LSU TSN packet_addtl resc MENTEE

Welcome to LSU!

We are so excited you have decided to participate in the Tiger Success Network! As a

participating scholar of the Tiger Success Network you will receive many benefits and resources to assist in a successful transition to LSU. Benefits include:

Mentorship from a LSU staff member, who will serve as a resource as you transition into LSU.

Free Clifton StrengthsQuest assessment code, used to learn more about your individual talents.

Access to academic, time management, career exploration, financial management resources and

more.

In order to take full advantage of the knowledge and resources your Mentor has to offer you, the Tiger

Success Network has a few guidelines about interacting with your Mentor:

Mentees will respond in a timely fashion to their Mentor’s communication.

Mentors will host a minimum of three planned visits (with flexibility for more) with their Mentee.

As a Mentee you need to be prepared for each of your visits with your Mentor.

Mentees will complete the StrengthsQuest Assessment.

Mentees will practice open and honest communication with their Mentor about their transition

to LSU.

Tiger Success Packet Content:

Mentor Visits:

In order to maximize each of your visits with your Mentor, activities for each of the three visits has been

included in this packet. Before each of your visits you will be responsible for reviewing and completing

the activities for that respective visit.

Additional Resources:

Your packet also includes additional resources to assist you with: Academic Success, Career

Exploration, Campus Involvement, Time Management and Financial Management. You are encouraged

to explore these activities on your own, and discuss them with your Mentor as you would like.

My Mentor’s Information

Mentor’s Name: ________________________ Mentor’s Location on Campus: ______________________

Mentor’s Email: ________________________ Mentor’s Office Phone Number: ____________________

Visit 1:

During your first visit with your Mentor, you will spend time getting to know them and sharing with them a little about yourself and goals for college. The second part of your visit will be time for you to discuss your academic goals and realistically think about the time, reso urces, and knowledge that will be

needed to accompli sh these goals.

To prepare for this visit please complete the following two activities before attending your first Mentor visit:

Student Strengths Inventory (SSI) Goal Setting

Managing Grade Expectations & Academic Goals

How to Access My SSI Report

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

Sign in using your myLSU login username and password

https://lsu.campuslabs.com/Beacon

Overview of Student Strengths Inventory (SSI):

WHAT IS THE SSI?

The Student Strengths Inventory (SSI) is a survey that assesses incoming students based on six

categories:

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 event

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

The SSI provides each student a report to help them identify campus resources they can utilize to assist with their transition to LSU. Additionally, the report can be used to develop personal goals to increase student success.

How do I understand my SSI Report?

When looking at the SSI report, you will have received either a High, Moderate or Low score for each of

the six categories listed above.

High – a high score indicates you feel more confident and are likely to have natural talents that

will help you excel. These are areas you should be able to easily capitalize on.

Moderate – a moderate score indicates you feel an average level of comfortability. Students with

moderate scores in an area should be mindful of how you are preforming and develop a plan as

needed.

Low – a low score indicates you feel a low level of comfortability, students who score low in an

area will want to develop an intentional plan to increase performance.

How do I use my SSI Report to Increase my success at LSU?

Under each of the six areas for the SSI report, there is a section called “What’s Next?”. This

section will provide you with some great resources to help you develop your performance in

each area.

TO DO: Complete the Student Strength Inventory (SSI) Goal Setting activity. This activity

will help you develop goals in each of the six SSI areas. You will discuss your goals with

your Mentor at your first visit.

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)

Strengths Inventory Goal Setting

How will you show

commitment to

school work and

academics?

Goal: Action Plan: (Steps & Timeline)

How will you get

involved in campus

activities &

connected to LSU?

Goal: Action Plan: (Steps & Timeline)

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:

Take a few minutes to fill out the form below to get a better sense of how you hope to preform academically and what resources might be needed to achieve those 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:

Visit 2:

During your second visit you will continue t o develop a relationship with your Mentor, this visit will be a dedicated time for you to discuss how you

would like to get connected at LSU. First, you will spend time exploring your top 5 Signature Themes from the StrengthsQuest assessment. The second part of your visit will focus on how you can get connected with

faculty and involved at LSU.

To prepare for this visit please complete the following activities before attending your second Mentor visit:

Take StrengthsFinder Assessment & bring a copy of your “InsightReport”

Exploring My Signature Themes

Meeting with My Professors

How Do You Want to Get Involved?

Overview of Signature Themes:

What is StrengthsQuest?

StrengthsQuest begins with a 30-minute online assessment, the Clifton StrengthsFinder.

This assessment has helped more than 12 million people around the world discover their talents.

After you take the Clifton StrengthsFinder, you'll receive a customized report that lists your top

five talent themes, along with action items for development and suggestions about how you can

use your talents to achieve academic, career, and personal success.

About the StrengthsFinder Assessment:

It is… It is not …

An assessment that identifies talents that come naturally to you

A career instrument, it will not tell you what career to select

Intended to facilitate personal development and growth that will contribute to the achievement of your increased well-being an success

Something that will be used to label, stereotype, or put you in “a box”

Focused on encouraging you to spend time & energy developing your talents

Focused on encouraging you to ignore or disregard your weakness

How it Works:

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

Strength: is the ability to consistently provide near perfect performance in a specific activity.

The key to building a strength is to identify your dominant talents, then complement them by acquiring

knowledge and skills pertinent to those talents.

Talent

(a natural way of thinking, feeling, behaving)

x

Investment (time spent practicing, developing your skills and building your knowledge base)

=

Strength

(the ability to consistently provide near-perfect performance)

Adapted from the University of Minnesota – The Spirit of StrengthsQuest

Exploring My Signature Themes:

In the space below, identify each of your themes and describe what this theme means to you.

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

Signature Theme Definition of the theme in your own words

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

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 LSU Directories.

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 the scheduled office hours and request alternate times you two could meet. It's important to be flexible.

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 are encountering challenges.

Step 4: Provide background information. Briefly tell your instructor about your high school background and preparation for the course if

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 where

you 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

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, please 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

ehester

Highlight

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:

During your third visit with your Mentor you will continue to discuss how your experience at LSU is going, you will also have an opportunity to share how you are feeling about Fall Finals. This third visit will also dedicate time to explore

the classes you are considering for the upcoming spring.

To prepare for this visit please complete the following activities before attending your third Mentor visit:

My Academic Degree Audit

Helpful Resources to Utilize When

Determining What Classes to Take:

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 (UCFY):

The UCFY is 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/

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/

My Academic Degree Audit:

Fill in the below boxes with the classes you took during your first semester and tentative fill in the classes you need to take for the Spring 2016 and Fall 2016 semester. Hold on to this form and continue to plan out your classes as you progress towards graduation.

Fall 2015 Spring 2016




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

Academic

How

I Lea

rnBl

oom

’s Ta

xono

my

Revi

sion

of B

loom

’s Ta

xono

my

of t

he C

ogni

tive

Dom

ain

(Blo

om

et

al.,

1956

Fo

reha

nd,

M.

(200

5).

Bloo

m’s

taxo

nom

y: O

rigin

al a

nd re

vise

d. In

M. O

rey (

Ed.).

Em

ergin

g pe

rspec

tives

on

learn

ing,

teac

hing

and

tech

nolo

gy.

43

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)

B-3

1 Co

ates

Hal

l • 22

5-57

8-28

72 •

lsu.

edu/

cas

Visu

al L

earn

er (p

refe

rs p

ictu

res,

cha

rts, d

iagr

ams,

gra

phs,

etc

.)

In C

lass

Whi

le S

tudy

ing

Durin

g Ex

ams

•Underlineimpo

rtantpoints

•Highlightwithdifferentcolors

•Usesym

bols,charts,graphs

•Underlinenotesandtext

•Highlightnotesandtext

•Su

mmarize

withim

agesandconceptmaps

•Recallpictures

•Drawconceptmapofessay“D

ump”

form

ulas/diagram

s

Aura

l Lea

rner

(pre

fers

hea

ring

info

rmat

ion)

In C

lass

Whi

le S

tudy

ing

Durin

g Ex

ams

•Attendlectures,d

iscussionandtutorials

•Tapelectureforlater

•Discussmaterialin

studygroup

•Su

mmarize

notes,thenreadaloud

•Readontorecorder,thenlisten

•Listentoyourinnervoicetorecallinformation

•Talkoutthequestionunderyourb

reath

Read

ing/

Writ

ing

Lear

ner (

pref

ers

read

ing

or w

ritin

g ab

out i

nfor

mat

ion)

In C

lass

Whi

le S

tudy

ing

Durin

g Ex

ams

•Createlistsandheadings

•Takecom

pletelecturenotes

•IDkeywords

•Rereadnotesandsummarize

•Rereadandsummarize

oldtests

•An

swerrevie

wquestions

•Usekeywordsto

triggerc

ompleteansw

ers

•Atth

ebe

ginningofth

eexam

,writeou

tim

porta

ntlists

•Essaywritethesisth

enoutline

•Useinform

ationmatrixto

helporganize

Kine

sthe

tic L

earn

er (p

refe

rs m

ovin

g, to

uchi

ng o

r han

ds-o

n ac

tiviti

es to

lear

n in

form

atio

n)

In C

lass

Whi

le S

tudy

ing

Durin

g Ex

ams

•Usealls

ensesinclass

•Pa

rticipateinlabsandfieldtrips

•Createpersonalexamples

•Usepicturestoillustra

tenotes

•Stand,move,walk

•Studyinanexam

-likeenvironm

ent

•Rem

emberexamples

•Stretchormovetojogmem

ory

Unde

rsta

ndin

g yo

ur le

arni

ng s

tyle

will h

elp y

ou u

ncov

er a

nd d

evelo

p st

rate

gies

that

wor

k be

st fo

r you

. Mos

t of u

s ha

ve m

ore

than

one

stre

ngth

and

it’s

alway

s go

od to

use

mor

e th

an o

ne s

trate

gy in

the

learn

ing

proc

ess.

Fin

d ou

t you

r lea

rnin

g st

yle. T

ake

our o

nlin

e as

sess

men

t at:

www.

lsu.e

du/le

arn.

How

I Lea

rnUs

ing

Your

Lea

rnin

g St

yle

B-3

1 Co

ates

Hal

l • 22

5-57

8-28

72 •

lsu.

edu/

cas

Rea

d e

ach

que

stio

n on

the

left

, circ

le t

he b

est

answ

er fr

om t

he 4

op

tions

to

the

right

, the

n to

tal t

he c

olum

ns a

t th

e b

otto

m.

How

I Lea

rnS

enso

ry P

refe

renc

e S

elf-

Test

QU

ESTI

ON

S

If yo

u co

uld

choo

se a

ny w

ay to

lear

n,

whi

ch w

ould

you

cho

ose?

Readonyouro

wn

Listento

alecture

Participateinan

experim

ento

rlabactivity

Watchafilmorlook

atdiagram

s

Whe

n gi

ving

dire

ctio

ns to

som

eone

, w

ould

you

...Writethedirectionsin

sentenceform

Describethe

directionsaloud

Takethem

,orh

avethem

followyou

Drawamap

Wha

t are

you

mos

t lik

ely

to re

call?

Whatw

aswritten

inwords

Whatw

assaidin

conversations/lectures

Whatyoudid

Whatyousaw

The

best

teac

her/

inst

ruct

or/p

rofe

ssor

fo

r yo

u w

ould

Assignreadingandother

textmaterials

Facilitateclass

discussion

Letyoudiscoverideas

throughexperiences

Useflow

charts/

diagrams/slides

In p

lann

ing

to b

uy a

car

, wha

t inf

luen

ces

you

mos

t?Reading/re

searching

materialsabo

utcars

Talkingtofriends

abouttheircars

Test-driving

differentcars

WatchingTV

/promotional

adsaboutd

ifferentcars

Whi

ch a

re y

ou m

ore

likel

y to

reca

ll?Thewayaperson’s

nameisspelled

Thesoundofthe

person’sname

Yourinteractionwith

aperson

Theperson’sface

Whi

ch w

ould

you

pre

fer

to d

o?Writeastory

Listento

music

Makesomething

Watchamovie

TOTA

L EA

CH

CO

LUM

N

R/W

AK

V

LSU_

CAS

03M

0720

15

B-31 Coates Hall • 225-578-2872 • lsu.edu/cas

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

EK

LY

PL

AN

NIN

G

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

11:00-11:30

11:30-12:00

12:00-12:30

12:30-1:00

1:00-1:30

1:30-2:00

2:00-2:30

2:30-3:00

3:00-3:30

3:30-4:00

4:00-4:30

4:30-5:00

5:00-5:30

5:30-6:00

6:00-6:30

6:30-7:00

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

11:00-11:30

11:30-12:00

Mas

ter T

o-Do

List

Get O

rgan

ized

Wee

k of

Cla

ssü

Cla

ssü

Cla

ssü

Cla

ssü

Cla

ssü

LSU_

CAS

02M02

2014

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 . . .

LSU TSN packet_addtl resc MENTEE

Documents

Transcript of LSU TSN packet_addtl resc MENTEE