Tips For Successful Students

Many of these tips were taken from materials prepared by the Learning and Academic Skills Center (LSAC), located in Eddy Hall on the East Bank Campus. LASC has many other helpful materials and classes designed to help students improve their academic skills. If you need help improving some of your academic habits, check with your Disability Specialist to see if LSAC could be of help to you. 1) Tips for Success in Class Prepare in advance for each lecture so that the material is somewhat familiar. Have a system of taking notes. Sit in the front row of class to maximize eye contact and reduce distractions. Study in small segments. Be ready to write when lecture begins. Attend lectures regularly. Keep material for class organized and in one place. When taking notes in class, listen actively, intend to learn from the lecture. Note any concepts, rules, techniques, problems that the instructor emphasizes. Copy everything on the board regardless. If you miss something in the lecture, or dont understand what is being presented, then write down what you can catch-especially key words. Be sure to skip several lines so you can fill in the missing material later. Carry extra pens and pencils. Dont doodle, it distracts. 2) Tips for Successful Studying Choose a regular time to study each day so that you set a pattern for yourself. Listen to taped lectures the same day of class to review material and reorganize notes. Summarize, review, and edit your notes the same day of class. Review class notes daily and conduct weekly reviews, and edit your notes. Plan to spend approximately two hours studying for every hour of in-class instruction. Set realistic study goals. Keep a pencil in your hand while studying so that you can be an active participant in the process. Design an adequate study environment for yourself. Check lighting, noise, comfort of furniture, etc., in 3 or 4 places to determine which spot works best for you. Make sure you have all the tools (i.e., compass, notebook, pens) you need before beginning a study session. Note questions to be clarified before an exam. Keep one calendar of due dates and exams. Meet with professors to discuss written assignments. Ask for rough drafts to be evaluated. Study in small segments. Become familiar with the campus resources (e.g., DS, TRIO, Learning and Academic Skills Center). 3) One More Really Important Tip Take care of yourself. Eat well, sleep enough, and exercise regularly.

When a student with a learning disability (LD) or attention deficit disorder (ADHD) comes in with documentation less than four years old, a needs assessment is completed, a letter is taken to their professors for accommodations such as: permission to tape the lectures (used for study purposes only), assistance in identifying a classmate who would be willing to share their notes, alternative means of evaluation on tests: o o o o extended time (usually 50%) reader (1 week prior notice required) scribe (1 week prior notice required) a quiet separate room

Other accommodations available are: Study strategies tutoring and coaching available on a regular basis. Some course content tutoring through the Learning Resource Center. Pre-registration for classes.

N.B. Not all of the listed are available to all students. Determination is on an individual basis.

Issues To Consider When Choosing A College Is there someone in the office that has an expertise or specialty with learning disabilities (LD)/ attention deficit hyperactive disorder (ADHD)? If so what is their training? How much structure does the student need and can this school provide it? How many students with LD &/ ADHD are registered with the office and what is the graduation rates and GPAs of these students? What is the ration of professional staff serving students with LD/ADHD? Is there a formal LD program for students on campus? Is there a separate admissions process for the students with LD/ADHD? Should students disclose their disability during the admissions process? Are there any additional or special charges for the services? How receptive or sensitive are the faculty to having a student with LD/ADHD in their classroom? What is the basic or overall philosophical outlook of the SSD office? What kinds of in-class and testing accommodations does the school offer to students with either a LD/ADHD, and what are the specific process students have to go through in order to obtain classroom accommodations? Is tutoring available and what (if any) is the cost? What training do the tutors have in working with students with either LD/ADHD? Are there support groups for students? Are there workshops or tutors who specialize in teaching Study Skills? IS there anyone who can assist in academic advising? For example, someone who may know which faculty are more sympathetic and sensitive, or knows the various workload amounts for different courses. Is there anyone in the Financial Aid office that works specifically with students with disabilities? Can students take a reduced course load and still be considered to have full time status? Can a student have a single room in the residence hall, if needed? Can a student obtain a Math or Foreign Language substitution? And what is the process by which they are obtained? Does the school have its own criteria for LD/ADHD? If so, what are they?

Six main ways that post secondary institutions differ from high schools:

1. Academic Environment- More competitive, More work.

2. Grading- Usually done with fewer tests and papers (but longer).

3. Knowledge Acquisition- More reliance on note taking and reading comprehension.

4. Support- Overall the amount is significantly less. Relationships with teachers are more impersonal and distant. 5. Responsibility- Much more on the individual (no more looking over the shoulders).

6. Stress- Significantly more due to the above factors.