Taft College

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Updated 5/6/2023 MAIntensive Workshop for Continued Probation

Megan Andrews M.S.Probation Counselor

ContentsIntroduction.............................................................................................................................................................2

Agenda for the Day...............................................................................................................................................2

What Does Success Mean to You?...........................................................................................................................3

The Dismissal Process...............................................................................................................................................4

Academic Standing at Taft College.......................................................................................................................4

Understanding Your Academic Record.....................................................................................................................5

Why the Poor Academic Performance?................................................................................................................6

Identifying Problem Areas....................................................................................................................................7

Knowing Yourself!....................................................................................................................................................8

VARK.........................................................................................................................................................................8

Brainstorming Carousel..........................................................................................................................................13

SQ3R – Survey, Question, Read, Recite, Review.................................................................................................14

Cornell System of Note-taking............................................................................................................................16

The Brain, Studying, and Learning........................................................................................................................8

Time management Means Taking Control of Your Life!.........................................................................................18

Joe Cougar..........................................................................................................................................................19

Example Class, Work, and Study Schedule.....................................................................................................20

What is Time Management and How does it Affect Learning and College Success?..........................................21

Recommended Classes.......................................................................................................................................22

Class, Work, and Study Schedule....................................................................................................................23

Identifying Solutions...........................................................................................................................................24

Setting SMART Goals..............................................................................................................................................25

Action Plan.........................................................................................................................................................27

Writing an Action Plan to Achieve Set Goals......................................................................................................28

Creating a Personal Support Network....................................................................................................................29

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Introduction

Welcome to the Continued Probation Workshop. This workshop was designed by the Counseling Department for students who are at high risk for academic dismissal and wish to continue their matriculation. By attending this workshop, you will be allowed priority registration for classes the next semester. This workshop is not intended to penalize you in any way, but to empower you with the necessary tools to be a successful Taft College student. We congratulate you for taking a step in the right direction and making a commitment towards change that will help you improve your academic record and make progress towards your educational goals.

Agenda for the DayThe agenda below describes what will take place during this workshop. We understand that it will be a

long day and you may be apprehensive of what to expect. We promise that we will do everything we can to make the workshop enjoyable and comfortable. We will ask that you take an active role in this workshop to fully benefit from its content. We will ask you to engage in various activities throughout the day. This will make the workshop go a lot smoother and more enjoyable.

Welcome and Introductions“Success”

Academics:The Academic Standing ProcessUnderstanding the Transcript, Your Academic RecordWhy the Poor Academic Performance? Causes of Poor PerformanceIdentifying Problem Areas

Knowing YourselfLearning Style

Educational Skills and StrategiesTime ManagementIdentifying Possible Solutions to Academic ConcernsGoal Setting and Action PlanningCreating a Personal Support Network to Achieve SuccessContract for MAPP (Monitored Academic and Progress Probation)

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What Does Success Mean to You?

“Many of life’s failures are people who did not realize how close they were to success when they gave up.”-Thomas Edison

Everyone has a different view of what success is. Please find three words or phrases that describe what “Success” means to you personally. Reflect on your values and complete the Success Triangle. Be prepared to introduce yourself and share your success triangle with a partner and introduce him/her to the class.

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The Dismissal Process

It is important for college students to maintain good academic standing. Good academic standing means:

1. You must maintain a total overall GPA of 2.0 or higherAnd

2. You must complete 50% or more of the units in which you enroll.

Your academic standing is calculated based on the cumulative of classes taken. If you are not in good academic standing, it is important for you to understand how you arrived at continued probation in order to take the proper steps to get back on good academic standing and avoid future dismissal.

Academic Standing at Taft CollegeIf you are dismissed from Taft College then you may be reinstated after a lapse of one semester by

petitioning the Admissions and Attendance Committee. The petition must include sufficient evidence to indicate the likelihood of academic success for the reinstatement to be granted.

Understanding Your Academic Record

To understand your academic record you need to examine your college transcript. The college transcript records your academic history and progress. Learning how to read your transcript can help you to become an active participant in your own education. This exercise will help you to examine your academic history and lack of progress, and help you to identify the classes that may have caused you difficulty. A worksheet is also provided to show you how to calculate your college GPA so that you can take charge of your grades and keep track of your overall grade point average. We encourage you to schedule a counseling appointment and work with a counselor to develop a semester-by-semester education plan that lists all the courses you need to achieve your educational goal. The plan will help you see how long it will take you to complete your goal.

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After attempting 12 units at Taft College

* TC cumulative GPA fell below 2.0What's next?

* Warning letter * Warning email * Participation in one-hour MAPP Orientation

Continued Academic Probation * After two consecutive semesters at Taft College

with GPA below 2.0What's next?

*Notification Letter *Warning email *Loss of priority registration (-5 registration points) *Participation in two-

hour MAPP Workshop (+5 registration points)

Academic Dismissal *After three consecutive semesters at Taft College

with GPA below 2.0What's next?

*Notification letter *Dismissal petition *Exemption

Academic Reinstatment*Dismissal appeal was approved or exempted

*Encourged to repeat coursework with substandard grades

*Earn standard to above standard grades to improve TC cumulative GPA

What's next?*Progress report required for priority registration *Re-evaluate

academic standing at the end of term

After attempting 12 units at Taft College* W or NP grades equal 50% or more of the TC

coursework What's next?

*Warning letter *Warning email *Participation in one-hour MAPP Orientation

Continued Progress Probation * After two consecutive semesters at Taft College of W

or NP grades equaling 50% or more of the TC coursework

What's next?*Notification letter *Warning email *Loss of prority registaion (-5 registration points) *Participatation in two-hour MAPP Workshop (+5 registration points)

Progress Dismissal*After three consecutive semesters at Taft College of W or NP grades equaling 50% of the TC coursework

What's Next? *Notification letter *Dismissal petition *Exemption

Progress Reinstatment *Dismissal appeal was approved or exempted*Encouraged to enroll in classes that can be

successfully completedWhat's next?

*Progress report required for priority registration *Re-evaluate academic standing at the end of term

Calculate Your GPA (Grade Point Average)

To avoid being dismissed from Taft College at the end of the semester I must:(A) ____ Earn at Least a 2.0 GPA at the end of the

semester and each term thereafter until my Taft College cumulative GPA is brought up to a 2.0 or better

OR(B) ____ Complete at least 50% of all attempted

coursework this term and thereafter until completion rate of units attempted exceeds 50%

For “grade earned” below: A = 4 B = 3 C = 2 D = 1 F = 0Course Title & Units Attempted X Grade Earned =

Grade Points________________ ____ X ____ = _____ ________________ ____ X ____ = _____________________ ____ X ____ = _____________________ ____ X ____ = _____________________ ____ X ____ = _____Total Units Attempted: ____Total Grade Points: ____Total Grade points:_____ divided by total units attempted:_____ = Total GPA: _____

Why the Poor Academic Performance?

Please review your own transcript. Examine the courses in which you were not successful because you either did not earn a C or better grade or you did not complete the course. What do these courses have in common that may be the cause of your performance?

Class required a lot of reading and my reading skills need improvement.Class required a lot of writing and my writing skills need improvement.

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Class required a lot of math skills and my math skills need improvement.Working too many hours so I didn’t make time to study.Class was scheduled too early or too late in the day so I had poor attendance.I had childcare issues and missed school to take care of my children.

Please take a few minutes to write down why you think you have not done as well as you would have liked to do in the past. What do these courses or period of time in your life have in common that may be the cause of your performance?

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Identifying Problem Areas

The first step to getting off continued probation is recognizing and identifying problem areas that contribute to performing poorly in your classes.

First, check the areas of concern that may have contributed to your current academic status.

Secondly, go back through the list of the items checked and star five areas that are the most troublesome for you

No educational plan with a counselorNo place to studyExcessive work hoursLack of career directionEnrolled in courses above ability or academic levelPossible learning disabilityPersonal problems interfere with school workLack of transportation to schoolChildcare issuesDifficulty with the English languageFinancial problemsHealth concernsProcrastinationLack of skill reading textbooksLack of skill taking notes in class and from textbooksLack of skill studying for testsLack of writing skillsLack of library research skillsLack of motivationNot making time to studyNot going to tutoringNot communicating with professors outside of classMissing assignment deadlinesMissing college deadlinesMissing class meetingsTest anxietyTaking too many units per semesterNot completing homework assignmentsNot completing the reading assignments

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Brainstorming Carousel

To ensure college success, students must be as familiar as possible with the rules of the institution they are attending. Students must learn about the college supportive services, learning resources, course offerings, graduation and transfer requirements, as well as deadlines and required forms, and policies and procedures. Students must also learn to develop and apply effective study strategies.

Given your experience so far in school and college, let’s brainstorm what you already know about the following topics:

College policies, procedures, deadline Note-taking Communicating effectively with professors and other school personnel Studying for exams Processing and memorizing a lot of information Reading textbooks and other materials for reading comprehension Writing papers using the best language skills possible Accessing and using campus learning resources and supportive services

You will be divided into small groups to carousel around the classroom and work collaboratively to brainstorm ideas under eight different topics.

In the next few pages, you will see information on reading a textbook using the SQ3R method, taking notes using the Cornell System of Note-taking, and a chart on Learning, The Brain, and Memory

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SQ3R – Survey, Question, Read, Recite, Review

SURVEY: Look Over the Material You Are About to Read

Check amount

Establish manageable units

Read the title

Read the introductory material (paragraph)

Read the boldface headings

Look at the charts, graphs, maps, pictures, and other visuals

Read the summary paragraph

Read end-of-chapter questions/topics

QUESTION: Formulate Questions

Jot down questions you want to answer based on:

o What you know from your survey

o What you already know about the subject

Turn the boldface headings into questions

Write out end-of-chapter questions that interest you

READ: Read for Main Ideas, Supporting Materials, Transitions

Separate main ideas from supporting material

Delineate specifics of supporting material

Actively record your comprehension of these distinctions by marking your text

Select a paragraph or short section:

o Read and Mark. Stop and Ask

o What is the main idea and How is it supported?

o What do I need to know from this paragraph?

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RECITE: Talk out loud or write out the ideas and supporting material

Look away or cover the page

Using your own words, say or write the ideas and details

Answer the questions you have formulated

Look back at the material to check for accuracy; find the missing information

Look away and speak /write again

REVIEW: Look over the material immediately and later

Immediately:

Try to construct a mental picture of the whole selection

Recite the main ideas and answers to your questions

Manipulate the ideas

Speculate

Compare/contrast

Reorganize

Categorize

Consider the ideas in relation to other things you know, other selections in the same book, or

other topics

Make study notes in conjunction with lecture notes

Later:

Go back over

o Marked material

o Answers to questions

o Written recitation notes

o Notes gathered by manipulating material

o Study notes

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Cornell System of Note-taking

The Counseling Department recommends that students use the Cornell System of Note-taking methodIn using this method, the student divides the page into three sections:

1. NOTES

During the lecture, try to write down as much as possible of what the instructor is saying on the right hand side of the page. If you miss a word just insert a _______ and keep writing. When you review your notes you can try to remember, check the textbook, and check with other students in the class to fill in the blanks. If something the instructor says is confusing, put an * next to it so you know to ask for clarification about the point later. Don’t stop writing to try to understand the lecture, understanding will come later when you study the notes and start to ask and answer questions.

QUESTIONS NOTES

2. QUESTIONS

After class, write questions in the lefty hand column that go along with the notes on the right. Think of What, Who, Where, When, How, and Why, questions. When it’s time to study your notes, cover up the note section of the page and quiz yourself using the questions you wrote in the left column

3. SUMMARY

Once you have finished taking notes and developing related questions, write three to seven sentences summarizing in your own words what the notes say. Write the main point or points, use key words, be concise, do not add new information, and do not add your own ideas.

SUMMARY

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The Brain, Studying, and Learning

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Joe Cougar

Try not to think about your own time and your school schedule for a few minutes. Try to be totally impartial.

Suppose Joe Cougar, a brand new first time freshman at Taft College, asks you for advice on how to plan his schedule of classes and you had to take into consideration his class schedule, his work schedule, and the time he ought to spend studying and doing homework?

His class schedule is as follows:

MATH 0240 5 units M T W R 8:10 AM-9:00 AMENGL 1000 3 units T R 11:10 AM-12:25 PMPSYC 1518 1 units W 9:00 AM-9:55 AMHLED 1510 3 units M W F 11:10 AM-12:00 PMTOTAL 12 units

His work schedule is as follows:

Monday 5:00 PM-9:00 PMTuesday 5:00 PM-7:00 PMWednesday 5:00 PM-9:00 PMThursday 5:00 PM-7:00 PMFriday ----------------------Saturday 8:00 AM-4:00 PMSunday _____________

Please help Joe manage his time well by completing a weekly class, work, and study schedule on the following page.

1. Enter Joe’s class schedule first for each day of the week.2. Enter Joe’s work schedule next for each day he works.3. Enter two hours of study for every hour that Joe is in class

For example, if Joe is taking a three unit class, this means that he will spend three hours per week in class. He is expected to spend two times three hours or six hours studying for the English class outside of classroom hours. If he is taking a five unit math class, this means that he will spend five hours per week in the math class. He is expected to spend two times five hours or ten hours studying and doing homework for the math class outside of classroom hours.

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Example Class, Work, and Study Schedule

Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday5:00 AM

6:00 AM

7:00 AM

8:00 AM

9:00 AM

10:00 AM

11:00 AM

12:00 PM

1:00 PM

2:00 PM

3:00 PM

4:00 PM

5:00 PM

6:00 PM

7:00 PM

8:00 PM

9:00 PM

11:00 PM

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What is Time Management and How does it Affect Learning and College Success?

Time management is a system designed to accommodate all the activities in which a person participates within the confines of the 24hour day/seven day week. Most college students find time management to be a challenge given their obligations to school, work, families, and friends.

Why time management? It allows students to more efficiently spend time preparing for classes, studying, and remembering

information, all three habits that foster learning and college success. It reduces stress as students plan ahead and allot time appropriately to differing tasks. It promotes greater self-confidence as students experience success coping with the many demands of

their time

Time management strategies: Keep track of how you are using your time for a week. Write down every activity so that you can analyze

how you spend your time now and evaluate what works and doesn’t work for you. Use a calendar or planner. During the first week of the semester, write down the deadlines for all major

assignments for all courses in which you are enrolled: chapter readings, papers, individual and group projects, tests, midterms, quizzes.

Schedule two hours of studying and doing homework for every one hour that you are in class for a particular subject.

Schedule time to read ahead the material that the instructors will cover in class the next time the class meets. This practice will help make you familiar with course material before it is presented in class. Reading ahead will help you understand the professor’s lecture better since you will have already been exposed to the information. It also allows you time to prepare any questions you need to ask at the next class meeting.

Schedule time to review your class notes every day. This constant review reinforces acquisition of new information.

Pay attention and work ahead on all your classes as much as possible. Don’t concentrate on one course so much that the others suffer.

Develop the habit of reading your lecture notes at the end of each day or at least at the end of each week. This will eliminate cramming before tests. Enter this review time in your planner.

Break down big projects such as a research paper into small steps so you have plenty of time to do the final project. Enter each of these steps in your planner.

Learn to say “no” to distractions and activities for which you don’t have the time during the school week. Commit only to those activities that you can manage in the time that you have.

Plan recreational time. Schedule time each day to do things that energize you and help you keep your life in balance among school, work, and personal interests.

Take time to take care of yourself with proper nutrition and exercise to stay physically and mentally alert. Make sure to enter these activities into your planner/calendar. Staying healthy is important.

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Use the grid following this page to schedule your ideal well time-managed week and make sure to include all the appropriate times to study.

Good luck! We wish you every success!

Recommended Classes

STSU 0205 Introduction to Campus Life STSU 0206 Time/Organizational/Study Strategies STSU 1001 Educational Planning STSU 1016 College Survival STSU 1017 Becoming A Successful Online Student STSU 1018 Career and Major Exploration STSU 1019 Career/Life Planning TUTR 0260 Supervised Tutoring

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Class, Work, and Study Schedule

Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday5:00 AM

6:00 AM

7:00 AM

8:00 AM

9:00 AM

10:00 AM

11:00 AM

12:00 PM

1:00 PM

2:00 PM

3:00 PM

4:00 PM

5:00 PM

6:00 PM

7:00 PM

8:00 PM

9:00 PM

11:00 PM

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Identifying Solutions

Just as you recognized and identified problem areas contributing to poor academic performance earlier in this workshop, it is now time to identify possible solutions.

First, check the possible solutions to your academic situation that can improve your current academic status.

Secondly, go back through the list of the items checked and start five possible solutions that you can make a commitment to apply.

Possible Solutions

Schedule a counseling appointment to write a Student Education PlanChoose a place on campus to studyCut back the hours of work per week so I can study more hoursMeet instructors during office hoursContact instructors via emailSchedule an appointment with a counselor to be referred to Kern County Mental HealthSchedule an appointment with a financial aid advisorSchedule an appointment with Student Support Services to find out if I have a learning disabilitySchedule an appointment with the Child Care CenterTake English classes right away to improve my writing skillsTake –Introduction to College and Strategies for Success classTake-Learning to learn classReduce the number of units per semesterUse planner to track deadlinesUse weekly planner for assignmentsForm study groups for each classTake career tests in the Career/Transfer CenterTake a semester offSchedule an appointment for the Math and Writing LabsMeet a counselor for educational planningJoin campus club/organization to become more involvedTake- Intro to Research classSchedule daily time at the Learning CenterTake ESL classes to improve my English speaking and writing skillsTake the summer off from school to work and save up for fall and spring semestersFind students/club with the same majorStop working altogether during the fall and spring semester

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Setting SMART Goals

SPECIFIC – A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six “W” questions:

Who: Who is involved? What: What do I want to accomplish? Where: Identify a location. When: Establish a time frame. Which: Identify requirements and constraints. Why: Specific reasons, purpose or benefits of accomplishing the goal.

Example: A general goal would be “Get in shape,” but a specific goal would say “Join a health club and workout three days a week.”

MEASURABLE – Establish concrete criteria for measuring progress toward the attainment of each goal you set. When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal.

To determine if your goal is measurable, ask questions such as…How much? How many? How will I know when it is accomplished?

ATTAINABLE – When you identify goals that are most important to you, you begin to figure out ways you can make them come true. You develop the attitudes, abilities, skills, and financial capacity to reach them. You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals.

You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps. Goals that may have seemed far away and out of reach eventually move closer and become attainable, not because your goals shrink, but because you grow and expand to match them. When you list your goals you build your self-image. You see yourself as worthy of these goals, and develop the traits and personality that allow you to possess them.

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REALISTIC – To be realistic, a goal must represent an object toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress. A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force. Some of the hardest jobs you ever accomplished actually seem easy simply because they were a labor of love.

Your goal is probably realistic if you truly believe that it can be accomplished. Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal.

TIMELY – A goal should be grounded within a time frame. With no time frame tied to it there’s no sense of urgency. If you want to lose ten pounds, when do you want to lose it by? “Someday,” won’t work. But if you anchor it within a timeframe, “by May 1st,” then you’ve set your unconscious mind into motion to begin working on the goal.

T can also stand for TANGIBLE – A goal is tangible when you can experience it with one of the senses, that is, taste, touch, smell, sight, or hearing. When your goal is tangible you have a better chance of making it specific and measurable and thus attainable.

Source: www.topachievement.com/smart.html

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Action Plan

SGoal? Improve total overall GPA to a 2.0 or higher

Who? Write your name:______________________________________

Where? Taft College

Why? To achieve good standing and continue my education at Taft College

How? (Write exactly and specifically the steps that you must take to improve and complete all classes successfully with a C or better grade)

Step 1:

Step 2:

Step 3:

Step 4:

Step 5:

M Measurement: How will you measure whether you are making progress towards achieving your goal?

I commit to earning a minimum 2.25 GPA each and every term from now until I have brought up my total cumulative GPA to at least a 2.0.”

Student’s signature: ____________________________________________

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RAttainable and Realistic – Do you have all the materials, necessary equipment, support, and, motivation to achieve the goal? What excuses do you need to overcome? What obstacles do you have to get rid of first so you can realistically succeed?

T Timely: When will your goal be achieved? Be specific with a date!!

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Writing an Action Plan to Achieve Set Goals

When writing an action plan to achieve a particular goal or outcome, you can get much help from the following steps:

Clarify your goal. Can you get a visual picture of the expected outcome? How can you see if you have reached your destination? What does make your goal measurable? What constraints do you have, like the limits on time, money, or other resources?

Write a list of actions. Write down all actions you may need to take to achieve your goal. At this step focus on generating and writing as many different options and ideas as possible. Take a sheet of paper and write more and more ideas, just as they come to your mind. While you are doing this, try not to judge or analyze.

Analyze, prioritize, and prune. Look at your list of actions. What are the absolutely necessary and effective steps to achieve your goal? Mark them somehow. After that, what action items can be dropped from the plan without significant consequences for the outcome? Cross them out.

Organize your list into a plan. Decide on the order of your action steps. Start from looking at your marked key actions. For each action, what other steps should be completed before that action? Rearrange your actions and ideas into a sequence of ordered action steps. Finally, look at your plan once again. Are there any ways to simplify it even more?

Monitor the execution of your plan and review the plan regularly. How much have you progressed towards your goal by now? What new information you have got? Use this information to further adjust and optimize your plan.

Source: www.time-management-guide.com/plan.html

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A personal support network can help you stay on track toward achieving your personal, career, and educational goals. The persons you identify to be part of your support team can support and remind you to stay true to your plans. They will help you avoid distractions that interfere with your goals. Organize a network for your home, school, and workplace where you spend a lot of time. Members of your network can be roommates, relatives, neighbors, friends, and co-workers. They should be people you trust and who could check to see if you need assistance. Name the people at each site below that support your plans for success, will remind you to stay on track, and promise not to distract you from your goals:

At home Relationship to you How specifically do they support and encourage your academic success?

1.

2.

At school Relationship to you How specifically do they support and encourage your academic success?

1.

2.

At work Relationship to you How specifically do they support and encourage your academic success?

1.

2.

Friends Relationship to you How specifically do they support and encourage your academic success?

1.

2.

Creating a Personal Support Network

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