LSU TSN workbook_ addtl resc MENTOR

Tiger Success Network

Content:

Overview of Tiger Success Network

Model of Engaging Students

Mentor/Mentee Visits Visit 1 – September Visit 2 – October Visit 3 – November

Additional Resources

2015


Tiger Success Network:

The Tiger Success Network is designed to identify at-risk students and provide those students

with additional resources through a LSU staff/graduate student mentor. Below are some

highlights of the program:

Students invited to the program must agree to participate. By asking students to “opt-

in”, the hope is Mentors and Mentees will have more successful and meaningful

interactions.

Mentors are assigned 1-2 students to maximize the Mentor’s time with students.

Mentors will be provided a workbook for each of the three visits, along with additional

resources.

Students will take StrengthQuest (at no-cost), allowing the Mentee(s) to further explore

their talents and develop as student leaders.

Mentors will use the KCE model of engagement, where Mentors will KNOW their

Mentee, CONNECT their Mentee to the LSU campus and EMPOWER their Mentee to

achieve success.

Updates of student progress will be communicated via Beacon system.

Schedule:

Visit 1 – Knowing: September 7th – 23rd

Visit 2 – Connecting: October 5th – 23rd

Visit 3 – Empowering: November 4th – 20th

Mentors are to initiate the scheduling of each of the three sessions, by reaching out in a

form of communication that is most comfortable.

Mentors will receive reminders about sending out emails/communication to their

mentee each month.

Overview of Tiger Success Network

Mentor Responsibilities & Expectations:

General Expectations:

Mentors will meet with their Mentee a minimum of three times; additional visits are

encouraged at the need of the Mentee and availability of the Mentor’s schedule.

Mentors will work with mentee to complete visit activities.

Mentors will be knowledgeable of campus resources and able to refer students to

appropriate offices.

Mentors will keep mentee information confidential, only sharing student information

with appropriate campus professionals.

Mentors will follow-up with non-responsive students.

During the Visits:

Mentors will be encouraging and express their desire to help their Mentee.

Mentors will engage their mentee in purposeful conversations about the transition

process to LSU, exploring challenges and successes.

Mentors will discuss the nature and demands of pursing a college degree, helping their

Mentee develop realistic expectations.

Follow-up:

Mentors will follow-up with their Mentee after visits with additional resources or

answers as necessary.

Mentors will be responsible for posting brief and informative updates on the Beacon

system following each of the three visits.

How to Access Beacon:

Link: https://lsu.campuslabs.com/Beacon

Sign in using your LSU Username and password

https://lsu.campuslabs.com/Beacon

Model of Engaging Students The main goal in serving as a Mentor is to develop a relationship with your Mentee. To help facilitate meaningful

relationship, Mentors are encouraged to use the KCE model of engaging students. Mentors should KNOW their Mentee and help their Mentee KNOW themselves. Mentors should encourage their Mentee to CONNECT with LSU and the

greater community. Lastly, Mentors should EMPOWER their Mentee to be responsible members of the LSU community and strive for academic & personal success.

Know- Self

LSU Students will continue their self-

discovery.

Know- Others

LSU Students will have the

opportunity to form meaningful

relationships with faculty, staff and

student peers.

Participate in activities that explore identity (including what it means to be a college student)

Explore their values and beliefs

Explore student organizations based on the student’s identity and interests

Understand how talents skills and abilities impact their academic/career choices

Spend time getting to know their roommate(s) and residence hall community

Feel supported and understand faculty , staff and student staff members can be utilized as a resource

Interact with a diverse community and feel a part of and responsible for a positive & inclusive campus environment

Connect- to LSU

LSU Students will increase their feeling

of connection to the LSU campus.

Connect- to Greater

Community

LSU Students will increase their feeling

of connection to the greater Baton

Rouge community.

Participate in initiatives to meet others at LSU

Develop pride in LSU

Gain awareness of and utilize student support services and resources

Participate in campus events and leadership opportunities

Connect with faculty outside of class and establish an academic home

Connect to the immediate and at large community

Develop an awareness of how their actions affect communities around them.

Attend campus & community based initiatives focused on diversity and social justice awareness

Explore local Baton Rouge organizations and community events

Empower- To Act

LSU Students will demonstrate social

justice and personal responsibility

effort within the LSU campus and the

greater community.

Empower- To Succeed

LSU Students will gain tools for

academic and personal success,

increasing their effectiveness towards

degree completion.

Engage in community service opportunities to create a positive impact on the campus and greater community

Support LSU community members in academic and personal pursuits

Develop healthy behaviors and relationships with peers

Feel comfortable seeking out and establishing a relationship with a mentor on or off campus

Participate in academic success activities

Utilize campus resources such as Campus Activities, Center for Academic Success, Center for Freshmen Year, and Career Center, etc.

Develop academic interests outside of the class room

Knowing

Connecting

Empowering

Adapted from Texas Christian University – Community Renewal

Visit 1 - Knowing


September

Items Covered:

Getting to Know My Mentee (12 minutes)

Review of SSI Report (12 minutes)

Academic Tools for Success (11 minutes)

Goals:

Develop a rapport with your Mentee; this initial meeting should be a time for you to learn about them but also a time for you to connect with them on a personal level.

Identify and explore the concerns/challenges facing

the student’s academic, social and personal transition.

Review the resources that may be most beneficial to your Mentee and encourage utilization of those resources.

To do prior to meeting with Mentee:

Print and review Mentee’s SSI report

To do after meeting with Mentee:

Make notes in Beacon

Name: _________________________________ LSU Email: ______________________________

Home State: __________ High School GPA: _______ Major: ______________________________

Where are you living this fall? __________________

What are your goals for your college experience?

How do you hope to perform academically? What experience do you hope to gain outside the class room? Academic: Outside the class:

What were your study habits in high school? How do you think your study habits may need to change in college? (How did you study? Amount of time to study? Reading class materials? Complete HW? What subjects did you do well in? What subjects were challenging?)

What about college are you are excited about/looking forward too?

What are some things you are nervous or feel uncertain about?

How would you like me to support you as your mentor?

Why did you decide to come to LSU? What has your experience been in your first couple of weeks of school?

Getting to Know My Mentee Introduce yourself and share a little about yourself with the student before starting. Utilize this form to get to

know your Mentee. The goal of this form is to help you gain an understanding of the concerns your mentee may have and help you better address those concerns.

Six areas the SSI measures:

Academic Engagement – Commitment to school work and the value placed on academics.

Academic Self-Efficacy – Confidence to achieve academically and succeed in college.

Campus Engagement – Involvement in campus activities and connection to the college

Educational Commitment – Dedication to obtaining a college degree.

Resiliency – Approach to challenging situations and stressful events

Social Comfort – Comfort in social situations and ability to communicate with others.

Tips for facilitating a conversation on the SSI report:

Asking Permission Questions – students are more likely to discuss topics when being asked rather than

lectured.

o “Do you mind if we talk about your SSI report…” “Can we talk a bit about your…”

Eliciting Change Talk – allows the student to verbalize the importance of personal change

o “What would you like to see different about your current situation?” “What types of

actions/changes do you think might be beneficial to you?

Exploring Importance & Confidence – use rating scales (1-10) to gage how a student is feeling on a

particular topic.

o “How are you feeling about?” “How do you think you might increase your confidence in this

area?”

Opened – Ended Questions - helps to build rapport and allows for deeper conversation.

o “What are your initial thoughts?” Are there any areas of the report that surprised you?”

Reflective Listening – Requires careful listening to make reasonable deductions about what the

student’s current situation.

o “It sounds like...” “What I hear you saying is…”

Normalizing – conveys the student’s situation is not uncommon, not intended to express that change is

not needed.

o “A lot of students are concerned about …” “Many first year students report having similar

experiences...”

Summaries – used to link what is being communicated and used to wrap up a conversation.

o “It sounds like you are concerned with ____ and would like to try ____ to increase your

success”

Suggested questions to explore with your Mentee:

What are your initial thoughts about your results from the SSI report?

Do you feel this is an accurate depiction of you?

Are there any areas of the report that surprised you?

Are there recommendations from this report that you think would be beneficial?

How might your scores in each of the areas impact your ability to be successful here at LSU?

How can you utilize your strong areas to be successful?

In order for you to consider your first semester a success, what are some things that need to happen?

Review of SSI Report & Goal Setting Before meeting with your mentee, review their SSI report. Makes notes about areas to explore and prepare for how your Mentee may response to the results. During the visit, review the six areas the SSI report measure and then facilitate a conversation with your Mentee about the report findings. After this is done have your mentee

share with you their SSI Goal Setting activity.

Academic Self-

Efficacy

How can you build

confidence level to

help you achieve

academically?

Goal:

Academic

Engagement

Campus

Engagement

Educational

Commitment

Resiliency

Social Comfort

Action Plan: (Steps & Timeline)

Student Strengths Inventory (SSI) Goal Setting Activity:

How will you show

commitment to

school work and

academics?

Goal:


How will you get

involved in campus

activities &

connected to LSU?

Goal:


How will you

enhance your

dedication to

obtaining a college

degree?

How will you

approach

challenging/

stressful situations?

How will you get

involved in campus

activities &

connected to LSU?

Goal:

Goal:

Goal:




Managing Grade Expectations & Academic Goals

Course: Realistic Grade I Hope to Earn:

What study skills do I need to do well in this

class?

What are some possible challenges

I may face?

Resources that could be helpful:

Academic Expectations & Tools for Success During this time, please have your mentee fill out the Managing Grade Expectations, if they haven’t already. Review this

document with them talking about their grade expectations and determine if their expectations align with their expected level of study time. Explore areas of discrepancies and brainstorm campus resources. Follow up this conversation by

reviewing any of the additional resources you feel would be most helpful for your Mentee.

Academic Tools for Success

Follow up this conversation about Academic Expectations with a review of the academic resources listed under the additional resources section of this packet.

Resources you may consider sharing with your Mentee at this time include:

Learning Level’s Bloom’s Taxonomy

The Study Cycle

How I Learn

Feel free to review any of the other resources, you believe will beneficial to your Mentee during your

visit.

Visit 2 - Connecting

Items Covered:

Revisit SSI Goals & Transition Update (10 minutes)

Exploring Signature Themes (15 minutes)

Getting Connected (10 minutes)

Goals:

Get an update from Mentee on their academic and social transition. Develop an understanding of their successes and challenges.

Identify your Mentee’s top 5 signature themes and

explore how these themes can be utilized to promote

greater success.

Develop an understanding of how your Mentee has gotten connected on campus; explore additional areas your Mentee would like to get involved with.


Review notes from previous meeting

Be familiar with Signature Themes



Tiger Success Network October

Revisit SSI Goals & Transition Update Visit with your Mentee; discuss how their experience at LSU has been thus far. Utilize this form to evaluate how your Mentee has transition into LSU both academically and socially. Identify the areas of success and areas that need additional support. Have your Mentee share how their progress with the SSI goals and discuss new goals.

How have you been? How has your first month at LSU gone for you? Has your college experience matched your expectations?

How are your classes going? What classes are you enjoying the most? Are there any classes you are struggling with?

How are you preparing for classes? What type of study habits have you developed? How have you been managing your time?

Last time we met, you shared six goals you created based on your SSI report. What type of progress have you made with your goals? Are there any goals you haven’t completed that you think may be helpful to you?

Are there any new goals you would like to set for yourself? Are there any resources you think would be helpful for you to explore?

Have you decided to get involved with any clubs and organizations on campus? Outside of classes, how do you spend your time?

Exploring My Signature Themes: In the space below, identify each of your themes and describe what this theme means to you.

Signature Theme Definition of the theme in your own words

In the space below, describe how you could put each of your themes into action to help you excel while at LSU.

Signature Theme How could this theme be put into action to help you excel

Exploring Signature Themes Have your Mentee fill out the “Exploring My Signature Themes” form, if they haven’t done so already. Ask your

Mentee to share with you how they identify their signature themes. Discuss how your Mentee could develop these themes and use their themes to promote success.

Tips for Talking with your Professor:

Step 1: Make an appointment:

Review the syllabus for your instructor's office hours or find your instructor using the LSUDirectories.

Go to your instructor's office during the posted hours.

If you're uncertain of your instructor's office hours, ask for them.

If your schedule conflicts with the office hours, tell your instructor why you can't make thescheduled office hours and request alternate times you two could meet. It's important to beflexible.

o Mention your specific concern and indicate the amount of time you think you'll need.

It helps to make a list or notes beforehand for easy reference.Step 2: Establish rapport.

Be on time for your appointment.

When you arrive be pleasant, smile, introduce yourself again (include your name and class),and shake hands if appropriate.

Thank the professor for meeting with you and ask them how they are doing.Step 3: Present your concern.

Focus on the specific questions you've identified as problematic.

Have your question(s) or problem(s) written out so the instructor can see where you areencountering challenges.

Step 4: Provide background information.

Briefly tell your instructor about your high school background and preparation for the courseif relevant to solving the problem.

Explain the study strategies you've used to understand the material.Step 5: Redirect for clarification.

If the instructor’s explanation isn’t clear, redirect his/her attention to the specific point whereyou became confused.

Talk through your problem so the instructor hears your reasoning.Step 6: Summarize resolution of the problem.

I was missing this step in...I need to apply this formula...Step 7: Thank your instructor.

And ask to come back if necessary.

Adapted from University of California Santa Cruz – How to Talk to Faculty

Getting Connected Encourage your Mentee to get connected at LSU, both inside and outside of the classroom. Spend some time

talking with your Mentee about the importance of building relationships with their faculty members and getting involved outside of the classroom.

Meeting with My Professors Much of your academic experience is focused inside the classroom; however there is great importance in developing a relationship with faculty outside of class time. One of the best ways to perform better in the class is to visit your professor during their office hours or schedule a meeting time. This will allow you to gain a better understanding of class expectations and content material. Take a few minutes to think about each of your classes the relationship you have with your professors.

Identify 2-3 professor you think visiting with could be most beneficial to your academic performance:

___________________________ _____________________________ ____________________________

Set a timeline for when you would like to meet with your professors:

________________________________________________________________________________________

Course Name Professor Name How would you describe your

relationship with this professor?

Potential Topics to Discuss with my Professor:

How Do You Want to Get Involved?

In order to better understand how you want to get involved at LSU, response to the questions below:

I like to be around events with lots of people and excitement.

____ No ____ Not Really ____ Maybe ____ Sure ____ Sign Me Up!

I like to plan events and be in the middle of things.


I like to volunteer in the community.


I am into sports, athletics or working out.


I enjoy a good social event where I can meet other people.


I would like to explore my major or career opportunities more.


LSU School Spirit is important to me.


I would like to explore my ability to lead.


I enjoy learning about diverse cultures and people different from me.


I would like to find an experience that helps raise my GPA.


I want to help contribute to making LSU a better place to attend school.


I am outgoing and spontaneous.


My spiritual life is important to me.


I was involved in a lot of activities in High School.


I enjoy the arts and/or performing


I am interested in traveling/studying abroad.


Adapted from University of North Texas - Your Involvement Menu

Campus Life • Office of the Dean of Students • Division of Student Life and Enrollment

350 LSU Student Union • Baton Rouge, LA • 70803 • (225) 578-5160 • www.lsu.edu/CampusLife

Additional resources are located in 256 LSU Student Union.

TigerLink is your personal involvement management system that tracks your activities outside of the

classroom! It provides an Involvement Résumé, accurate tracking of membership rosters and service

hours, and social media integration. Its user-friendly layout will simplify managing your experiences at

LSU.

ACTIVATING YOUR PERSONAL PROFILE!

As a member of the LSU Community, you have a profile within TigerLink. You simply need to activate it.

Complete the following steps to populate that profile.

1. Visit www.lsu.edu/tigerlink

2. Select the ‘Log In’ icon in the upper right corner of the screen.

a. Enter your PAWS ID and password in the designated areas. (If this is your first

time logging in, a second log-in screen will appear. Please enter your PAWS

information. You must use you ‘@lsu.edu’ email account, even if you mail is

forwarded elsewhere.)

b. Congratulations! You have logged into your profile.

i. Your name should appear in the top right corner of the screen.

ii. A default picture icon will appear in the drop-down menu, when you

click on your name.

3. Select ‘Settings’.

a. Your first name, last name, and email will appear in the designated areas. You

will not be able to change this information.

b. Select ‘Choose File’ button. This will automatically allow you to select an image

to upload.

i. *All profile pictures must be under 1MB in size and can be in various

image formats (.jpg, .png, etc.). PDF files are not supported.

c. The ‘Demographics’ information is preset based on information uploaded to

TigerLink from the Officer of the Registrar. You will not be able to change this

information.

d. Select ‘Social Media Profile Links’.

i. If you would like to link your personal social media sites to your

TigerLink profile, list them here.

e. Select the blue ‘Update’ button at the bottom of the screen to save your edits.

4. Select ‘Privacy Settings’.

a. Select ‘Show’ for your profile picture and for one of the email address options.

b. Select the blue ‘Save Settings’ button.

http://www.lsu.edu/CampusLife

http://www.lsu.edu/tigerlink

Campus Life • Office of the Dean of Students • Division of Student Life and Enrollment

350 LSU Student Union • Baton Rouge, LA • 70803 • (225) 578-5160 • www.lsu.edu/CampusLife

Additional resources are located in 256 LSU Student Union.

c. Select ‘Organization Roster Settings’. (This option may not appear until you have

registered or joined at least one organization.)

i. Select ‘Show’ for each organization (By selecting "Show," you will be

listed publicly on the associated roster. Public rosters may be indexed by

internet search engines.)

5. Select ‘Notifications’.

a. Set your preferences for ‘general email notifications’ and ‘comment wall

notifications’.

b. It is recommended that you leave your settings on ‘System Inbox and Email’.

i. Individuals who submit event requests, forms, and submissions will

receive these prompts when corresponding with students and staff

within TigerLink. The ‘System Inbox and Email’ setting will guarantee an

email prompt to the ‘@lsu.edu’ account on file.

ESTABLISHING PERSONAL PROFILE INTERESTS

At this point, your personal profile is complete.

Complete the following steps if you would like to set interests for your profile. Interests will be used to

match your profile with potential involvement opportunities.

1. Click on your name in the top right corner expand the menu.

2. Click on Involvement.

3. Click on the Interests tab.

4. Click on the interests in the left module that accurately describe you. If the interest has a blue

plus sign, you can directly add it. Any interests with a folder symbol will expand to list more

specific interests that can be added. All added interests will move over to the right module,

where you can rank them.

5. Move your mouse over an interest in the right module to display the navigation options. You can

move the interest up or down in the list using the blue arrows. You can also remove it

completely by clicking the trash icon. The ranking determines how organizations and events are

displayed to you under Recommendations for Organizations and Events.

** Any action on this page will automatically save. **

http://www.lsu.edu/CampusLife

Visit 3 - Empowering

Items Covered:

Transition Update (10 minutes)

Academic Planning (12 minutes)

Tools for Finals (8 minutes)

Goals:

Get an update from Mentee on their academic and social transition. Develop an understanding of their successes and challenges.

Discuss your Mentee’s academic plans for spring 2015; provide an overview of helpful resources.

Help your Mentee schedule a meeting with an Academic

Advisor if they haven’t already.

Discuss how your Mentee is feeling about the end of the semester; review the academic resources for test taking and exams.


Review notes from previous meeting



Tiger Success Network November

Transition Update Visit with your Mentee; discuss how their experience at LSU has been thus far. Utilize this form to evaluate how your Mentee has transition into LSU, both academically and socially, since the last time you met. Have

your Mentee share how they are feeling about the end of semester and classes for next year.

How is life at LSU going? How have you been since we last met?

How are your classes going? How are you performing? Are there any classes you are struggling in?

The end of the semester is right around the corner, how are you feeling about final exams? What are you expecting your final GPA will be? Do you feel you are on track to earn that GPA?

Are you still interested in your major? Are you considering other majors? Have you thought about what you would like to do with your degree?

How are your campus activities going? (Ask them about the specific activities they mentioned last time or the plans they had for getting involved).

Have you thought about your classes for the spring semester? Have you scheduled an appointment to meet with your advisor?

Are there particular ways I could be supporting you in the next couple of weeks as the semester wraps up? Would you be interested in continuing our meetings next semester?

My Academic Degree Audit:

Fill in the below boxes with the classes you took during your first semester and tentatively fill in the classes you need to take for the next three semesters.

Fall 2015 Spring 2016

Fall 2016 Spring 2016

Helpful Academic Planning Resources:

General Education Requirements: LSU students are required to take 39 hours of general education courses in

order to graduate, use the website listed below to find more details on requirements and classes that count

towards general education classes.

Website: http://catalog.lsu.edu/content.php?catoid=2&navoid=175

Comprehensive Academic Tracking System (CATS): Each major at LSU has a recommended path of classes to

take and when to take them. Be sure to review your recommended path when deciding on what classes to

take and when. Questions about your recommended path can be directed towards your academic advisor or

the email listed below.

Email: [email protected] Website: http://appl010.lsu.edu/stu%5CRecmndPath.nsf/RecmndPathOpen?OpenForm

Select your College > Select most current Catalog Year > Select your Degree Program

University Center Freshmen Year: Location where most LSU freshmen will receive academic advising. You can

schedule an appointment online, call the office or walk-in.

Phone: 225.578.6822 Office Location: 150 Allen Hall Website: http://www.lsu.edu/universitycollege/ucfy/

Academic Planning Discuss with your Mentee their academic plans for the Spring Semester. If they have not already scheduled a

meeting with their academic advisor review with them the process of scheduling a meeting. Explore with/ empower your Mentee to review the additional Academic Planning resources provided.

http://catalog.lsu.edu/content.php?catoid=2&navoid=175

mailto:[email protected]

http://appl010.lsu.edu/stu%5CRecmndPath.nsf/RecmndPathOpen?OpenForm

http://www.lsu.edu/universitycollege/ucfy/

Tools for Finals

In the “Additional Resources” section of this workbook there are several great resources on preparing for finals exams. Please take some times to review these resources with your Mentee. Discuss any area of concerns your Mentee may have, and their strategy for approaching finals week.

Resources you may consider sharing with your Mentee at this time include:

Preparing for Midterms & Finals Exams General Test Preparation Strategies

Ace My Tests Action Plan Reduce My Stress

Additional

Resources

Academic

Career Exploration

Time Management

Financial Management

Strengths Quest

Resources for students at LSU 7/2014

Academic & Support Services LSU is committed to your academic and personal success. In addition to working with your academic advisor, take advantage of the support systems the university offers to help you succeed.

All students to review the university’s Policy Statement-22 (PS-22) regarding Student Absence from Class. It is important to be aware that any student who finds it necessary to miss class assumes responsibility for making up exams, obtaining lecture notes, and otherwise compensating for what may have been missed.

Academic Services

Center for Academic Success (CAS) offers valuable tools and strategies, both online and in person, to help you achieve your academic goals. Services include private consultations, workshops, tutoring, and peer-led study sessions to help maximize your learning potential. CAS provides strategies for time management, test preparation, test anxiety, note-taking, as well as concept- mapping and college-level reading strategies. |B-31 Coates |225-578-2872 | [email protected] |www.lsu.edu/cas

Communication across the Curriculum (CxC) helps improve students’ written, spoken, visual and technological communication skills in the disciplines through coursework, workshops, individual instruction, and the LSU Distinguished Communicator program. CxC has four Communication Studios across campus with trained mentors to assist with communication-related projects. Studios contain practice presentation rooms, individual and group workspaces, and multimedia equipment available for check-out. CxC studios are open to all LSU students. Some individual consultations are by appointment only. |208 Coates| 225-578-7795| [email protected]| www.cxc.lsu.edu

LSU Libraries offers support for instruction and research through print, databases, and online collections, as well as a one-credit course on how to do scholarly research. Subject librarians are available to help you with your particular major under Help/Find a Subject Specialist. |Middleton Library | 225-578-5652|www.lib.lsu.edu|Research Course |225-578-5652|www.lib.lsu.edu/instruction Hill Memorial Library Special Collections | 578-6568 | www/lib/lsu.edu/special Ask Us! | http://askus.lib.lsu.edu/ | 578-8875

Office of Multicultural Affairs (OMA) offers the Genesis tutoring program in math, sciences, business, and foreign languages to all students Monday through Thursday from 5 pm to 9 pm, as well as general assistance to students of color and other underrepresented students. |302 G LSU Student Union|225-578-4339| [email protected]|www.lsu.edu/oma

Support Services

Cale P. & Katherine Smith Student Financial Management Center provides resources and educational opportunities to support students in making positive financial decisions and managing personal budgets. |158 LSU Student Union| 225-578-1586| [email protected] |http://www.lsu.edu/sfmc

Disability Services determines and helps provide accommodations and services to students with disabilities. This support also includes temporary disabilities. |115 Johnston Hall| 225-578-5919|[email protected]| www.lsu.edu/ods

First Year Experience provides the resources and support that students need to make their first year at LSU a success. FYE offers programming for prospective and first year students, transfer students, and student veterans. FYE hosts individual strategy sessions to help students find their place at LSU. |128 Johnston Hall | 225-578-7357| [email protected] | www.lsu.edu/fye

LSU Olinde Career Center can help you choose a major, explore careers, and gain work experience through internships and co-ops as well as find full time jobs or prepare for graduate or professional school prior to graduation. |158 LSU Student Union | 225-578-2162 | [email protected]|www.lsu.edu/career

Student Advocacy & Accountability offers support services to students in crisis, distress, or of concern through the C.A.R.E. (Communicate, Assess, Refer, Educate) model to improve the quality of student experience. Among the services offered are behavioral intervention, access to the student food pantry, and resource referrals. |333 LSU Student Union | 225-578-9442 |[email protected]| www.lsu.edu/saa

Student Health Center provides integrated health care, including treatment, prevention services, counseling, wellness, and health promotion, through LSU’s Medical Clinic, Mental Health Service, and Wellness and Health Promotion department. |Infirmary Road | 225-578-6271| [email protected] | www.lsu.edu/shc

http://bit.ly/lsups22


http://www.lsu.edu/cas


http://www.cxc.lsu.edu/

http://www.lib.lsu.edu/

http://www.lib.lsu.edu/instruction

http://askus.lib.lsu.edu/


http://www.lsu.edu/oma


http://www.lsu.edu/sfmc


http://www.lsu.edu/ods



http://www.lsu.edu/career

mailto:%[email protected]

http://www.lsu.edu/saa


http://www.lsu.edu/shc

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The Study Cycle

4Reflect3

Review

Attend class - Due to the preview you will find yourself

Preview before class - Skim the chapter, review summary and chapter objectives. Look at bold and italicized print, headings, outlines, formulas, images and graphs. Ask yourself questions you would like answered in class. Preview

Attend

Attend class - Due to the preview, you will find yourself feeling more confident and “connected” to what is going on. As you take notes, create questions. Your notes will be more meaningful and clear.

Review - Repetition is the key to strengthening your brain’s th d ti l t R t ti

Review

Reflect

neuro-pathways and creating long-term memory. Retention and recall are improved the more you review using all 3 types of review (see below).

Reflect on your Learning - teach someone else, create your own tests, recreate the test environment, figure out what

1 After Class (5- 10 min) Scan Class Notes - fill in ‘gaps’, provide direction, see if you have questions.

Three Types of Review

Reflect learning strategies worked best for you, etc.

q

2 During the Week (30-50 min) Intense study sessions – Improve retention with daily of class notes

3 On the Weekend (30-50 min) Pull it together - Review all notes from the week

Intense Study Sessions 1 Set Goal (1-2 min) Decide what you want to accomplish

2 Study (30-50 min) Study with focus and action - organize, concept map, summarize, process, re-read, fill-in notes, reflect, etc.

3 Reward (5-10 min) Take a break - call a friend, play a short game, get a snack

y

4 Review (5 min) Recap or summarize what you just completed

The Center for Academic Success B-31 Coates Hall 225-578-2872 www.cas.lsu.edu

adapted from Frank Christ's earlier PLRS system (http://manoa.hawaii.edu/learning/PDFhandouts/TimeManagement/PLRS.pdf)

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Test PreparationConcept MappingConcept mapping is a way to arrange and manipulate material in a visual manner to assist your organization, comprehension and retention of material. It can be used to brainstorm ideas and to organize concepts that you are trying to understand. Some students actually take notes in the form of concept maps, while others use it to preview a chapter before reading. Try using it in many different ways and for different purposes.

Some material edited from Study Methods and Reading Techniques by Rhonda Atkinson and Debbie Longman, West Publishing

WhoDidWhat When

Where How Why

MainIdea

detail

detaildetaildetail

detail detail detail

detaildetaildetail

detail detail

Concept Map Uses• Brainstorm ideas• Organize concepts• Preview a chapter• Take notes• Practice retrieval

Chapter Map Examples:Design maps to fit your needs and style.

Test Preparation Preparing for Tests

Using the Study Cycle is one of the best ways to prepare for exams and one of the best ways to move material from short-term memory into long-term memory. For most tests in college, you must not only memorize the “whats”, but also must understand the “whys”, “hows”, and “what ifs”.

The Study Cycle requires previewing material, attending class, reviewing and processing material, and then reflecting on what you have learned. One of the critical elements of the review process is conducting multiple “Intense Study Sessions” throughout your week.

The Intense Study Session

Intense Study Sessions for Exams

Types of Tests

TP-2 1.10

1 Set Goal (1-2 min) Decide what you want to accomplish

2 Study (30-50 min) Study with focus and action - organize, concept map, summarize, process, re-read, fill-in notes, create study aids, reflect, etc.

3 Reward (5-10 min) Take a break - call a friend, play a short game, get a snack 4 Review (5 min) Recap or summarize what you just completed

Complete and understand required readings Summarize each section in your own words Create chapter maps or outlines

Complete and understand required assignments

Rework examples as practice (use help if needed). Work homework problems/exercises as if they are an exam

(no looking back for help!) Mark problems/exercises where you have trouble Go back and re-study those concepts

List major concepts to be covered on the test Highlight or mark stressed concepts

Know key concepts and vocabulary learn the “whats”

Create flashcards or lists (and review frequently) Define vocabulary Note people and their significance Diagrams Formulas

Understand and be able to apply the concepts learn the “whys”, “hows”, and “what ifs” for each concept/topic

Create concept maps Compare and contrast concepts Look for themes and patterns between concepts Understand how processes work or the chain of events —

draw your own diagrams Test your command of the concepts Teach or pretend to teach these concepts to someone else

If you get stuck, go back and spend more time Predict test questions: look for themes, and concepts that

have been stressed, look at old tests if available

Objective Tests Subjective Tests

Objective tests are usually based on concepts or theories and include multiple choice, true/false,

matching. In college, objective exams require high level critical reasoning and making fine discriminations

to determine the best answer.

Subjective tests are usually based on themes and topics and include essay, short answer, vocabulary,

and take home tests. In college, subjective tests require you share material you’ve learned about a topic

in an organized and thoughtful manner.

vs.

Center for Academic Success B-31 Coates Hall ▪ 225.578.2872 ▪ www.cas.lsu.edu

Ace My Tests Action Plan

Now that you have learned great strategies to prepare for your courses, prepare for your tests, and take your tests, create an action plan for yourself! Having specific goals and actions will give you direction. In this action plan, you will identify the most helpful strategies, set your goals, and track your progress .

Course Preparation

Strategies Identify the strategies that will best prepare you for your courses.

1. ______________________________________________________ 2. ______________________________________________________

Goals Define your goals for course preparation. 1. ______________________________________________________ 2. ______________________________________________________

Progress Track your progress with course preparation. _______________________________________________________

Test Preparation

Strategies Identify the strategies that will best prepare you for your tests. 1. ______________________________________________________ 2. ______________________________________________________

Goals Define your goals for test preparation. 1. ______________________________________________________ 2. ______________________________________________________

Progress Track your progress with test preparation. _______________________________________________________

Test Taking

Strategies Identify the strategies that will improve your test taking skills 1. ______________________________________________________ 2. ______________________________________________________

Goals Define your goals for test taking. 1. ______________________________________________________ 2. ______________________________________________________

Progress Track your progress with test taking. _______________________________________________________

PT-1 1.10


Test Preparation How to Prepare for Midterms and Finals

Often times, midterms and finals are cumulative. This means they cover all of the material you have received until that point. This usually encompasses massive amounts of material. In high school, you were typically given a study guide and were able to rely on short term memory to take tests. In college this is rarely the case.

Because of the massive amounts of material you are required to learn for tests, the infrequency of tests, and the fact that you are expected to perform at higher levels, you MUST learn how to move material from short term memory into long term memory. You must also keep up with assignments, etc. The following are some suggestions about how to prepare for exams.

How do I prepare? 1-2 Weeks Before the Exam:

Make a final exam review plan using a master-to-do list List specific details (chapters to read, specific tasks to complete)

How much time do I have before the exam? (semester calendar) Where and what kinds of time-blocks do I have available to study? How will I distribute my study time? (weekly calendar)

Locate exam room and double check time of exam Eat well, sleep well, and exercise and have some fun

How do I move material from short term memory to long term memory?

Use the study cycle Use your preferred learning style to process material

How do I make sure that I am covering all material that is going to be on the test?

Attend class (listen for cues from your professor about what he/she finds important) Use time management tools to keep up with assignments Complete all work and required readings Use a master-to-do list to list out all requirements for the test Ask your professor

How can I be sure that I know the material?

Test your learning (create your own exams, complete homework exercises as a test) Teach the material to someone else

How can I optimize my learning?

Utilize available resources: professor’s office hours, study groups, tutoring, supplementalinstruction sessions, etc

Discover your learning style and use it Take care of yourself: get adequate rest and eat healthy Stay connected: join an organization or group Set goals and reward yourself for meeting goals Learn how to manage your time effectively

TP-5 1.10


Career

Exploration

SOPHOMORE YEARJoin student organizations and professional associations related to your career field.

Use our Job Search resources to learn about résumés, cover letters and interviewing.

Upload your résumé for approval on Careers2Geaux.

Meet with our team to develop a search strategy for finding work experience.

Start confirming your career choice by gaining career-related work experience.

Pursue internships and co-ops through the On-Campus Interviewing Program.

Attend career fairs and other events.

Preparing for a career is a process. There are steps that should be taken no matter what year you are in school. Our Four-Year Career Plan can help you navigate the career planning process and stay on track.

TRAN

SITION

EXPLORATIO

NEX

PERI

ENCE

Four-Year Career PlanAW

ARE

NES

SFRESHMAN YEAR

Build your profile in Careers2Geaux.

Meet with a career counselor to identify and explore career concerns.

Identify interests, skills, work values and personality traits through career assessments.

Talk to faculty and review the LSU General Catalog to research majors.

Explore the “What Can I Do with This Major?” resources on our website.

Explore career choices by using LinkedIn and personal contacts to set up informational interviews.


JUNIOR YEARSign up for HRE 3331: Strategic Career Planning.

Decide if graduate or professional school is necessary to reach your career goals.

Schedule an appointment to have your résumé(s) and cover letter(s) critiqued.

Update your résumé and upload the revised version on Careers2Geaux.

Learn appropriate attire for recruitment events. Purchase business professional attire.

Complete an internship or co-op to gain experience and build your résumé.

Fine-tune your interview skills by scheduling a mock interview with our team.

Use Careers2Geaux to participate in the On-Campus Interviewing Program.


SENIOR YEARContinue to follow the Graduate/Professional School timeline, if applicable.

Develop your personal statement and have it critiqued by the Olinde Career Center.

Identify professionals who are willing to serve as references.

Schedule a mock interview to prepare for potential interviews.

Identify full-time job opportunities (utilize personal network).

Use Careers2Geaux to participate in the On-Campus Interviewing Program.

Tailor your résumé and cover letter to each full-time position for which you apply.


1

4

3

2

Time

Management

WE

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PL

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B-31 Coates Hall # 578-2872 # www.cas.lsu.edu

Hours Monday Tuesday Wednesday Thursday Friday Sat. Sun.

7:00-7:30

7:30-8:00

8:00-8:30

8:30-9:00

9:00-9:30

9:30-10:00

10:00-10:30

10:30-11:00

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12:00-12:30

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9:00-9:30

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11:00-11:30

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Mas

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Financial

Management

First Year Financial Transition Checklist

Getting Financially Organized

Have full knowledge of all terms, fees, and penalties of banking and checking accounts

Create a secure filing system for personal financial documents

Make a copy of important credit/debit cards in case of emergency (i.e. stolen purse/wallet)

Shred or destroy all documents with personal information

Ensure money related information is sent to one address (i.e. statements, bills, etc.)

Rent a mailbox from the LSU Student Union Post Office, if needed

Keep a planner of due dates for tuition, housing payments, credit card payments, etc.

Budgeting/Spending/Saving

Create a personalized budget (use our free format at www.sfmc.lsu.edu)

Set up checking and/or savings account

Identify priorities for your money each semester

Keep track of your spending

Review your budget and assess your progress

Modify your budget, if needed

Set 1 short term and 1 long term financial goal (use our free template at www.sfmc.lsu.edu)

Credit/Credit Cards

Talk with your parents about expectations and responsibilities

Research multiple cards and their terms (i.e. limits, APRs, fees, reward programs, etc.)

Choose the best card for you, if needed

Write “See Photo ID” on the back of credit/debit card to prevent identity theft

ONLY use credit card for emergencies or planned purchases that you can pay off monthly

Keep track of your purchases in your budget

Further Assistance

Talk with parents, family members, guardians, etc.

Schedule an one-on-one appointment with the Student Financial Management

Center Visit the Student Financial Management Center in 158BB LSU Student UnionVisit the Student Financial Management Center website at www.sfmc.lsu.edu

LSU Student Financial Management Center

www.sfmc.lsu.edu [email protected] ● 158BB LSU Student Union ● 578-1586

http://www.sfmc.lsu.edu/



http://www.cashcourse.org/LSU

Personal Financial Situation Assessment Worksheet

To start your self-assessment, and motivate yourself to do better, complete the following quiz. Mark A for Always, S for Sometimes and N for Never.

As a rule, do you: A S N

1. Refrain from over drafting your account □ □ □

2. Maintain more than $25 in your account □ □ □

3. Keep an “in case of emergency” fund □ □ □

4. Plan ahead for large expenses such as buying a car or moving into □ □ □ an apartment

5. Set goals and keep a budget for your net income □ □ □

□6. □ □ Spend no more than 50% of your budget on clothing andentertainment

7. Comparison shop for the purchase of most items □ □ □

8. Only pay for things you have the money in the bank to cover □ □ □9. Balance your checkbook or frequently utilize online banking □ □ □

10. Keep yourself financially updated by reading personal financial □ □ □ articles and magazines

If the majority of resulting checked boxes is: A – Always RELAX – You possess very good personal financial habits

and behavior. Congratulations!

S – Sometimes BE CAUTIOUS – You may need to change some personal financial habits and behaviors. Be aware and take steps to learn more about managing your finances.

N – Never DANGER – You may be in danger of losing control of your personal financial situation. Act now to take control of your finances by checking out resources available from the Student Financial Management Center.

Source: Money Management International’s Understanding Money and Credit Reference Guide

LSU Student Financial Management Center ● [email protected] ● 158BB Student Union ● 578-1586

Student Financial Management Center

FINANCIAL GOALS WORKSHEET

Setting personal goals are important. Setting financial goals will help you stay on track with financial

responsibility. It is important to set short term, medium term, and long term goals and write them

down. A written goal brings clarity and focus. It gives you a direction. By reviewing your goals

throughout a semester or year, you not only reaffirm what your goals are, but you ensure the goals are

still relevant. With the passing of time you may have found new insights that bring greater clarity and

focus to your goal and life. A written goal is a powerful reminder you can use to keep yourself on track

to attain greater success in your financial life.

Financial Goal

Achievement Date

Total Cost

Monthly/Weekly Savings Needed

Student Financial Management Center

www.sfmc.lsu.edu

[email protected]

(225) 578-1586

158 LSU Student Union


Strengths

Quest

Copyright © 2000 Gallup, Inc. All rights reserved. Gallup®, StrengthsFinder®, Clifton StrengthsFinder®, and each of the 34 Clifton StrengthsFinder theme names are trademarks of Gallup, Inc.

Clifton StrengthsFinder® Quick Reference CardAchiever People especially talented in the Achiever theme have a great deal of stamina and

work hard. They take great satisfaction from being busy and productive.

Activator People especially talented in the Activator theme can make things happen by turning thoughts into action. Once a decision is made, they want to act quickly.

Adaptability People especially talented in the Adaptability theme prefer to “go with the flow.” They tend to be “now” people who take things as they come and discover the future one day at a time.

Analytical People especially talented in the Analytical theme search for reasons and causes. They have the ability to think about all the factors that might affect a situation.

Arranger People especially talented in the Arranger theme can organize, but they also have a flexibility that complements this ability. They like to figure out how all of the pieces and resources can be arranged for maximum productivity.

Belief People especially talented in the Belief theme have certain core values that are unchanging. Out of these values emerges a defined purpose for their life.

Command People especially talented in the Command theme have presence. They can take control of a situation and make decisions.

Communication People especially talented in the Communication theme generally find it easy to put their thoughts into words. They are good conversationalists and presenters.

Competition People especially talented in the Competition theme measure their progress against the performance of others. They strive to win first place and revel in contests.

Connectedness People especially talented in the Connectedness theme have faith in the links between all things. They believe there are few coincidences and that almost every event has a reason.

Consistency People especially talented in the Consistency theme are keenly aware of the need to treat people the same. They try to treat everyone in the world with consistency by setting up clear expectations and adhering to them.

Context People especially talented in the Context theme enjoy thinking about the past. They understand the present by researching its history.

Deliberative People especially talented in the Deliberative theme are best described by the serious care they take in making decisions or choices. They anticipate the obstacles.

Developer People especially talented in the Developer theme recognize and cultivate the potential in others. They spot the signs of each small improvement and derive satisfaction from these improvements.

Discipline People especially talented in the Discipline theme enjoy routine and structure. Their world is best described by the order they create.

Empathy People especially talented in the Empathy theme can sense the feelings of other people by imagining themselves in others’ lives or others’ situations.

Focus People especially talented in the Focus theme can take a direction, follow through, and make the corrections necessary to stay on track. They prioritize, then act.

Copyright © 2000 Gallup, Inc. All rights reserved. Gallup®, StrengthsFinder®, Clifton StrengthsFinder®, and each of the 34 Clifton StrengthsFinder theme names are trademarks of Gallup, Inc.

Futuristic People especially talented in the Futuristic theme are inspired by the future and what could be. They inspire others with their visions of the future.

Harmony People especially talented in the Harmony theme look for consensus. They don’t enjoy conflict; rather, they seek areas of agreement.

Ideation People especially talented in the Ideation theme are fascinated by ideas. They are able to find connections between seemingly disparate phenomena.

Includer People especially talented in the Includer theme are accepting of others. They show awareness of those who feel left out, and make an effort to include them.

Individualization People especially talented in the Individualization theme are intrigued with the unique qualities of each person. They have a gift for figuring out how people who are different can work together productively.

Input People especially talented in the Input theme have a need to collect and archive. They may collect information, ideas, history, or even relationships.

Intellection People especially talented in the Intellection theme are characterized by their intellectual activity. They are introspective and appreciate intellectual discussions.

Learner People especially talented in the Learner theme have a great desire to learn and want to continuously improve. In particular, the process of learning, rather than the outcome, excites them.

Maximizer People especially talented in the Maximizer theme focus on strengths as a way to stimulate personal and group excellence. They seek to transform something strong into something superb.

Positivity People especially talented in the Positivity theme have an enthusiasm that is contagious. They are upbeat and can get others excited about what they are going to do.

Relator People especially talented in the Relator theme enjoy close relationships with others. They find deep satisfaction in working hard with friends to achieve a goal.

Responsibility People especially talented in the Responsibility theme take psychological ownership of what they say they will do. They are committed to stable values such as honesty and loyalty.

Restorative People especially talented in the Restorative theme are adept at dealing with problems. They are good at figuring out what is wrong and resolving it.

Self-Assurance People especially talented in the Self-Assurance theme feel confident in their ability to manage their own lives. They possess an inner compass that gives them confidence that their decisions are right.

Significance People especially talented in the Significance theme want to make a big impact. They are independent and sort projects based on the level of influence it will have on their organization and others around them.

Strategic People especially talented in the Strategic theme create alternative ways to proceed. Faced with any given scenario, they can quickly spot the relevant patterns and issues.

Woo People especially talented in the Woo theme love the challenge of meeting new people and winning them over. They derive satisfaction from breaking the ice and making a connection with another person.

Copyright © 2010 Gallup, Inc. All rights reserved.

Getting the Most Out of Your Clifton StrengthsFinder® Report

1. What was your first reaction to the Clifton StrengthsFinder results?

2. What new discovery have you made about yourself ?

3. What surprised you?

4. What theme did you think you would see at the top, but didn’t?

5. Have you shared your Signature Themes report with anyone? What was the reaction?


Building Strengths

Strength: the ability to consistently provide near-perfect performance in a specific task

talentS: a naturally recurring pattern of thought, feeling, or behavior that can be productively applied

Skill: the basic ability to move through the fundamental steps of a specific task

knowledge:what you know as a result of either formal or informal education


Picture of Excellence

Write the name of a effective or successful person on the line below.

List some characteristics of this person.

Now complete these statements about yourself.

The time when I am at my best is . . .

The best thing about me is . . .

What I enjoy doing most is . . .

The best time in my life is/was . . .

I earn my best grades when I . . .

I enjoy learning about . . .

The best job I ever had was . . .

The best project I’ve ever been involved with was . . .

Documents

LSU TSN workbook_ addtl resc MENTOR