates "Is that professor easy?" Instead ask:

    • "How does that professor teach the course?"
    • "What methods do they use to teach the material?"
  • Match teaching to learning style: A professor who only lectures will be harder for a visual learner than one who uses visual elements to teach the same material.

  • Long-term planning: Seek out majors and professions that may suit your learning styles.

🔄 Adaptation strategies when you don't have choice

  • Reality check: Students cannot always select a professor that suits their preferences, and faculty cannot adjust teaching style for one individual student.

  • Success principle: Successful college students adapt material to their own learning preferences.

    • Example: If you are a visual learner in a lecture-heavy class, create visual organizers (discussed in Chapter 5) from your lecture notes.

🛠️ Activities for different learning preferences

Auditory Learners:

  • Read out loud.
  • Talk about main points in diagrams and pictures.
  • Ask questions in class or discuss material in study groups.
  • Sit in front in class to hear clearly.

Visual Learners:

  • Create charts and diagrams of concepts.
  • Review all pictures and charts while reading and relate visuals to text.
  • Avoid busy visual environments while concentrating (they are distracting).

Kinesthetic Learners:

  • Engage in lab classes or courses with service learning options to "live" what you are learning.
  • Have something small to play with in your hand while concentrating or take notes on a laptop.

📝 Assessment tools mentioned

  • VARK Learning Styles Inventory: Determines if you are multimodal or have a single strong preference; provides help sheets with learning strategies.
  • Index of Learning Styles Questionnaire: Offers another perspective on learning preferences and suggests activities for studying.

Don't confuse: Having a learning preference doesn't mean you can't learn in other ways—it means you learn best in certain ways, and you can develop strategies to adapt when teaching doesn't match your style.

37

Career and Major Exploration as a Process

8.2 Career and Major Exploration as a Process

🧭 Overview

🧠 One-sentence thesis

Career and major exploration is a lifelong developmental process that requires active information-gathering about yourself, potential majors, and careers—not a one-time decision—and most students benefit from systematic exploration even if they think they already know their path.

📌 Key points (3–5)

  • Major ≠ career lock-in: Your college major does not necessarily define your career path; liberal arts majors can enter many fields, and some careers (e.g., medical school) accept various majors as long as prerequisites are met.
  • Exploration is normal and necessary: Up to 50% of students enter college undecided, and 75% change their major at least once; students who declare early often rank "information search" last, meaning they may lack critical information.
  • The process has three phases: Self-exploration (interests, values, skills), major exploration (courses, departments, fit), and career exploration (job tasks, skills needed, informational interviews).
  • Common confusion: Students often believe they must pick a major directly tied to one career and will be "stuck" forever—in reality, career development continues across life stages, and many skills are transferable.
  • Employers value transferable skills over specific majors: The top qualities employers seek (communication, work ethic, problem-solving, teamwork) are developed across disciplines, and completing a degree signals persistence and initiative.

🌱 Why exploration matters now

🌱 The changing workplace context

  • In the past, young adults followed family businesses or farms with little choice.
  • Frank Parsons (early 20th century, Boston) pioneered career counseling by matching self-traits with job traits—this remains the foundation of modern career decision-making programs.
  • Today's students face a workplace transformed by globalization, downsizing, re-engineering, and changing organizational structures.
  • Students must consciously prepare for this evolving world to stay competitive and find personal fulfillment.

🎓 College as a time of growth

  • Career exploration during college is crucial because you will change tremendously through new experiences: making friends, exploring ideas, finding mentors, studying abroad, completing internships.
  • All these experiences inform your choice of major and career.
  • Even if you think you know your path, gaining more information helps ensure your strengths and abilities match the major and that the major develops skills needed for your intended career.

🔄 Super's life and career development stages

Donald Super proposed that career development activities relate to an individual's self-concept, which changes throughout life based on experiences.

StageAge RangeCharacteristics
GrowthBirth–14Development of self-concept, attitudes, needs, and general world of work
Exploration15–24"Trying out" through classes, work experience, hobbies; tentative choice and skill development
Establishment25–44Entry-level skill building and stabilization through work experience
Maintenance45–64Continual adjustment process to improve position
Decline65+Reduce output and prepare for retirement
  • Traditional college-age students fall into the Exploration stage—this is exactly where you should be.
  • Career exploration skills remain beneficial throughout life; even during Establishment and Maintenance stages, people adjust and sometimes change careers.
  • Don't confuse: Choosing a major or career is not a one-time event but a lifelong process of adjustment.

🔍 The three-phase exploration process

🪞 Phase 1: Self-exploration

What to discover: Your interests, values, personality, skills, and strengths.

Resources and methods:

  • Counseling services: UT Arlington Counseling and Psychological Services (CAPS) offers workshops and group seminars (e.g., Myers-Briggs Type Indicator interpretation).
  • Online assessments: Focus 2 (through the Career Development Center) helps identify interests, values, and skills; Keirsey Temperament Sorter (free online) reveals personality type.
  • Reflection: Think back to hobbies you enjoyed and subjects you performed well in during high school.
  • Grades: Look at your performance in introductory major-based courses as a signal of fit.

Example: A student takes the Myers-Briggs and discovers they prefer structured environments and detailed work—this might point toward majors like accounting or engineering rather than open-ended creative fields.

📚 Phase 2: Major exploration

What to discover: Which majors align with your strengths, what skills each major develops, and whether the major fits your career goals.

Resources and methods:

  • University catalog: Review the UT Arlington Undergraduate Catalog for listings of majors and course requirements.
  • Experiential Major Maps (EMMs): Guides that outline pathways and experiences within each major.
  • Academic departments: Visit department websites and talk with professors or advanced students (informational interviews).
  • Enroll in introductory courses: Take a major-based course to "try out" the field before committing.
  • Major exploration classes: If undecided, take a dedicated class on major exploration.

Key insight: Some professions (nursing, engineering) require specific degrees and licensure exams, but many careers are open to various majors. For example, medical school applicants do not need to major in sciences—they just need prerequisites and MCAT scores.

💼 Phase 3: Career exploration

What to discover: Job tasks, required skills, work environments, and whether a career aligns with your values and lifestyle.

Resources and methods:

  • Occupational handbooks: Bureau of Labor Statistics and Occupational Handbook provide job descriptions, salary data, and outlooks.
  • Career Development Center: UT Arlington's Lockheed Martin Career Development Center offers self-guided resources, career counseling, and access to Handshake (job and internship search site).
  • Informational interviews: Talk with professionals in fields of interest (see detailed process below).
  • Experiential learning: Volunteer (through UTA Volunteers or service-learning courses), complete internships (via Handshake), or join professional organizations to network.
  • Job fairs: Attend campus job fairs to meet employers and learn about opportunities.

Example: A student interested in forensic science (inspired by TV) conducts an informational interview with a working forensic scientist and learns the job involves long lab hours and detailed report-writing, not dramatic crime-scene investigations—this reality check helps the student decide if the career truly fits.

🗣️ How to conduct an informational interview

🎯 Why informational interviews matter

  • Help you decide on or verify a career path.
  • Identify what experiences and courses increase your probability of success.
  • Build a network of professionals who might assist with future job or internship searches.

📋 Step-by-step process

🔎 1. Find the right person

  • Ask people you know for "connections" (friends, family, professors).
  • Contact the UT Arlington Alumni Association or Career Center for referrals.
  • Don't confuse: This is not a job interview—you are gathering information, not asking for a position.

📖 2. Research the organization

  • Before the meeting, learn about the employer's work.
  • This research will help you ask informed questions.

❓ 3. Develop a question list

Sample questions from the excerpt:

  • What is your current position title?
  • How did you get to your current position?
  • What job tasks do you perform?
  • What do you enjoy or dislike about the job?
  • Do you know of similar careers that use these skills?
  • What is your work history and educational background?
  • What are the top five skills important to your job life?
  • What five things have been most important in your overall life?
  • What advice would you give me?

👔 4. Make a good first impression

  • Dress well and arrive early.
  • Remember: This person might someday have an opportunity for you.

📝 5. Record answers

  • Take notes during the interview to capture key insights.

💌 6. Send a thank-you note

  • Appreciate the person's time and expertise in writing.

🧩 Integrating and acting on information

🧩 Compile and interpret

  • After exploration, gather all the information you've collected (assessment results, course experiences, interview notes).
  • Who can help you integrate: Academic advisors (Division of Student Success or major department), counselors (Counseling and Psychological Services), career counselors (Lockheed Martin Career Development Center).

🛤️ Possible outcomes

  • If completely undecided: Finding a major is a good first step; career exploration can continue afterward.
  • If you have a major: Information may confirm staying with it or reveal that your interests and strengths align better with another major.
  • If a career is highly competitive: You may need to prepare a "Plan B" or alternative pathway.
  • Circumstances change constantly—revisit the information at each juncture.

🎯 Set goals and action steps

  • Once you make a decision, develop specific goals and action steps (refer back to goal-setting processes from earlier chapters).
  • Adjust as circumstances change—career development is iterative, not linear.

🎓 Top skills employers seek

🎓 The entrance ticket

Today, the college degree is the entrance ticket to the workplace.

  • Completing a degree signals strong work ethic, motivation, initiative, and problem-solving—qualities employers value.
  • It is more important to study subjects you are interested in and successfully graduate than to focus on a major you think you "have to have" for a particular career.

🎓 The top ten qualities (National Association of Colleges and Employers, Job Outlook 2010)

  1. Communication skills (written and verbal)
  2. Strong work ethic
  3. Motivation and initiative
  4. Interpersonal skills (relating well to others)
  5. Problem-solving skills
  6. Teamwork skills
  7. Analytical skills
  8. Flexibility and adaptability
  9. Computer skills
  10. Detail orientation

Key insight: These are transferable skills developed across many disciplines, not tied to one specific major. Liberal arts majors, for example, develop many of these skills and can enter a wide variety of fields (business, helping professions, etc.).

🔄 Reflect on skill development

  • Not only learn the material in courses, but also reflect on how you are developing these transferable skills.
  • Keep a list of all projects, activities, committee memberships, honors, and build a portfolio for résumés and interviews.

📅 Career planning timeline (summary)

🌟 Freshman year

  • Meet with an advisor to discuss core requirements and explore majors.
  • Take a major exploration class if undecided.
  • Research Career Development Center services.
  • Attend academic seminars in colleges of interest.
  • Take career assessment inventories and get counseling to interpret results.
  • Participate in student organizations to develop leadership skills.
  • Attend the Job Fair.

🌟 Sophomore year

  • Continue working with advisors or career specialists.
  • Begin registration for cooperative education or internships.
  • Keep a list of projects, activities, and honors for your résumé/portfolio.
  • Join at least one professional or honorary organization to network.
  • Attend academic and career seminars (e.g., Test Taking, Job Search).
  • Attend the Job Fair.
  • Apply and become officially accepted into your major department.

🌟 Junior year

  • Attend career seminars (e.g., Résumé Preparation, Interview Skills).
  • Register for internship or cooperative education positions.
  • Develop an effective cover letter and résumé critiqued by the Career Center.
  • Attend the Job Fair.
  • Assume a leadership position on campus.
  • Conduct at least two informational interviews with professionals.
  • Become familiar with at least three career options related to your major.
  • Learn the Career Center's on-campus interview and résumé referral processes.

✅ Debunking common myths

The excerpt opens with an activity asking students to evaluate true/false statements. Based on the content, here are the realities:

MythReality from the excerpt
Most students select a major based on solid researchFalse: Students who declare early rank "information search" last; up to 50% enter undecided
Once students declare a major, they stick with itFalse: 75% of students change their major at least once
Students should choose a major based on the current job marketMisleading: It's more important to study what interests you and graduate successfully; transferable skills matter more than specific majors
Students should choose a major directly related to their chosen careerFalse: Many careers accept various majors (e.g., medical school); liberal arts majors can enter many fields
Once students commit to a major, they are stuck in that career for lifeFalse: Career development is lifelong; people change careers or directions within the same career
A liberal arts degree will not qualify you for a good jobFalse: Liberal arts majors develop many skills employers seek and can enter a wide variety of fields
Students only need a high GPA to improve career successFalse: Employers also value work ethic, communication, teamwork, internships, leadership, and other experiences

Don't confuse: Choosing a major with locking in a lifelong career—your major is one step in an ongoing exploration process, and many pathways remain open.

38

Experiential Learning: Rounding Out Your College Career

8.3 Experiential Learning: Rounding Out Your College Career

🧭 Overview

🧠 One-sentence thesis

Experiential learning—learning from experiences outside the classroom through internships, research, study abroad, and service learning—rounds out your college education by connecting classroom knowledge to real-world skills and career exploration.

📌 Key points (3–5)

  • What experiential learning means: learning from experiences outside the classroom, not just from lectures and textbooks.
  • Four main types: internships, research experiences, study abroad, and service learning—each adds different value to your college career.
  • Why it matters for careers: provides practical experience, networking, mentorship, and helps you evaluate whether you fit into a career culture.
  • Common confusion: research is not limited to sciences—it occurs in every discipline on campus.
  • How to maximize value: reflective journaling helps you articulate experiences and learn more deeply, which is useful when talking to potential employers.

🎯 What experiential learning is and why it matters

🎯 Definition and core idea

Experiential learning: learning from your experiences, particularly those outside the classroom.

  • It is not just attending classes; it is engaging in opportunities that open your eyes to things you have never experienced.
  • The excerpt asks: "How can I have the college experience of a lifetime?"
  • These experiences inform your major and career exploration process and make your college experience exceptional, unforgettable, and sensational.

💼 Career and practical benefits

  • Provides practical, "real world" experience needed to be competitive in today's job market.
  • Builds a new network of people outside the university setting who can provide mentorship and companionship.
  • Allows you to evaluate how well you "fit into" a career culture.
  • Example: You may love information technology and, through an internship, discover you are also well-suited to the pace and excitement of the IT field.
  • Helps you practice articulating your experiences to potential employers.

🛠️ Four types of experiential learning

🏢 Internships

  • Provide practical, real-world experience to make you competitive in the job market.
  • Create a new network outside the university for mentorship and companionship.
  • Let you evaluate how well you fit into a career culture.
  • Example: Through an internship, you can test whether you are suited to the pace and excitement of a particular field.
  • Resources are available through the Career Center's Handshake site.

🔬 Research experiences

  • Important especially if you plan to pursue education beyond your undergraduate degree.
  • Most students in graduate school today began their research careers as undergraduates.
  • You act as an "apprentice" to a faculty member and work with the faculty's team: graduate research assistants, post-doctoral researchers, and collaborating colleagues.
  • Teach transferable skills like project design and management, goal setting, and communication skills.
  • Don't confuse: Research is not limited to sciences like chemistry and biology—research occurs in every discipline on campus.
  • The Office of Undergraduate Research (OUR) offers tools to help you identify research interests and pairs you with faculty on research projects.
  • You can also talk directly with your professors, who may be working on projects you could help with or know other faculty aligned with your interests.
  • Plan ahead: Contact the faculty member well in advance to ensure they have room in the laboratory or research group for you in a given term.

🌍 Study abroad opportunities

  • Travel broadens you in many aspects: develop new friendships, explore different cultures, and earn college credit.
  • UT Arlington offers hundreds of programs across more than 40 countries.
  • Funding is available from many sources; meet with study abroad staff from the Office of International Education (OIE) to discuss funding opportunities.
  • Planning ahead is key: visit with your advisor to ensure you can plan for study abroad in your academic plan.

🤝 Service learning

  • Organized by the Center for Service Learning.
  • Provides ways for faculty and students to "learn from doing"—doing community service as part of your coursework and learning as you go.
  • Course credit is given for service learning activities.
  • Faculty are increasingly adding service learning components to their classes.
  • UT Arlington has logged 790,516 hours of service in recent years.
  • Not just for public service careers: These experiences help you integrate what you are learning in the classroom with "real world" problems and needs.
  • Build civic and leadership skills through community activities and share reflections with others.
  • Scholarships are available.

📝 Reflective journaling to deepen learning

📝 Why journaling matters

  • Students learn the most from their experiences when they take the time to think about them and write down their thoughts.
  • Articulating your experiences this way helps you practice articulating them to potential employers.
  • The excerpt quotes Oscar Wilde: "I never travel without my diary. One should always have something sensational to read in the train."

📝 What to include in your journal

  • Include key individuals and your exchanges with them.
  • When examining your thoughts and feelings, do not censure yourself.
  • Use "prompts"—key words, ideas, and pictures to keep the writing going.
  • Don't forget your dreams and imagined scenes.
  • Compare your new experiences to the old and reflect on how you have changed.

🗺️ Planning and integrating experiential learning

🗺️ Experiential Major Maps (EMMs)

  • EMMs suggest ways you can participate in experiential learning opportunities.
  • Find the EMM for your major or a major you are interested in to see how you can apply classroom information to life outside the classroom.
  • After engaging in these experiences, write about them—they may lead to new opportunities in your future.

🗺️ Rounding out your roadmap

  • The excerpt encourages: Round out your roadmap with an internship, research participation, a study abroad trip, or service learning—or all of these.
  • Work these experiences into your roadmap for success.
  • Plan ahead with your advisor to ensure these opportunities fit into your academic plan.

📅 Career planning timeline highlights

The excerpt includes a detailed timeline for each year of college. Key experiential learning milestones include:

YearKey experiential learning steps
FreshmanResearch Career Center services; participate in student organizations; attend Job Fair
SophomoreObtain information and begin registration for cooperative education and internships; join at least one professional or honorary organization; keep a portfolio for résumé/interview use
JuniorRegister for internship or cooperative education positions; conduct at least two "informational interviews" with professionals; assume a leadership position on campus
Senior/GraduateConduct three "informational interviews"; learn about current salary levels; research companies; attend Job Fair

📅 Ongoing advice

  • Meet regularly with your advisor to discuss progress toward graduation.
  • Develop an effective cover letter and résumé critiqued by the Career Center.
  • Keep a list of all projects, activities, committee memberships, and honors.
39

9.1: Long-Term Benefits of a Bachelor's Degree

9.1: Long-Term Benefits of a Bachelor's Degree

🧭 Overview

🧠 One-sentence thesis

A bachelor's degree yields substantial long-term financial and personal rewards—including higher lifetime earnings, lower unemployment, better health, and greater job security—that far outweigh the short-term costs of tuition and foregone employment.

📌 Key points (3–5)

  • Lifetime earnings advantage: Bachelor's degree holders earn, on average, a million dollars more over their lifetime than non-degree holders.
  • Immediate wage premium: In 2004, full-time workers with four-year degrees earned approximately 62% more than those with only a high school diploma.
  • Job security and unemployment: College graduates experience significantly lower unemployment rates (4.5% in 2009) compared to those with high school education or less.
  • Beyond money: Degree holders tend to be happier, healthier, and have greater job security.
  • Common confusion: Short-term costs (tuition, lack of employment while enrolled) versus long-term rewards—the excerpt emphasizes that lifelong benefits are "undeniable" despite upfront expenses.

💰 Financial returns of a degree

💵 Lifetime earnings gap

Individuals with Bachelor's degrees, on average, earn a million dollars more in their lifetime than non-degree holders.

  • This is a cumulative advantage over an entire working life, not a single-year difference.
  • The excerpt calls this "an incredible return on your investment," framing college as a financial investment with measurable payoff.
  • Example: A degree holder and a non-degree holder start working at the same time; over 40 years, the degree holder accumulates roughly $1 million more in total earnings.

📈 Annual wage premium

  • In 2004, full-time workers with four-year college degrees earned approximately 62% more than full-time workers with only a high school diploma.
  • This is an annual comparison, showing the immediate earning power difference.
  • The excerpt notes that attaining additional degrees (particularly professional degrees) can increase economic opportunities even further.
Degree LevelEarning Impact
Bachelor's degree~62% more than high school diploma (2004)
Additional/professional degreesEven greater economic opportunities

🛡️ Job security and employment advantages

📉 Lower unemployment rates

  • In 2009, the unemployment rate among college degree holders was 4.5%.
  • This rate was "significantly lower" than for individuals with a high school education or less.
  • Don't confuse: This is about risk of unemployment, not just how much you earn when employed.

🚀 Access to growing job markets

  • According to the U.S. Department of Education (2008), about 90% of the fastest growing jobs require some post-secondary education.
  • This means degree holders have access to expanding sectors of the economy, while non-degree holders face shrinking opportunities.
  • Example: An individual without post-secondary education is locked out of 9 out of 10 of the fastest-growing job categories.

🌟 Non-financial benefits

😊 Quality of life improvements

  • A 2004 study by The College Board indicated that individuals with college degrees:
    • Earn more on average
    • Tend to be happier
    • Tend to be healthier
    • Have greater job security
  • The excerpt does not detail why degree holders are happier or healthier, only that the correlation exists.
  • These benefits are in addition to the financial advantages, making the overall return on investment even stronger.

⚖️ Short-term costs versus long-term rewards

💸 Understanding the trade-off

  • Short-term costs include:
    • Tuition costs
    • Lack of employment while enrolled (opportunity cost of not working full-time)
  • Long-term rewards include:
    • Million-dollar lifetime earnings advantage
    • 62% higher annual wages
    • Lower unemployment risk
    • Better health and happiness
  • The excerpt emphasizes that "the lifelong rewards are undeniable," framing the short-term sacrifice as worthwhile.

🎯 Why this matters for students

  • As a first-year student, you may be managing money independently for the first time, facing multiple time obligations, and possibly unemployed or working only part-time.
  • Understanding the long-term payoff can help justify current financial sacrifices and motivate persistence toward degree completion.
  • Example: A student struggling with tuition payments can weigh the immediate hardship against the million-dollar lifetime advantage and 4.5% unemployment rate.
40

Planning for the Costs of School

9.2: Planning for the Costs of School

🧭 Overview

🧠 One-sentence thesis

Paying for college requires careful budgeting of both college-specific costs (tuition, fees, books) and monthly living expenses, prioritizing aid that doesn't require repayment and using federal loans over expensive private loans when borrowing is necessary.

📌 Key points (3–5)

  • College costs extend beyond tuition: fees, books, supplies, equipment, housing materials, and miscellaneous items all add up and must be planned for.
  • Budgeting has two parts: college expenses (tuition, fees, books) paid 2–3 times per year, and monthly living expenses (fixed, variable, and periodic).
  • Three expense types: fixed expenses (hardest to change, like rent), variable expenses (most flexible, like food), and periodic expenses (annual or seasonal, like car registration).
  • Common confusion: federal loans vs. private loans—federal loans have lower fixed interest rates, no credit checks (except PLUS), and better repayment terms; private loans have higher variable rates and require credit checks.
  • Prioritize non-repayment sources: scholarships, grants, savings, and work-study should be maximized before taking any loans.

💰 Understanding the full cost of college

💵 Beyond tuition: hidden expenses

College costs include much more than tuition and housing:

  • Fees: activity fees, parking, and other charges (check Student Accounts website for current prices).
  • Books and supplies: surprisingly expensive—national average was $1,000 per year in 2006–2007; includes workbooks, software, pens, pencils, USB drives, notebooks, paper.
  • Equipment and housing materials: computers, calculators, printers, microwaves, refrigerators, toasters, bedding.
  • Miscellaneous: clothes, cell phones, entertainment.

Example: A student budgets for tuition but forgets that textbooks with required software can cost hundreds of dollars per course, creating a shortfall.

🗣️ Family financial planning

  • Speak openly with your family about who will pay which expenses.
  • Make a clear determination of responsibility now and for the future.
  • This is a 4–6 year investment of time, intellect, and finances.

📊 Creating a college expenses budget

📋 Semester-by-semester planning

The excerpt provides a worksheet approach:

  1. List semester expenses: tuition, fees, books, parking.
  2. List resources: scholarships, grants, student loans, veterans benefits, money from parents/relatives, employment income, other.
  3. Subtract total expenses from total resources:
    • Negative number → need additional funds.
    • Positive number → divide by 4 (months in semester) to find surplus for monthly living expenses.

The first step toward managing your money is to create a realistic budget, followed by minimizing expenses and borrowing wisely.

🔍 Why this matters

  • College expenses and financial aid resources make up only half of total costs.
  • You still need to estimate monthly living expenses to understand how money is spent each month.

🏠 Budgeting for monthly living expenses

📝 The three expense categories

CategoryDefinitionFlexibility
Fixed expensesSame each month (rent, car payments, childcare, credit card payments, savings)Most difficult to change
Variable expensesOccur each month but amounts vary (food, clothing, utilities)Greatest degree of flexibility
Periodic expensesOccur annually, semi-annually, quarterly, or seasonally (car registration, maintenance, gifts, taxes, insurance)Moderate flexibility

📈 Tracking and documenting

The excerpt emphasizes:

The first rule of budgeting is to track and document your monthly expenses.

Steps:

  1. Gather receipts, credit card bills, online statements, and financial records from the past month.
  2. If records are incomplete, record all expenditures for the next several weeks.
  3. Transfer daily totals to a "Record of Weekly Expenditures" worksheet.
  4. Complete the worksheet after at least 30 days of data.

The grand total shows how much money you spend or should set aside each month.

⚖️ Comparing income to expenditures

  • Include "take-home pay" (earnings after taxes) and any other income.
  • Subtract total monthly expenditures from monthly income.
  • Positive number → surplus income, living within your means.
  • Negative number → expenses exceed income, need to cut back.

Don't confuse: A positive number doesn't mean you have extra money to spend freely; it may be needed for periodic expenses or emergencies.

✂️ Balancing your budget

🔧 Three options when expenses exceed income

  1. Increase monthly income.
  2. Decrease monthly expenses.
  3. Combine increasing income and decreasing expenses.

As a college student, earning higher income may not be feasible, so focus on decreasing expenses.

🛠️ Decreasing fixed vs. variable expenses

  • Fixed expenses: fewer opportunities, but rent, car payments, and cell phone bills may be reduced through comparison shopping (takes time and may result in additional charges).
  • Variable expenses: easiest and quickest solution; review with the intent of reducing totals in some categories rather than eliminating entire categories.

Example: If you need to cut $200 and spend $100/month on cable TV, reduce it by $50. Keep looking for similar small adjustments until you've reduced expenses by $200.

💡 Tips for trimming unnecessary expenses

The excerpt provides detailed tips across categories:

Shopping:

  • Don't shop when hungry or bored.
  • Take advantage of sales, but don't buy items you don't need or poor quality items.
  • Don't buy on impulse.
  • Compare unit prices; buy generic or store brands.
  • Use coupons and rebates; make a list and stick to it.

Food:

  • Plan meals and shop with a list.
  • Buy fruits and vegetables in season.
  • Pack lunches and snacks instead of buying them.
  • Use cheaper cuts of meat; be careful with prepared foods (faster but more expensive).
  • Eat out less.

Transportation:

  • Use public transportation when possible; ask about reduced fares.
  • Have regular vehicle maintenance to avoid costly repairs.
  • Consider buying a used vehicle in good shape.
  • Use the lowest octane gas recommended by your manufacturer.

Entertainment:

  • Attend free events at UTA and in the community.
  • Rent a movie or go to a matinee instead of paying full price.
  • Visit the library for free books, materials, and events.

Phone services:

  • Comparison shop for the best cell phone plan.
  • Make calls when rates are lowest or free.
  • Get rid of services you don't use often.

Housing:

  • Adjust thermostats when no one is home.
  • Lower water heater to 120 degrees.
  • Look into energy-saving devices.
  • Learn to make repairs yourself.

📊 Budget allocation guidelines

The excerpt mentions a model budget allocation chart showing average percentages families spend on certain categories:

  • The amount you spend in each category will vary by person and income level.
  • The less you earn, the greater the percentage you will spend on basic expenditures.

🗂️ Managing cash flow

📅 Three methods for managing income and expenses

Even with enough money to cover all expenses, it can be difficult to pay bills on time if due dates don't coincide with paydays. The excerpt describes three tools:

💌 Envelope method

  • Useful if you pay bills with cash each month.
  • Make an envelope for each expense category (rent, utilities, food, etc.).
  • Label with purpose, amount needed, and due date.
  • When you receive income, divide it into amounts to cover the expenses listed on the envelope.
  • Pay bills as soon as you receive them so you won't be tempted to spend the money on something else.
  • For larger expenses (rent, car payments), you can write a check and place it in the envelope until payment is due.
  • Any excess income can be applied toward next month's expenses, other expenditures, or placed into savings/emergency fund.

📆 Calendar method

  • Utilizes a monthly calendar.
  • Record income receipt dates and expense due dates on the calendar.
  • Use two different color pens when recording this information.
  • Gives a visual representation of when you get paid versus when bills are due.
  • Any excess income can be applied to next month's expenses, other expenditures, or placed into savings/emergency fund.

💻 Personal financial management software

  • Helps organize income and expenses electronically.
  • Produces reports and graphs that compare data over any time period.
  • Categorizes spending to assist with tax preparation.
  • Many products available; sample several to find one that meets your needs.
  • Consider: Does it allow online banking, bill payment, split bills/expenses, and other important features?
  • Evaluate whether you have the time and expertise to use the features.

📈 Monitoring your progress

  • A workable budget can take 6 months to a year to develop.
  • Each week, record and document income and expenses for that month, then evaluate.
  • If you consistently overspend in a category (e.g., eating out), change the projected amount for that line.

A purpose of a budget is to help you recognize what you can and cannot afford.

If you never have enough money at the end of the month, consider bigger changes:

  • Compare what you spend in categories with suggested percentages in the budget allocation guidelines.
  • Example: If spending 35% on your car, could you trade for a less expensive, used, more fuel-efficient model?
  • If not, consider increasing income with an additional job, more hours, or a salary increase.

✅ Benefits of a realistic budget

A realistic budget will help you:

  • Live within your income.
  • Spend your money wisely.
  • Reach your financial goals.
  • Prepare for financial emergencies.
  • Develop intelligent money management habits.

🎓 Student loans and financial aid

🎯 Prioritizing sources of aid

Try to rely on sources that do not require repayment first:

  • Scholarships
  • Personal savings
  • Summer work income
  • Prepaid or 529 savings plans

Like many students, you may not be able to cover all expenses through these resources alone and must depend on federal government, institutional, and state aid.

📋 Types of federal student aid

Students receive over $83 million yearly in federal student aid. To qualify:

  • Must be a U.S. citizen or eligible non-citizen with a valid Social Security number.
  • Must maintain satisfactory academic progress once in school.

Federal student aid comes in three forms:

  • Grants: money that does not have to be repaid; many students qualify based on demonstrated financial need.
  • Work-Study: students work while simultaneously paying for college expenses.
  • Loans: money is borrowed and must be repaid with interest.

📊 Hierarchy of aid sources

The excerpt provides a clear hierarchy:

PriorityTypeRepayment
Highest priorityScholarships and grants; savings and work-study earningsDo not have to repay
Middle priorityFederal loansCheapest loans
Lowest priorityPrivate educational loans, home equity loans, credit cardsExpensive loans

As you plan for college, it is important to maximize sources of aid that do not require repayment.

🆚 Federal loans vs. private loans

It is wise to closely compare before making a decision. Federal loans have lower fixed interest rates, reasonable repayment options, no repayment penalties, and no credit checks (excluding PLUS loans).

Private loans are considerably more expensive because they have higher, variable interest rates that increase with your repayment amount. Many private lenders aggressively market themselves through TV, radio, and on-campus solicitations.

FeatureFederal Student LoansPrivate Student Loans
Repayment startAfter you graduate, leave school, or change to less than full-timeMany require payments while still in school
Interest rateFixed, typically 4–6% for subsidized and unsubsidized Stafford Loans for undergraduates; almost always lower than private loans and much lower than credit cardsVariable rates, can be greater than 18%
Subsidized optionStudents with greater financial need might qualify; government pays interest while enrolled at least half-timeNot subsidized; no one pays the interest but you
Credit checkNot needed (except for PLUS Loans); helps establish good credit recordRequires an established credit record; cost depends on your credit score
Co-signerNot neededMay need a co-signer to get the best deal
Help availableFree help at 1-800-4-FED-AIDNeed to find out if free help is available
Tax deductibilitySome interest is tax deductibleInterest may not be tax deductible
ConsolidationCan be consolidated into Direct or FFEL Consolidation programs with favorable repayment plansCannot be consolidated into federal program; only into private bank loan if available

Don't confuse: Federal loans and private loans may both be called "student loans," but their terms, costs, and protections are vastly different.

📝 Applying for federal aid: FAFSA

To apply for a federal student loan, complete the Free Application for Federal Student Aid (FAFSA):

  • Determines eligibility for federal grants, work-study, and state and institutional aid.
  • Opens October 1st each year.
  • Complete the application soon after it opens; state and institutional aid awards are granted on a first-come, first-serve basis.

Have these documents available (if applicable):

  • Your Social Security Number
  • Your driver's license (if you have one)
  • Your W-2 forms and other records of income
  • Your (and your spouse's, if married) Federal Income Tax Return
  • Your parents' Federal Income Tax Return (if you are a dependent)
  • Your untaxed business records
  • Your alien registration or permanent resident card (if not a U.S. citizen)

Important tip: Even if you don't plan to take any federal student loans, complete the FAFSA anyway. Some scholarship applications may require that students show financial need based on their FAFSA. And your plans may change—you may decide to take federal aid mid-year.

💸 Understanding interest rates

Interest is "a percentage of the original loan amount (the principle) that is added to the total repayment amount"—essentially, a charge for borrowing money.

Not all federal loans are equal:

  • Unsubsidized loans: interest (your responsibility to pay) accrues from the time you receive the loan. You can repay the interest while attending school or allow it to accrue and be added to the principle balance, making it far more expensive.
  • Subsidized loans: the federal government pays the interest on the loan while you are still attending college.

Example: If you have an unsubsidized loan and don't pay interest while in school, the interest accumulates and is added to the principal, meaning you'll pay interest on the interest (compounding).

💳 Using credit wisely

⚠️ The credit card trap

As a first-year freshman, you may not have a credit card, but you may graduate with at least one. A little careless spending over the next four years can accumulate to a mound of debt before reaching graduation.

It can be tempting to fill the gap between income and expenses with credit card purchases. However:

  • Expenses do not disappear once charged to your credit card.
  • You will end up paying the actual purchase charges plus interest.
  • Expenses can mount up quickly with the ease of using plastic.

🛡️ Best practices for credit cards

  • Limit yourself to one major card and reserve it for emergencies only.
  • Before using the card, discern whether you really need the item(s) or service(s).
  • Consider whether you will be able to pay off the monthly balance in full.
  • Failing to pay off the monthly balance results in interest charges—essentially giving money to the credit card companies.

The terms and conditions of credit card agreements can be tricky and should be treated with caution. Credit card companies are in the business of making profits through high variable interest rates.

📜 Credit CARD Act of 2009

President Obama enacted credit card reform laws known as the Credit Card Accountability, Responsibility, and Disclosure Act. The legislation was created to prevent banks from using unfair measures to extract high interest rates from consumers. Changes that went into effect in 2010:

  • Credit card companies must give cardholders a 45-day notice of any interest hike.
  • If a cardholder triggers a higher interest rate because their bill is 60 days late, the previous rate must be reinstated after six months of on-time payments.
  • A ban on double-cycle billing (the calculation of interest over two billing cycles).
  • People under age 21 must prove their income, have a co-signer, or pass a financial literacy course to get a credit card.
  • Credit card companies cannot charge over-limit fees unless the cardholder has consented to exceeding their credit limit.

🔍 What to consider when applying for a credit card

Although discouraged, if you find it necessary to apply for a credit card, consider:

  • Annual Percentage Rate (APR): the interest rate, the percentage you will be charged on the unpaid balance. Shop for the lowest APR because a higher APR results in a higher monthly payment.
  • Default Rate: the new interest rate you will be charged if you miss a minimum payment, pay with a check that bounces, exceed your credit limit, or submit a late payment.
  • Credit Limit: (the excerpt cuts off here, but this refers to the maximum amount you can charge).

Don't confuse: APR (the regular interest rate) and default rate (the penalty interest rate triggered by late or missed payments).

41

Using Credit Wisely: The Credit Card Trap

9.3 Using Credit Wisely: The Credit Card Trap

🧭 Overview

🧠 One-sentence thesis

Credit cards can be useful for building credit history and handling emergencies, but careless use leads to mounting debt through interest charges and fees, making it essential to understand terms, limit spending, and maintain good credit practices.

📌 Key points (3–5)

  • The credit card trap: the ease of charging purchases creates temptation to spend beyond your means, and unpaid balances accumulate interest on top of the original charges.
  • Key terms to understand: APR, default rate, credit limit, minimum payment, grace period, and various fees determine the true cost of borrowing.
  • Common confusion: paying only the minimum payment feels manageable but rarely covers even the monthly interest, causing debt to compound over years.
  • Credit score importance: your credit history affects loan approvals, interest rates, employment opportunities, and even insurance rates.
  • Identity theft risk: personal information can be stolen and used to open fraudulent accounts, making protective measures essential.

💳 The credit card danger cycle

💸 Why credit cards become traps

  • It is tempting to fill the gap between income and expenses with credit card purchases.
  • Expenses do not disappear once charged—they remain as debt.
  • Two compounding problems:
    • Expenses mount up quickly with the ease of using plastic.
    • You end up paying the actual purchase charges plus interest.

🎯 Basic protective strategy

The excerpt recommends:

  • Limit yourself to one major card.
  • Reserve it for emergencies only.
  • Before using the card, discern whether you really need the item(s) or service(s).
  • Consider whether you will be able to pay off the monthly balance in full.

Failing to pay off the monthly balance results in interest charges, which is essentially giving money to the credit card companies.

📋 Understanding credit card terms

💰 Annual Percentage Rate (APR)

The APR or interest rate is the percentage you will be charged on the unpaid balance of a credit card.

  • Shop for the lowest APR because a higher APR results in a higher monthly payment.
  • This is the core cost of borrowing.

⚠️ Default Rate

The default rate is the new interest rate you will be charged if you miss a minimum payment, pay with a check that bounces, exceed your credit limit, or if you submit a late payment.

  • This is a penalty rate, typically much higher than the regular APR.
  • Triggered by payment problems or exceeding limits.

🚧 Credit Limit

The maximum amount you can borrow at one time is your credit limit.

  • Try not to exceed the credit limit by more than 50%.
  • Example: if your limit is $4,000, you will not want to cumulatively charge more than $2,000.

💵 Minimum Monthly Payment

The smallest payment your credit card company will accept is the minimum monthly payment.

  • Avoid paying only the minimum payment.
  • Pay off your balance in full each month.
  • Don't confuse: the minimum payment is not a target—it's a trap that keeps you in debt longer.

⏰ Grace Period

The number of days you have to pay off your bill before interest is charged is known as the grace period.

  • Important caveat: If you carry a balance forward from the previous month, there is no grace period.
  • This means interest starts accruing immediately on new purchases.

🚨 Fees to watch for

Fee typeWhat it is
Over-Limit FeeCharged when you exceed your credit limit
Late FeeCharged when you submit a late payment
Cash Advance FeeCharged when you withdraw cash on your credit card; interest rates are usually higher and lack grace periods
Transaction FeeGeneric title for numerous fees; some companies charge a monthly transaction fee regardless of whether you use the card
  • Most companies will waive one late fee per year—contact your credit card company and ask for a waiver.

📊 The true cost of minimum payments

🔢 How compounding interest works

Compounding interest: interest that is charged on interest you've been charged.

  • Making the minimum monthly payment on a large balance usually does not even cover the interest charged for the month.
  • You can find yourself owing significant money before you even graduate from college.

💡 Concrete comparison

The excerpt provides a specific example with a $1,000 balance at 16.9% APR:

Monthly paymentTotal interest paidTime to pay off
$20 (minimum)$7427 years
$45 (minimum + $25)$2082 years, 3 months
  • Small differences in monthly payments mean big differences to the cost of credit and time needed to pay off a balance.
  • Increasing payments by only $25 per month saves $534 in interest and nearly 5 years of payments.

🛡️ Credit Card Reform protections

📜 Credit CARD Act of 2009

President Obama enacted the Credit Card Accountability, Responsibility, and Disclosure Act in 2009 (effective 2010) to prevent banks from using unfair measures to extract high interest rates.

Key protections include:

  • 45-day notice of any interest hike.
  • Rate reinstatement: if a cardholder triggers a higher interest rate because their bill is 60 days late, the previous rate must be reinstated after six months of on-time payments.
  • Ban on double-cycle billing: the calculation of interest over two billing cycles.
  • Under-21 restrictions: people under 21 must prove their income, have a co-signer, or pass a financial literacy course to get a credit card.
  • Over-limit fee consent: credit card companies cannot charge over-limit fees unless the cardholder has consented to exceeding their credit limit.

✅ Credit card best practices

🎯 Tips to remember

  • Budget consistently: check your budget to ensure you have enough money to cover planned expenses and credit card payments.
  • Comparison shop: investigate for the best interest rates (APRs) among lenders and look for hidden fees and charges.
  • Pay more than minimum: work to prevent finance charges by paying more than the minimum monthly payment.
  • Communicate problems: contact the credit card company if you cannot make the scheduled payment time.
  • Minimize cards: keep the number of credit cards to one. Warning: Do not cancel credit cards without first paying off the balance.
  • Don't max out: do not be tempted to spend more than you can afford simply because a high credit limit will allow it.
  • Use credit as last resort: opt to pay with cash, checks, or debit cards instead.
  • Match payment to lifespan: ensure that your monthly payments do not outlast the items purchased.

🌟 Why get a credit card in college

Despite the risks, there are benefits:

  • Credit history length: having a history of dependable credit, especially making consistent, on-time payments, is necessary for good credit in the future; credit agencies examine the length of your credit history when determining credit scores.
  • Emergency resource: having a credit card could be helpful when emergencies strike, especially if you are away from home.
  • Key requirement: develop the self-control to avoid needless purchases, and you will be on the path to a life of responsible credit use.

📈 Maintaining good credit

🎯 What is a credit score

A credit report is similar to high school and college grade transcripts. Just like poor grades can negatively affect your career and academic options, a poor credit history can have far-reaching negative consequences.

  • Your credit or FICA score can be accessed through a credit report.
  • Credit reporting agencies collect digital records of individuals' debt and bill-pay histories and dispense the information to their subscribers.

🔍 Who can view your credit report

Any business that reviews your score must have a valid reason:

ReasonHow it's used
Credit ApprovalCreditors decide whether to grant credit, create terms, or determine interest rates; the lower your credit score, the higher your interest rates
Future EmploymentEmployers may view a job applicant's credit report to determine if they are of good character; some also access reports when considering promotions
Insurance UnderwritingMany insurance companies request permission to obtain a credit report when you apply for insurance
Professional LicensingOrganizations that grant licenses (real estate, nursing, police officers, bonded employees) may review your credit report upon permission
Review or CollectionCreditors with whom you have already established a relationship may view your credit

📄 Free credit reports

The Fair and Accurate Credit Transactions (FACT) Act (2003) entitles you to a free credit report once a year from all three major credit bureaus:

  • Call 877-322-8228
  • Go online to AnnualCreditReport.com
  • Mail a standardized form to the Annual Credit Report Request System

Important notes:

  • Your free report will not include your credit score, but you may purchase it separately.
  • You may obtain a free credit report if you have been denied credit within the last 60 days.
  • Try to review your credit report(s) at least once a year.

🏢 Three major credit bureaus

  • Experian: 888-397-3742, Experian.com
  • Equifax: 800-685-1111, Equifax.com
  • TransUnion: 800-888-4213, TransUnion.com

You can purchase a single report from one bureau or a "tri-merge" report that allows you to view all three reports (the latter provides the best picture of your "credit health").

🔧 Improving your credit score

✏️ Check for accuracy

Your score will only be as good as the information in your report. Look for and correct:

  • Accounts that do not belong to you.
  • Debts you paid that are listed as delinquent or past due.
  • Late payments that were actually paid on time.
  • Debts that are more than seven years old and should not be reported any longer.

⏰ Pay bills on time

  • A large portion of your credit score is based on your recent repayment history.
  • Positive information, such as a history of paying your bills on time, is viewed favorably.

💳 Reduce and manage balances

  • Keep balances low over time.
  • Be sure the balance on any account does not exceed 50 percent of the credit limit.
  • Transfer balances above 50 percent to another card.
  • Try to pay off balances in full each month.

🚫 Beware of scams

  • Beware of companies who claim they can improve your credit score for a fee.
  • They cannot do anything that you cannot do yourself—for free.

🔐 Identity theft protection

⚠️ The scope of the problem

  • Identity theft costs the United States an average of $56 billion per year.
  • Every 79 seconds, someone's identity is stolen.
  • 50% of victims' identities are stolen by close friends, relatives, and spouses.

🎭 What is identity theft

Identity theft is a federal crime. It occurs when one person's identification (which can include name, social security number, or any account number) is used or transferred by another person for unlawful activities.

Personal data that can be stolen includes:

  • Social security number
  • Bank account or credit card number
  • Other valuable identifying data

💥 Consequences of identity theft

The damage can be devastating and unending:

  • New accounts: thieves open new credit cards, make charges, and leave bills unpaid; set up telephone or utility services; apply for loans, apartments, and mortgages; print counterfeit checks.
  • Existing accounts: thieves take money from bank accounts, make charges on credit cards, use checks and credit for down payments on cars and furniture.
  • Government fraud: file for unemployment insurance and tax refunds.

🛡️ Protective measures (from ITP quiz)

High-risk behaviors to avoid:

  • Paying bills with checks placed in unsecured mailboxes.
  • Not using direct deposit or electronic transfer.
  • Having new check boxes mailed to your home.
  • Not opting out of credit card marketing programs.
  • Carrying a purse or wallet in your back pocket.
  • Carrying items with your Social Security number in your wallet.
  • Keeping identifying information in your car.
  • Not shredding banking/credit information before trashing (or using a non-cross-cut shredder).
  • Not reviewing your credit report annually.
  • Responding to "phishing" emails or calls requesting account verification.
  • Using e-commerce without a secure browser or firewall protection.

📊 Identity Theft Probability (ITP) scoring

The excerpt includes a quiz to assess risk:

  • 80+ points: high risk of being an identity theft victim.
  • 30-80 points: average risk.
  • 10-30 points: very knowledgeable of identity theft precautions.
42

Academic Learning Centers

10.1 Academic Learning Centers

🧭 Overview

🧠 One-sentence thesis

The university provides multiple specialized academic learning centers that offer free tutoring, coaching, and resources across disciplines to help students succeed in their courses.

📌 Key points (3–5)

  • Centralized support: The Academic Success Center coordinates academic coaching and multiple tutoring programs at no cost to students.
  • Discipline-specific clinics: Separate centers exist for chemistry, physics, math, writing, and languages, each operated by their respective departments.
  • Structured tutoring models: Programs like Supplemental Instruction and Peer-Led Team Learning use trained peers to help students master difficult courses and develop learning strategies.
  • Targeted populations: TRIO Student Support Services provides comprehensive free support specifically for first-generation, low-income, and/or disabled U.S. citizens or permanent residents.
  • Common confusion: Don't confuse drop-in clinics (walk-in help for specific problems) with structured programs like SI (regularly scheduled discussion sections for entire courses).

🏢 Academic Success Center programs

🎯 Academic Coaching

  • Develops and implements strategies that encourage academic success.
  • Individualized approach to help students achieve their academic goals.

👥 Supplemental Instruction (SI)

Supplemental Instruction: an internationally recognized student assistance program aimed at improving student performance in historically difficult courses.

  • How it works: Regularly scheduled discussion sections led by specially trained upperclassmen and graduate students.
  • Dual purpose: Helps students master course concepts and increase competency in learning strategies relevant to the course.
  • Target: Courses that historically have high difficulty rates.

🧪 Peer-Led Team Learning (PLTL)

  • Structure: Groups of 8 students meet with a PLTL leader once a week.
  • Activity: Complete practice problems developed by their professors.
  • Availability: Only for a select number of courses.
  • Example: A chemistry professor creates problem sets, and a trained peer leader guides a small group through solving them together.

🔬 Subject-specific clinics and centers

⚗️ Chemistry Clinic

  • Location: 318 Science Hall
  • Operator: Department of Chemistry and Biochemistry
  • Purpose: Support students in all chemistry and biochemistry courses.

✍️ English Writing Center and Online Writing Lab

  • Services offered:
    • Face-to-face tutoring in Central Library
    • Online meetings through video conferencing
  • How to access: Appointments made through the Writing Center website
  • Additional resources: Tips and resources for improving papers available on the website

🗣️ Language Acquisition Center (LAC)

Language Acquisition Center: dedicated to helping students succeed as they seek to master languages other than their own.

  • Facilities:
    • Multimedia center with iMac computers, projector, and whiteboard
    • Extensive collection of analog and digital media
    • Course-related software and self-study software

➗ Math Clinic and Math Learning Resource Center

FeatureDescription
FormatDrop-in tutoring centers
ServicesAssistance for specific undergraduate math courses; final review sessions before exams
Locations325 Pickard Hall (Clinic) and 308 Pickard Hall (LRC)

🔭 Physics Clinic

  • Assistance provided:
    • Solving physics problems
    • Understanding physics concepts
    • Anything relevant to being successful in physics courses
  • Staffing: Advanced undergraduate student available for much of the day during the school week
  • Approach: Individualized assistance with course work and better understanding of course concepts

🧬 Science Learning Center

  • Scope: Biology, Chemistry and Biochemistry, Mathematics, Physics, and Psychology classes
  • Resources:
    • Resource materials and study aids
    • Lounge space
    • Computer lab
    • Course-specific study materials
    • Information about pursuing particular career paths in the sciences

🎓 TRIO Student Support Services

🎯 Eligibility requirements

TRIO Student Support Services provides free academic support to students who meet all of the following:

  • U.S. citizens or permanent residents
  • AND at least one of: first generation, low income, and/or disabled

📦 Comprehensive services package

Free services include:

  • Tutoring
  • Counseling
  • Advising
  • Private computer lab
  • Seminars
  • Cultural events
  • Lending programs: laptop, calculator, and textbook lending

Don't confuse with: Other tutoring programs that serve all students; TRIO SSS is specifically targeted to students meeting the eligibility criteria and offers a broader range of support services beyond just tutoring.

43

10.2 UT Arlington Libraries

10.2 UT Arlington Libraries

🧭 Overview

🧠 One-sentence thesis

UT Arlington operates three full-service libraries that provide students with 24/7 study spaces, research assistance, technology resources, and specialized services to support academic work across all disciplines.

📌 Key points (3–5)

  • Three library locations: Central Library (24/7, largest), Architecture and Fine Arts Library (CAPPA Building), and Science and Engineering Library (Nedderman Hall basement).
  • Core resources: over 1 million books (50-item checkout limit for undergraduates), hundreds of databases with thousands of articles, and computers with Microsoft Office.
  • Study environments: quiet study floors, enhanced group study rooms with electronic whiteboards (reservations required), and individual study carrels.
  • Technology and creation spaces: The Basement (gaming), FabLab (3D printing, T-shirt design, woodworking), The Studios (multimedia production), and laptop checkout.
  • Common confusion: research help is available in multiple formats—in person, phone, text, email, and live chat—not just at a single desk.

📚 The three library facilities

📚 Central Library

  • The largest facility on campus.
  • Hours: open 24 hours a day, 7 days a week.
  • Food policy: food and drink allowed in most places.
  • Study spaces:
    • Enhanced group study rooms with electronic whiteboards (reservations required).
    • Other group study spaces available without reservation.
    • Quiet study floors on the fourth and fifth floors.
  • Research help: available on the second floor.

🎨 Architecture and Fine Arts Library (AFA)

  • Location: room 104 of the CAPPA Building.
  • Serves: students studying art, film, music, and design.
  • Features:
    • Quiet study area.
    • Conference room with electronic whiteboard and laptop hookups (available for reservation).
    • Print collection and digital research resources.

🔬 Science and Engineering Library (SEL)

  • Location: basement of Nedderman Hall.
  • Serves: students studying sciences, math, and engineering.
  • Features:
    • Enhanced group study rooms with electronic whiteboards (reservations required).
    • Quiet study space with individual study carrels.

📖 Core borrowing and research resources

📖 Books

The Library has over 1 million books supporting all areas of study.

  • Your library card: your MavID card functions as your library card.
  • Checkout limits: undergraduates can check out up to 50 books for 30 days.
  • Renewals: you may renew each item twice, either in person or online.
  • Returns: you can return books to any full-service library; a book return drop box is located behind the library on Planetarium Place.
  • Account management: log in to your account through the catalog to see what books you have checked out.

🗂️ Databases

  • The library offers hundreds of databases, each containing thousands of articles covering a range of subjects and eras.
  • Access:
    • All databases are available on all library computers.
    • Use your NetID to access databases from home or elsewhere.
  • Finding relevant databases: look at the subject guides on the library's home page.
  • Working with articles: read many database articles online; print, save, or e-mail articles from databases.

🔍 Research assistance

Multiple ways to get help:

  • In person: friendly, knowledgeable librarians available at all UT Arlington libraries.
  • Phone: (817) 272-3395
  • Text: (817) 727-8395
  • Email: AskUs@uta.edu
  • Live Help chat: available through the UT Arlington Library Web page.
  • Discipline-specific help: find the librarian for your academic discipline at libraries.uta.edu/research/librarians.

Don't confuse: research help is not limited to walking up to a desk—you can text, email, or chat online from anywhere.

💻 Technology resources

💻 Computers and laptops

ResourceDetails
Desktop PCsHundreds available for student use, each loaded with Microsoft Office applications; log in with your NetID and password
LaptopsLimited number available for checkout at the circulation desk of any full-service library; loan times vary; laptops may leave the building and can access the campus wireless network

🎮 The Basement

  • Location: basement of the Central Library.
  • Purpose: a dedicated gaming space.
  • Equipment: PCs, Xbox and PlayStation consoles, and VR devices.

🛠️ The FabLab

The FabLab is a workshop for students to create projects for their classes or personal use.

  • Goal: inspire innovation and collaboration through experiential learning.
  • Capabilities:
    • 3D printing
    • T-shirt design and printing
    • Sewing
    • Woodworking
    • Glass processing
  • Example: A student can design and 3D-print a prototype for a class project or create a custom T-shirt for personal use.

🎬 The Studios

  • Location: first floor of the Central Library.
  • Purpose: a learning and multimedia production facility.
  • Resources: students can access Adobe Creative Suite products and edit audio and video.

🛠️ Additional support services

🛠️ OIT Help Desk

  • Location: second floor of the Central Library.
  • Purpose: assists students, faculty, and staff with technical concerns.
  • More information at oit.uta.edu/support/.

✍️ Writing Center

  • Location: fourth floor of Central Library.
  • Purpose: helps students understand the writing process and become better editors of their own work.
  • More information at uta.edu/owl/.

Don't confuse: the Writing Center is not a proofreading service—it helps you learn to edit your own work, not just fix one paper.

44

Student Enrollment Services

10.3 Student Enrollment Services

🧭 Overview

🧠 One-sentence thesis

Student Enrollment Services provides centralized administrative support for registration, financial records, payments, and financial aid to help students navigate the operational requirements of attending UT Arlington.

📌 Key points (3–5)

  • Three main offices: Office of the Registrar (records and registration), Student Accounts (payments), and Financial Aid and Scholarships (funding).
  • What the Registrar handles: class registration, academic records, transcripts, enrollment verification, and graduation processing.
  • Payment management: Student Accounts processes tuition and fees with multiple payment options (in-person, online via MyMav, or mail).
  • Financial aid requirement: all students must complete the FAFSA annually to be eligible for aid and many scholarships.
  • Common confusion: MyMav account vs. physical offices—many services (registration, payments, transcript requests) can be done online through MyMav, but staff are available in person for questions.

📋 Office of the Registrar

📋 Core responsibilities

The Office of the Registrar provides UT Arlington students the means to register for classes, maintains student academic records, issues official transcripts, verifies enrollment for insurance, and processes students for graduation.

  • Located in 129 University Administration Building
  • Contact: 817-272-3372
  • This is the central hub for all academic record-keeping and registration activities.

🛠️ Services offered

The office handles both record changes and academic processes:

Record management:

  • Name changes, address changes, emergency contact updates
  • Grade-exclusion paperwork and grade change requests
  • Tuition or fee appeals

Verification and completion:

  • Enrollment verification (e.g., for insurance purposes)
  • Degree verification
  • Graduation paperwork processing

💻 Online access through MyMav

  • Many Registrar services are available online through the MyMav account
  • Students can register for classes and request transcripts without visiting the office
  • MyMav is accessible anytime from the UT Arlington home page (uta.edu)
  • Don't confuse: the office provides in-person help, but routine tasks can be completed online for convenience.

💳 Student Accounts

💳 What this office does

Student Accounts is where students go to make payments for tuition, fees, and other payments that are required.

  • Located on the first floor of University Administration Building (130)
  • Contact: 817-272-2172
  • This is the payment processing center for all university charges.

💰 Payment options

Students have three ways to pay when a bill is due:

Payment methodDetails
In-personVisit the Office of Student Accounts
OnlinePay via MyMav account
MailSend payment to the university

⏰ Staying current with payments

  • Students should check their MyMav account regularly to see how much is due and when
  • Keeping up with due dates is always important
  • Staff at Student Accounts are available to help explain any charges students don't understand
  • Example: if a student sees an unexpected charge on their account, they can visit Student Accounts for clarification rather than guessing what it's for.

🎓 Financial Aid and Scholarships

🎓 What this office provides

The Office of Financial Aid provides you with useful information about financial aid programs offered at UT Arlington and the process to apply for and receive funding.

  • Located in 252 University Administration Building
  • Financial Aid contact: 817-272-3561
  • Scholarships contact: 817-272-2197
  • The university offers scholarships, grants, work-study, and loan programs for students and families of all income levels.

📝 The FAFSA requirement

To start the financial aid process, all students must complete the Free Application for Federal Student Aid, or FAFSA, every year that they are in school.

Key facts about the FAFSA:

  • Must be completed annually (every year a student is in school)
  • Available online through the U.S. Department of Education
  • Requires income information for both the student and their family
  • Should be completed after submitting tax returns
  • Required for eligibility for any sort of financial aid and for many scholarships

Timing recommendation:

  • Students should complete their FAFSA as early as possible
  • Don't confuse: the FAFSA is not just for low-income students—it's required for "any sort of financial aid" and opens access to programs for families of all income levels.

🤝 Getting help

  • Trained financial aid advisors are available in the Office of Financial Aid
  • They can answer questions about the FAFSA or any other paperwork required to secure funds
  • Example: if a student is confused about what family income information to include or how to fill out a specific section, advisors can provide guidance.
45

Campus Housing and Student Affairs Resources

10.4 Campus Housing and Student Affairs Resources

🧭 Overview

🧠 One-sentence thesis

Campus Housing and Student Affairs Resources provide comprehensive support for students' residential, social, leadership, accessibility, and wellness needs through specialized offices and facilities across campus.

📌 Key points (3–5)

  • Housing support structure: two separate offices handle lease agreements (Housing Operations) and community-building (Apartments and Residence Life).
  • Engagement pathways: students can build leadership and get involved through Campus Activities, Student Organizations, Fraternity and Sorority Life, and Student Governance.
  • Accessibility and accommodations: the Student Access and Resource Center registers students with disabilities and secures necessary accommodations like extra exam time or interpreters.
  • Common confusion: Housing Operations vs. Apartments and Residence Life—the first handles lease paperwork, the second helps build community after you have a lease.
  • Wellness and recreation: the Maverick Activities Center (MAC) offers free access with student ID for fitness, stress management, and intramural sports.

🏠 Housing support offices

🏠 Housing Operations

Housing Operations: the office that helps students complete lease agreements for residence halls or campus apartments.

  • Location: 150 University Center (Middle Level)
  • Contact: 817-272-2791 | uta.edu/housing
  • What they do: handle the administrative side of securing housing through lease agreements.
  • When to use: before you move in, when you need to arrange your housing contract.

🏘️ Apartments and Residence Life

Apartments and Residence Life: the staff that helps students build community and a home-away-from-home after securing a lease.

  • Location: Arlington Hall—lower level
  • Contact: 817-272-2926 | uta.edu/campus-ops/housing/living-with-us
  • What they do: focus on community-building and helping students adjust to residential life.
  • Don't confuse: this office takes over after Housing Operations completes the lease; they are not the same service.

🎯 Leadership and involvement opportunities

🎯 Campus Activities and Community Programs

  • Location: B140 University Center (Lower Level)
  • Contact: 817-272-2963
  • Four main pathways:
    • Fraternity and Sorority Life: uta.edu/student-affairs/fsl
    • The Follett Student Leadership Center: 180 University Center (Middle Level) | uta.edu/leadership
    • Student Organizations: uta.edu/studentorganizations
    • EXCEL Campus Activities: uta.edu/student-affairs/student-activities/programs/excel
  • Example: a student looking to develop leadership skills can visit the Leadership Center or join one of over 260 student organizations.

🗳️ Student Governance

Student Governance: serves as the voice of students in policy decisions on campus.

  • Location: B150 University Center (Lower Level)
  • Contact: 817-272-0556 | uta.edu/studentgovernance
  • What they do:
    • Debate new ways to improve the educational experience.
    • Sponsor over 260 student organizations.
    • Organize numerous activities and events throughout the year.
  • How to get involved:
    • Elections are held every year for positions.
    • You can attend any student organization's meeting without holding office.
  • Why it matters: provides leadership experience and a way to make a difference on campus.
  • Resource: MavOrgs site lists all UTA student organizations at mavorgs.campuslabs.com/engage/.

🏋️ Wellness and recreation

🏋️ Campus Recreation (Maverick Activities Center)

  • Location: Maverick Activities Center (MAC)
  • Contact: 817-272-3277 | uta.edu/campusrec
  • Facility size: 190,000 square feet
  • What's included:
    • Full-service workout area
    • Indoor track
    • Climbing wall
    • Group workout rooms
    • Volleyball and basketball courts
    • Indoor soccer fields
  • Access: free with your student ID card
  • Why it matters: the excerpt emphasizes that getting involved on campus and staying healthy are important components of achieving success as a student; the MAC serves as a great way to manage stress during busy periods.
  • Activities: exercise classes and Intramural Sports programs.

🌍 Diversity and community standards

🌍 Multicultural Affairs

  • Location: B120 University Center (Lower Level)
  • Contact: 817-272-2099 | uta.edu/multicultural
  • Purpose: celebrate the rich diversity found at UT Arlington.
  • Who can participate: all students, faculty, and staff are welcome.
  • Programs offered:
    • Special performances
    • Seminars
    • Philanthropic events
    • Tutoring programs
  • Benefits: leadership opportunities, unique ways to interact with the diverse student body, and resume-building.

⚖️ Office of Community Standards

  • Location: B150 University Center (Lower Level)
  • Contact: 817-272-2354 | uta.edu/student-affairs/community-standards
  • Role: educates the campus community on issues related to student conduct and delivers sanctions to students failing to meet regulations.
  • Authority: operates in accordance with the UT Arlington Handbook of Operating Procedures, "Chapter 2: Student Conduct and Discipline."

♿ Accessibility support

♿ Student Access and Resource Center (SAR Center)

Student Access and Resource Center: the primary resource for students with physical, emotional, or learning disabilities to get registered and secure necessary accommodations.

  • Location: 102 University Hall
  • Contact: 817-272-3364 | uta.edu/student-affairs/sarcenter
  • Types of accommodations:
    • Extra time for exams
    • Sign-language interpreters
    • Special areas for completing exams
  • What they do:
    • Help file all appropriate paperwork.
    • Advocate on your behalf to ensure maximum opportunity for success.
  • Example: a student with a learning disability can register with the SAR Center to receive extra time on exams and a separate testing room.
46

Computer Labs and Wireless Access

10.5 Computer Labs and Wireless Access

🧭 Overview

🧠 One-sentence thesis

UT Arlington provides over 300 public computers across six primary labs and wireless internet throughout campus, all accessible via NetID login, with pay-as-you-go printing services.

📌 Key points (3–5)

  • What's available: over 300 public computers in six primary labs, plus computers in every residence hall and wireless internet in every academic building.
  • Computer types and software: both PC and Mac computers with Microsoft Office and specialty software for specific majors.
  • How to access: all computers and wireless internet require NetID and password login.
  • Printing model: "pay as you go" system in OIT computing facilities; large documents like posters can be printed at the Central Library.
  • Common confusion: if you don't know your NetID or need to reset your password, contact OIT Help Desk—don't confuse this with general IT issues.

💻 Computer lab locations and equipment

📍 Six primary computer labs

UT Arlington offers six main computer labs spread across campus:

LocationBuildingComputer Types
319 & 324CAPPA (Architecture)PCs only
336COBA (Business)PCs only
256Engineering Research Building (ERB)PCs only
404, 411, 411A, 412, 412AFine Arts BuildingPCs and Macs
Maverick Activities CenterPCs only
200 (Upper Level)University CenterPCs and Macs

🖥️ Additional computer access points

  • Residence halls: computers and printers located in every residence hall, available to students living in the hall.
  • Academic buildings: wireless internet capability in every academic building for easy connectivity anytime.
  • Total availability: over 300 computers available for public use across campus.

🛠️ Software available

  • Standard suite: Microsoft Office (including Word, Excel, and PowerPoint) on all computers.
  • Specialty software: software needed by specific majors available at these labs.
  • Example: a student majoring in architecture can access specialized design software in the CAPPA lab.

🔐 Access and login requirements

🆔 NetID and password

All UT Arlington computers and wireless internet service require students to use their NetID and password to log in.

  • What it controls: access to both physical lab computers and wireless internet throughout campus.
  • Why it matters: you cannot use any campus computing resource without valid NetID credentials.

🔧 Help with login credentials

If you have trouble with your NetID or password:

  • Unsure of NetID or haven't set up password: contact the Office of Information Technology (OIT) Help Desk.
  • Know your NetID but need to reset password: visit netidss.uta.edu/sspr/private/login.
  • Don't confuse: password reset (self-service) vs. NetID setup (requires Help Desk contact).

🖨️ Printing services

💵 Pay-as-you-go model

Printing in OIT computing facilities is "pay as you go."

  • What this means: you pay for each print job rather than having unlimited printing.
  • Where to find details: current processes and prices are available at libraries.uta.edu/services/technology/printing.
  • Example: if you need to print a 10-page paper, you will be charged based on the number of pages and whether it's color or black-and-white.

📄 Large document printing

  • Special service: students needing to print large documents, such as posters, can do so in the Central Library.
  • Why separate: large-format printing requires different equipment than standard printers in computer labs.

🗺️ Finding and monitoring labs

📊 Real-time lab information

  • Office of Information Technology website: provides maps of computer lab locations across campus.
  • Slideshow feature: illustrates which computers are available and which are in use at each computer lab.
  • Why useful: you can check availability before traveling to a lab, saving time during busy periods.
47

Community that Cares Resources

10.6 Community that Cares Resources

🧭 Overview

🧠 One-sentence thesis

UTA provides a comprehensive network of health, safety, counseling, and emergency services to support student well-being and create a secure campus environment.

📌 Key points (3–5)

  • What "Community that Cares" means: a campus-wide commitment to making UTA safe, secure, and supportive through multiple service offices.
  • Range of services: health care, mental health counseling, crisis intervention, sexual assault prevention, emergency financial aid, and 24/7 police protection.
  • Bystander intervention philosophy: students are encouraged to recognize harmful situations and actively choose to respond positively.
  • Common confusion: emergency vs. non-emergency contacts—different phone numbers and offices handle urgent crises versus routine concerns.
  • Personal safety responsibility: students must practice daily self-monitoring (COVID-19 screening) and follow crime prevention tips to protect themselves and others.

🏥 Health and mental health services

🏥 UTA Health Services

Provides quality, accessible, comprehensive, and cost-effective primary health care.

  • What it includes: general medicine clinic, pharmacy, laboratory, radiology, women's health clinic, immunization clinic, and health promotion/substance abuse prevention office.
  • Why it matters: students can access a wide range of medical care on campus without leaving for external providers.
  • Location: 605 South West St. | Phone: 817-272-2771

🧠 Counseling and Psychological Services (CAPS)

Provides services to help students increase their understanding of personal issues, address mental and behavioral health problems, and make positive changes in their lives.

  • What it offers: counseling, psychological, and psychiatric services.
  • 24-hour crisis support: Mavs Talk Crisis Line at 817-272-8255.
  • Locations: 303 Ransom Hall & 212 Maverick Activities Center (MAC)
  • Don't confuse: CAPS handles mental health; Health Services handles physical health.

🛡️ Safety and intervention programs

🛡️ Relationship Violence and Sexual Assault Prevention

Committed to creating and maintaining an environment in which all members of the University Community can persevere academically, personally, and professionally in an equitable and safe manner, devoid of sexual and relationship violence.

  • Purpose: prevent and respond to sexual and relationship violence on campus.
  • Location: 301 Ransom Hall | Phone: 817-272-3947

🤝 Behavior Intervention Team

A network of professionals from across campus that are committed to a caring, confidential program of identification, intervention, and response.

  • Goal: provide students with the greatest chance of success and the community with the greatest level of protection.
  • How it works: identifies concerning behavior, intervenes early, and coordinates response across campus offices.
  • Location: University Center, Lower Level | Email: bit@uta.edu

👀 Mavs Stand-Up (Bystander Intervention)

Bystander intervention is recognizing a potentially harmful situation or interaction and choosing to respond in a way that could positively influence the outcome.

  • Three-step process: (1) Recognize, (2) Choose, (3) Act.
  • Philosophy: every community member can help prevent harm by actively responding to concerning situations.
  • Example: A student notices someone in distress at a party → recognizes the situation → chooses to intervene → acts by offering help or calling for assistance.
  • Location: University Center, Suite B150 | Email: bystander@uta.edu

🚨 Emergency and security resources

🚨 UTA Police Department

Protects, serves, and cares for the campus community 24/7, 365 days a year.

  • Services: safety awareness, crime prevention classes, rape aggression defense (R.A.D.) classes, after-hours security escorts.
  • Contact numbers:
  • Location: University Police Building, 202 E. Border St.

💰 Emergency Assistance Fund (EAF)

Provides limited monetary help to students who are suffering temporary financial hardship due to a sudden emergency, accident, or unforeseen event that would otherwise jeopardize their ability to attend UTA.

  • When to use: sudden emergencies that threaten a student's ability to continue attending classes.
  • How to apply: complete an online application and provide proper documentation and receipts.
  • Don't confuse: this is for temporary emergencies, not ongoing financial need.
  • Location: University Center | Email: dos@uta.edu

🚐 Parking and Transportation Services

  • MavMover shuttle: 7:30 a.m.–9:00 p.m. Monday–Friday (free).
  • Security/courtesy escort: 7 p.m.–3 a.m. every day during the semester (free).
  • Purpose: provide safe transportation options, especially during evening hours.
  • Location: Office and Classroom Building, 710 S. Davis Dr. | Email: parking@uta.edu

🔒 Personal safety tips

🔒 Crime prevention guidelines

The excerpt emphasizes that students must "always be aware of your surroundings and use common sense."

Key behaviors:

  • Before entering/exiting buildings: look around and be aware.
  • Never walk alone: call for an escort or find a friend; if you must walk alone, stay alert.
  • Avoid shortcuts: stay in well-lit areas with other people.
  • Secure belongings: never leave property unattended in classrooms, library, or residence halls; always lock your car, apartment, or dorm room.
  • Carry belongings wisely: use a backpack or bag that keeps your arms and hands free.
  • Social media caution: do not post your whereabouts where people might follow you.
  • Report suspicious activity: contact UTA police immediately at 817-272-3381 or use blue Police call boxes across campus.

Example: A student leaving the library late at night → calls for a security escort instead of walking alone → stays in well-lit areas → keeps phone accessible with emergency numbers programmed.

😷 COVID-19 safety protocols

😷 Face covering guidance

  • Current policy: wearing a face covering is no longer required but is encouraged, especially in spaces where social distancing is difficult (e.g., shuttle buses, faculty offices).
  • Where to get masks: University Center Campus Information Desk, Central Library, The Commons Information Desk.

🌡️ Daily health screenings

To keep one another safe, Mavericks must self-monitor daily for COVID-19 symptoms.

  • What to do: perform a daily health screening, including a temperature check and self-monitoring report, before reporting to campus each day.
  • Symptoms to check for: cough, shortness of breath, chills, muscle pain, headache, sore throat, loss of taste or smell, diarrhea.
  • Why it matters: early detection prevents spread and protects the campus community.
  • Don't confuse: this is a self-monitoring responsibility, not a campus checkpoint; students must check themselves daily.
48

COVID-19 Student Resources

10.7 COVID-19 Student Resources

🧭 Overview

🧠 One-sentence thesis

UTA monitors COVID-19 conditions and encourages voluntary safety measures including face coverings, daily self-screening, and free on-campus testing to maintain a healthy campus environment.

📌 Key points (3–5)

  • Current policy: Face coverings are no longer required but encouraged, especially in crowded or close-contact spaces.
  • Daily responsibility: All students, faculty, and staff must self-monitor daily for COVID-19 symptoms and perform temperature checks before coming to campus.
  • Free testing available: Multiple on-campus testing sites offer COVID-19 testing at no charge.
  • Reporting requirement: Students who test positive must fill out a Personal Diagnosis Form to notify the university.
  • Common confusion: Face coverings are encouraged but not required—the policy shifted from mandatory to voluntary.

😷 Face Covering Policy

😷 Current guidance

  • UTA no longer requires face coverings on campus.
  • The university encourages everyone to wear face coverings regardless of vaccination status.
  • Voluntary compliance helps protect the campus community.

📍 Where coverings are especially encouraged

  • Spaces where social distancing is difficult to maintain.
  • Specific examples mentioned:
    • Student shuttle buses
    • Faculty offices
  • These are enclosed or crowded environments where proximity is unavoidable.

🎁 Where to get masks

Free face masks are available at three campus locations:

  • University Center Campus Information Desk
  • Central Library
  • The Commons Information Desk

Don't confuse: "Encouraged" does not mean optional in the sense of unimportant—the university actively promotes the practice and provides free supplies.

🩺 Daily Health Screening

🩺 What is required

Daily health screening: a self-monitoring process that includes a temperature check and symptom report performed every day before coming to campus.

  • Who must do it: All faculty, staff, and students.
  • When: Every day before reporting to campus.
  • Purpose: To keep the campus community safe by catching potential cases early.

🌡️ Temperature threshold

  • Check your temperature daily.
  • Threshold: Greater than or equal to 100.4 degrees Fahrenheit signals a potential issue.
  • If you meet or exceed this temperature, do not come to campus.

🔍 Symptoms to monitor

Check for any of the following COVID-19 symptoms each day:

Symptom categorySpecific symptoms
RespiratoryCough; shortness of breath or difficulty breathing
SystemicChills or repeated shaking with chills; feverishness
PainMuscle pain; headache; sore throat
SensoryLoss of taste or smell
DigestiveDiarrhea
  • If you experience any of these symptoms, do not report to campus.
  • The excerpt emphasizes self-monitoring—students are responsible for their own daily checks.

Example: A student wakes up with a headache and sore throat. Even without fever, these are listed symptoms, so the student should not come to campus and should consider testing.

🧪 Testing and Reporting

🧪 On-campus testing

  • Cost: Free of charge.
  • Locations: Multiple sites on campus (specific locations updated on the university website).
  • Contact: UTA Health Services at 817-272-2771 for questions or concerns.
  • The university provides accessible testing to remove financial and logistical barriers.

📋 Reporting a positive diagnosis

  • What to do: Fill out the Personal Diagnosis Form if you test positive for COVID-19.
  • Purpose: Notifies the university so they can take appropriate measures (contact tracing, support, etc.).
  • This is a reporting requirement, not optional.

Don't confuse: Testing is available to anyone who wants it; reporting is required only if you receive a positive diagnosis.

🌐 Staying Informed

🌐 Official information sources

UTA continuously monitors official sources and updates policies throughout the school year.

  • Main COVID-19 response page: uta.edu/announcements/coronavirus
  • Face covering guidance: COVID-19 Face Covering Guidance website
  • Daily self-monitoring instructions: Reporting and Daily Self-Monitoring website
  • Testing locations: uta.edu/announcements/coronavirus/testing

🔄 Policy updates

  • The excerpt notes that UTA "continues to monitor" and "ensure current procedures are conducive to a healthy and safe campus."
  • Policies may change as conditions evolve—students should check official sources regularly.
  • The shift from required to encouraged face coverings is an example of policy adaptation.
    No Limits | Thetawave AI – Best AI Note Taker for College Students