In exploring Northcentral University’s Academic Success Center, I determined several aspects and services to be particularly useful. These include Written Resources in the form of the various communities under the Academic Success Center, the Tiers of Service feature, and the Coaching offerings.
The Academic Success Center functions similarly to a parent organization in that it offers various Written Resources in the form of communities. These communities then function as subsidiary organizations of the Academic Success Center. Specific examples include the Research and Statistics Support Unit Community, a Resources for Writers Community, and an APA Style Guidelines Community. Each community offers specialized resources and materials including but not limited to: websites, case
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studies, videos, articles, journals, etc. to facilitate student engagement, incorporate a multitude of offerings to match various students’ learning styles, and ultimately ensure each student is successful in their academic endeavors. In addition to the Written Resource communities, the Tiers of Service offered by the Academic Success Center also include: Self-Editing, Proofreading, and Grammarly, APA Style Central, and a Live Chat Feature. Grammarly is a service I was not previously aware of, that I believe will be of particular use in my current and future academic and professional pursuits. Finally, and perhaps of the most significant use, is the Coaching services offered by the Academic Success Center. It is my opinion that while videos, written materials, and online services are beneficial, in some instances the ability to interact with another, more experienced individual far supersedes the learning and comprehension garnered from independently reading online material, watching video explanations, or a combination of the two. In exploring Northcentral University’s Dissertation Center, I determined the Essentials and Research Resources to be of the most use. The Dissertation Center Essentials, such as the Doctoral Student Experience Handbook (DSE), clearly outline for each Doctoral Student, the expectations of the program, the process by which each student should complete their dissertation, provides a rubric, and identifies to the student the Dissertation Committee’s composition and role. The DSE will be useful as a tool and guide for successfully completing my dissertation coursework. The main challenge I faced was navigation and the uniformity of information provided during the course of exploring the Dissertation Center.
The Dissertation Center link provided in the Course Module section, Books and Resources for this Week, opens a webpage that provides a navigation menu on the left-hand side of the webpage, but also directs the student to The Commons as the new location for accessing this information. The general statement on the Dissertation Center link advises there is a new Dissertation Resource Manual which could not be located. Additionally, when accessing the Dissertation Resource Center via The Commons, under Essentials, I found the Doctoral Student Experience Handbook (DSE).
Another challenge I encountered is the apparent lack of documentation containing a Table of Contents, specifically the Doctoral Student Experience Handbook. In a document containing multiple sections that present a large scope of information, it would be much easier to reference a Table of Contents to locate specific information than to have to scan the entire document.
I find it particularly challenging to navigate information when the information presented does not appear to be
consistent. Through my exploration of the Academic Success Center I discovered the self-editing tool Grammarly, which I am most excited about. When selecting the Self-Editing and Proofreading services, there are additional content boxes, but there appears to be an error with NCU’s website in displaying this information, as the title sections display content boxes rather than information (screenshot below). Through my exploration of the Dissertation Center I discovered there are differences in dissertation approaches, as students can choose to complete their dissertation research via a practical or theoretical approach. I also learned students are required to obtain and maintain CITI certification when/if they are submitting IRB applications. I was pleased to learn NCU offers both a calendar for current dissertation defenses, as well as, a repository for published dissertations. I believe the ability to investigate ongoing and former students’ work is beneficial as a guide in completing my own dissertation research and argument.
... (outside OSU), how to market ourselves, and how we have overcome many other challenges throughout the years. There’s a wide variety of information in this manual, from journal notes, to interviews, articles, etc. It all shows the thought and care that has gone into a lifetime commitment by Fred Karimian (the founder of Do-Jung-Ishu), Ricardo Wilson (Fred’s first assistant), myself (Fred’s second assistant), and many others, including our current instructors and students. I hope you will continue to help in this preservation by documenting your experiences as well.
For the purposes of this paper, student success is defined as graduation from college, transferring from a community college to a university or 4-year college, or graduation from a 4-year college or university or graduate school. This broad definition accounts for students that have more immediate goals (e.g., obtaining an associate degree in nursing and immediately entering the workforce) and for those that are interested in obtaining a 4-year degree or graduate degree and then become a part of the workforce.
In “Choosing Success in College and Life”, Carol Kanar exposes students to the foundational skills that they will need to develop in order to be successful in the college setting. Effective interpersonal skills and understanding that people are the biggest resource can be two of the biggest factors in how a student assimilates to campus life. Students can be intimidated by all of the offices and professional titles that surround them when entering this new surrounding. It is important that students understand that their desire to succeed is met by college professionals’ mutual desire to see the same. The blueprint for this success should first begin with the students’ inner belief in themselves. Second, the student should familiarize themselves with all that the college has to offer by way of various supportive offices, support groups, and clubs. Finally, the students should begin to set scholastic, life, and financial goals for themselves.
One way I hope to achieve this is by creating programs and support groups that foster the idea of student success. In college, I was fortunate enough to be involved in the First Generation Scholar Program, which allowed me to be surrounded by a supportive group students and advisors that helped facilitate my transition into college. In the program, we had weekly meetings to ensure that we were on track with our academic goals. In addition, we were in constant contact with other students in the program, creating a sense of community among students of our same background. All of this care and assistance created a nurturing environment that cultivated a sense value, acceptance, and encouragement.
Many students are struggling in college. According to the New York Times Web site, only 33 percent of the college students are graduating in six years. Obviously students still need much help to succeed in order to get where they want to go. Although college can be challenging, I am going to succeed by using advice from experts, by developing strategies and ideas, and by taking advantage of the benefits offered by my college.
College success has become a most desirable goal. However, many students struggle through college. In fact, according to the Website Ask.com, approximately 15 percent of college students receive a degree. Because I’m willing to earn a degree like many other successful students, I find that college is the stepping stone to my dream goals. I know that college is difficult, but I realize that attaining my dream of a college education will require me to understand the benefits of what I’m learning, to prepare for obstacles, to seek advice, and to create effective and reasonable strategies will help me achieve my goals.
& Holubee, 1993). This emphasis on academic learning success for each individual and all members of the group
Pike, Laurie. "Elizabeth Sayles." Los Angeles Magazine Feb. 2009: 52. Student Resources in Context. Web. 30 Mar. 2014.
As I am reaching the end of my third year at Minnesota State University, Mankato (MSU, M), I realized that I had never utilized the Career for Academic Success like I should have. There had always been people coming into my classes taking about the endless uses for the Center, but I’d never thought I had a need for it. Thee has been nothing preventing me from using the Center, I just have never struggled in a class or had a need to go there. They seem very helpful and useful, although I don’t usually like to ask for help.
Our program develops confident, productive, responsible and self-reliant young adults that are capable of succeeding in their CTE majors and in their pursuit of post-secondary degrees.
In most of our lives, we learn from those who can teach. Experienced elders or specialists teach us how to live, conduct ourselves, relate to one another and survive in different environments. My first day in USIU I was handed a student handbook which had all the rules and information about the university. That handbook was written with a purpose which was to instruct and advice. The purpose of instructions from this type of writing is to explain to readers about something or what they should do.
Every 26 seconds one of our kids drops out of high school, that's 1.3 million students each year. The main reason for dropping out, the failure to succeed. Society puts an insurmountable amount of pressure on these kids to succeed, however this can actually be extremely detrimental to the students and children.
Being a successful student and achieving continued academic success is fundamental in order to complete an associate degree and become a successful professional. College is challenging, but it can be a rewarding growth experience and easier when setting up goals. Having educational and career goals helps students keep the focus and motivation. Besides, having knowledge of different learning styles can help students learn about themselves and increase efficiency while studying. Writing skills learned in college are also a powerful tool for both academic and career success. The campus is a great place to find tools to succeed and achieve continued academic success. It is also important to keep academic honesty as a good habit and as a value of integrity throughout college and later on in the professional environment.
In the college success strategies (COLL 101) class, we had explored various areas of future possibility. Throughout the quarter, We sketched out the big pictures of the future. We identified potential destination and explored the path to get there. In this reflection essay, I would like to talk about and reflect on personal development throughout the quarter.
In their review of the relevant literature, they found that time spent in study skills programs were the greatest predictor of academic success for students who were academically unsuccessful prior to receiving academic support services. In the study that they conducted, results showed that students who were academically unprepared at pretest actually performed better after attending the study skills program than an academically prepared comparison group who had not received study skills training. The researchers found that the study skills program improved the participants’ academic self-efficacy as well as their study skills. Their finding indicate that receiving academic support services focused on study skills is associated with students feeling more capable of success and with improved academic performance (Wernersbach et al., 2014).