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Creating a Vision Board

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Vision boards are great tools to help students chart their educational, personal, and professional goals.  They are simple to make and easy to use. 

Procedure for Creating a Vision Board: 

  1. Creating a vision board can be done during part of a Beyond Access session.  It will be necessary for either you or the Beyond Access student to prep for the activity by bringing in a piece of corrugated cardboard or a piece of poster board.  Magazines, newspapers, and access to a computer and printer are necessary.
  2. Help the student brainstorm a list of their academic goals (e.g., better time management skills, straight A’s, for example) or professional goals (landing their dream job in New York City, for example).  These should be goals that they really want.
  3. Next, help the student find pictures in the magazines, newspapers, or on Google image searches that represent their aspiring goals.
  4. Have the student cut out these images, words, or phrases.
  5. Next, the student can glue or paste the images, words, or phrases onto the cardboard or poster board.
  6. The student should not be afraid to write in dates on the board.  These dates would be dates that they want a specific thing to happen by (e.g., landing their New York City dream job).
  7. The student may wish to create a themed vision board such as one for career, one for school, etc.
  8. Encourage the student to not let others’ opinions get in the way of the material on their boards.  It only brings the student down and discourages them from reaching their potential.  When the student uses the board and their goals become reality, others will most likely, reconsider their opinions about the board.
  9. It sometimes helps students to hear of their Strategy Instructors’ personal anecdotes from a vision board.  You may wish to create one for yourself and see if you would recommend the process to your students—all Strategy Instructors hold different opinions about the process.  Creating one for yourself would help you to develop some anecdotes to share with your Beyond Access students.

    Adapted From: 
    http://collegecandy.com/2009/04/25/vision-boards/ 

Learn About Using Your Accommodations in College

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Accommodations in College are very different than in High School. Strategy Instructors will work with new students to use the accommodations given to them. The accommodations can vary and will only be approved by the students Disability Service Provider. Accommodations are a valuable tool for a student at UConn.  
 
Learn about the similarities and differences of accommodations in college vs. high school. 

High School 

Individualized Education Plan or 504 Plan
Teachers and staff are required to provide you wit accommodations and services even if you do not ask for them
May have modifications
Modifications are changes to what you need to learn, nature of the assignments, and/or how you are graded
Accommodations may have included extra/tutoring or small group classes
Special Education Case Manager

University of Connecticut 

No IEP or 504 plan
Teachers and staff will provide accommodations if you advocate and request your own accommodations through the CSD
No modifications or changes to academic standards of your course.
Accommodations do not include private/small group tutoring by the professor. You must advocate for campus resources.
Disability Service Provider

 

How to Create Your Resume

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Building your first resume can be hard because you are starting from scratch. After the first one, you will continue to update and enhance your resume throughout your academic and professional life depending upon the types of positions and companies you are applying for. You may even have many different resumes that highlight your relevant skills for different positions. 

Resume Set-Up

While the most important information on your resume will be the content, the look of your resume may be the first thing to grab the attention of the reader. Employers receive many resumes for jobs they post, so it is important to make sure yours is easy to read and demonstrates that you have the relevant necessary skills for the job in order to make sure your resume is considered.  

The following are common questions that may arise while formatting your resume. 

What color paper should I use?

For 95% of all jobs the answer is white, cream, ivory or gray are all acceptable, however if you are applying for a job in a more creative field (e.g. - advertising, the arts, etc) people may be more receptive to an atypical resume.

How many pages should my resume be?

This will depend on both the position you are applying for and your own background. In most cases, stick with one page. It will be important to read the job description for details on length. Some may accept two or more pages; others may say “one page resume” only.

 

What font should I use?

Try printing your resume using different fonts and ask people you trust which they prefer. Times New Roman, Garamond (smallest and easiest to read), Calibri, and Ariel are all popular and polished fonts. A 12-point font is suggested, at the smallest 10-point font. You can also experiment with margin size to increase the amount of text you can add to your resume.

 

What text formatting should I use?

Formatting is a personal preference. Try not to overdo the formatting, and BE CONSISTENT throughout. Example: If you italicize the name of one employer, italicize the names of all the employers

 

Resume Resources

UConn Career Services

  • Check out their resume, reference page and/or cover letter guide
  • Students can also make an appointment with Career Services to have their resume, references and/or cover letter critiqued by a career consultant

Purdue University Online Writing Lab

  • Offers over 200 free resources including: writing and teaching writing, research, grammar and mechanics, style guides, ESL, job search and professional writing
  • “Job Search Writing” specifically covers: preparing an application, job search letters and resumes and vitas

The University of Buffalo, SUNY

  • Resume writing tips, samples, resources and CV writing samples and resources

Professional Testing Accommodations

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Review the following information for the most common graduate school entrance exams if you will require the use of accommodations during the exam.

GMAT

  • Accommodation request is submitted with test registration
  • May take 6-8 weeks to receive decision regarding accommodation requests
  • Download “GMAT handbook” and “Supplement for Test Takers with Disabilities”
  • Complete the “GMAT Test Accommodations Request Form”
  • Documentation must Include:
    • The existence of an impairment that substantially limits a major life activity, as compared with most people
    • The current impact of your impairment and how it limits your ability to take the computer adaptive GMAT exam under standard conditions
    • A rationale for why the requested accommodation(s) is/are necessary and appropriate relative to your impairment(s)

GRE

  • Accommodations approved before you can register for the test
  • Accommodation review takes at least 6 weeks
  • Must register via mail if requesting accommodations (You cannot register online)
  • Some accommodation requests only require the “Certification of Eligibility: Accommodations History” form which can be completed by Office of Disability Services at test taker’s college or university
  • Additional documentation of the disability may be required depending on the accommodations requested.  See the “Bulletin Supplement for Test Takers with Disabilities or Health-Related Needs” (located at bottom of website) for additional information.

LSAT

  • Must register for test before requesting accommodations. Follow regular registration deadlines for testing dates.  Register as soon as possible to allow enough time for accommodation request process.
  • Fill out and submit “Accommodations Request Packet” available from the website
  • An evaluator needs to fill out forms verifying the nature of the disability, as well as justify the accommodations requested
  • Information regarding tests with extended time from the LSAC website… If you receive additional test time as an accommodation for your condition, LSAC will send a statement with your Credential Assembly Service (CAS) or LSAT Law School Reports advising that your score(s) should be interpreted with great sensitivity and flexibility.  Scores earned with additional test time are reported individually and will not be averaged with standard-time scores or other nonstandard-time scores.

MCAT

  • Register for your AAMC ID first
  • Register for test as a “standard” testing seat before requesting accommodations
  • Submit accommodation request no later than 60 days before the regular registration deadline association with your preferred testing date.  Submission is online through the MCAT Office of Accommodation Testing
  • Information on documentation required: https://www.aamc.org/students/applying/mcat/accommodations/application/
    *Once you have a decision, you must still confirm your seat for the test

NCLEX

(Information on accommodations is located in the “Examination Candidate Bulletin” PDF)

  • Submit application for licensure to board of nursing where you wish to be licensed
  • Testing accommodations must be requested from the individual Board of Nursing before submitting NCLEX registration
  • State specific information and contacts

    • Connecticut
      Fill out general application. Need to include statement describing nature of disability and accommodations you are requesting

*Once accommodations have been approved you will receive your ATT letter indicating “Accommodations Granted”.  Candidates approved for testing with accommodations must schedule testing appointment through the NCLEX Accommodations Coordinator by calling Pearson VUE NCLEX Candidate Services at the telephone number listed on the ATT letter and asking for the NCLEX Accommodations Coordinator.

 

Created By: 
Connect Four, Graduate Programs, Anderson, Hudd, & Lohr, 2013
Information was created in 2013, may not be current due to the COVID-19 Pandemic. Please speak to your Strategy Instructor.  

Listening is a Key Component for Fostering Notetaking Skills

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Listening Actively:

  • Students should be able to “fill in the blanks” and anticipate what the speaker will say next. It will keep them mentally involved, thinking, and actively listening.
  • To determine important information, students should listen for verbal clues from the professor (e.g., pausing, repeating the same point, slowing down at the rate they normally speak at, speaking loudly, stating, “This is important!”)
  • These phrases signify important material:
    • “First of all”
    • “Most importantly”
    • “As a result”
  • Pay attention to the professor’s nonverbal language.  This may help to signify important material:
    • Writing something on the blackboard
    • Making eye contact
    • Dramatically gesturing

Understanding or Seeking Clarification:

  • Students should focus on the crucial parts of a speaker’s presentation (10% of what speakers say is crucial).
  • To understand the essence of the presentation, they should reinstate in their minds what the speaker is saying.
  • If students do not understand something, they should seek clarification from the professor.

Participation During Lectures:

  • When students comment during class, it helps them to follow along with notetaking.
  • Commenting during class means offering their own perspective, adding supporting material, and/or offering a different perspective.
  • This helps to generate interest in the class material.

Ignore Distraction:

  • Encourage students to not let distractions divert their minds.
  • Continued practice with concentration helps to reduce distracted.

 

Adapted From: 
Fry. R. (1996). Get organized. Franklin Lakes, NJ: Career Press. 
Stine, J. M. (1997). Double your brain power: Increase your memory by using all of your brain all of the time. Upper Saddle River, NJ: Prentice Hall. 

Studying Smart Before Exams

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Many college students feel stressed and overwhelmed when a test or exam is approaching. Implementing these study plan and time-management tips can help students feel more prepared in the lead-up to an exam. These tips are designed to reduce stress and assist with exam prep overall. 

6 Common Study Methods

  1. Image-word association: This memorization tool relies on creating a visual link to a word or concept by associating it with an image. Relating an unfamiliar term to a familiar image can help you to remember it more easily.For example, remembering that Italy is shaped like a boot can help you recall the location of different regions, cities, and landmarks.
  2. Acronyms and mnemonic devices: An acronym is a combination of letters that can be used to help you memorize a term or concept. You can combine the first letter of each word of a compound term or idea to spell a word that is easy to recall. In order to remember the order of items in a series, some students create sayings that begin with the first letter of each item in that series. You can come up with personal and creative ways to use mnemonic devices to study for a test. Create something that is useful and easily memorable to you.A basic example is to remember which order north, east, south, and west appear on a compass: Never Eat Soggy Worms. Notice how the first letter of each term correlates with the order or direction on a compass?
  3. Hide-write-compare: Cover up the definition of each term and try writing it again from memory or reciting it out loud. When finished, compare your answer with the correct definition. You may also find flashcards useful for this type of memorization. Creating them will give you an opportunity to review the material, and then you can categorize them based on the ones you know well, and the ones you need to review more. Repetition is key to building the neural pathways that help us remember information.
  4. Storytelling: Much of the information you already know, such as the meaning of a holiday or the founding of the United States, was presented to you in the form of a story. You’ve probably never forgotten this information because it was taught to you through narrative that you visualize in your head to this day. Storytelling allows you to understand cause-and-effect, which can help you remember more conceptual ideas like why and how something occurred. Instead of looking at your textbook as full of boring facts, turn that information into an exciting story with details that can help you remember. Tell the story to yourself out loud, and to others if you find it helps. If your instructor likes to use storytelling as a teaching method, write down the details they use to help you recall information, or record the lectures to listen to when studying.
  5. Analogy: An analogy is the comparison of two or more things. You can use analogies to compare and contrast specific terms or ideas. There are several kinds of analogies, including parts to whole. Cause and effect analogies are also common. While you can create your own analogies, one of the keys to smarter studying is recognizing analogies that are already in the content you are studying. With practice, you’ll become more skilled at recognizing patterns and analogies that help you digest course material.
  6. Taking practice tests and answering practice questions: For exams that require you to demonstrate practical knowledge through solving math problems or answering essay questions, it’s helpful to use some of your study time to actually practice those skills. If your instructor offers a practice test, take it. This will give you the opportunity to put your theoretical knowledge to work, and make sure you understand how to solve problems or write effective answers. It will also give you a sense of how long it will take you to finish the test, so you can budget your time properly. If you don’t have a practice test, use problems or questions from the textbook or worksheets. Getting accustomed to doing the work will help you prepare for what you will see on the exam, and make you feel less stressed about the unknown.

Determine when to use each study method

Try different methods for different kinds of courses, as your approach to a science course will be quite different from your approach to a reading-intensive course. For example, you may find repetition helpful for an anatomy course, whereas storytelling would be best to test your understanding in a history course.

You might learn or retain information better by looking at pictures or charts, whereas other students benefit more from reciting terms aloud. Remember that there is no right or wrong way to study. Form a comprehensive yet flexible study approach that takes into consideration your course load and the ways in which you will be tested in each of your courses.

 

Seven Tips for Taking Effective Notes

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This strategy highlights seven different note-taking techniques conducive to several different areas of student learning. This document could be useful in cases where students are unsure of what note-taking strategy is best for them. Walk through each strategy with your student to determine which techniques could be useful in maximizing their success.

  1. Write notes out longhand: There is evidence that suggests handwriting notes leads to better retention, as the process of writing longhand engages different parts of the brain than typing. If you don’t feel confident in your ability to keep up with your professor by writing down notes, taking notes on a computer is better than not taking notes at all. However, handwritten (and digital) note-taking assistance can be explored with CSD Tech as well. This can be helpful in case you miss a key piece of information, or want to clarify statements after class has ended.
  2. Be prepared for class: Go to class prepared with everything you’ll need to take notes. Have a dedicated notebook and folder or binder for each class. This will help you keep your notes, handouts and homework organized. Remember to bring pens, pencils, and highlighters. Take a binder or folder where you can organize your notes or any handouts you receive during class.
  3. Learn how to be a good listener: To take effective notes, you need to have excellent listening skills and good judgment. Cut down on distractions by sitting near the front of the room. This will make it easier for you to see and hear the professor, and perhaps more importantly, for them to see you. It’s harder to get distracted by your phone or doze off when you’re right in front of the instructor. If it will be tempting to talk to friends during class, sit separately, so you can focus your attention on the discussion at hand. Taking good notes does not mean writing down every single thing your instructor says.

    Generally speaking, it’s a good idea to take notes when:

    • The instructor specifically says that a piece of information will be on a test or relevant to a project
    • The instructor writes a piece of information on the whiteboard or chalkboard, or includes it in a slideshow
    • Another student asks a question, or the instructor asks students questions about a particular topic
    • The instructor stresses a key concept
    • The instructor introduces an unfamiliar term or idea
    • You are unsure about a piece of information that’s being presented
  4. Find the note-taking method that works best for you: It is important that you develop a note-taking method that suits your learning style and works best for you. It may take some trial and error to find one that works best, and the style of notes you take may depend on the nature of the class you’re in (ex: STEM vs. Humanities)
    • Cornell method: Developed by Cornell University, this method helps you organize notes into three sections – general notes, summaries, and cues/question – making it easier to reflect and study after class. (Cornell method in note-taking strategy folder)
    • Outline method: This method is most useful for lectures and discussions that follow a logical structure covering one or two main ideas at a time. It allows you to start with a key concept, and add in details and definitions relevant to that concept as sub-headings. (#1 – followed by subheadings a, b, c, etc.)
    • Mapping method: If your instructor’s lectures don’t always follow a logical, organized framework, then the mapping method might be a better fit for your note-taking. This allows you to jot down ideas and definitions in a non-structured way as they come up, and then connect and organize them later.
    • Using different colored pens and highlighters to make certain words or ideas stand out
    • Using abbreviations and symbols to make writing faster, and paraphrasing the material to make sure you understand core concepts.
  5. Compare notes with other students: Comparing notes with other students is an effective yet underutilized strategy. Many students only ask to see other students’ notes when they’ve missed a class. By comparing notes with others, you gain perspective and see what other students in the class found to be salient information. Collaborating and discussing topics covered in class not only helps you to better understand content for an upcoming test, but it also gives you valuable insight about how other students have learned to succeed in classes taught by even the most demanding professors. Get to know some of the best note takers and schedule a time after class each week to compare notes. This is also an opportunity for you to test your command of the material by attempting to explain it to others.
  6. Review, edit, and organize your notes: After class, it is a good idea to review your notes and make any edits necessary. Notes can become messy and disorganized because you are trying to keep up with the professor during the lecture. It is worth the additional time to rewrite your notes in a more organized way. Also, researching any terms or concepts you didn’t completely understand during the lecture.

    Additionally, in order to protect the content you’ve spent hours creating, you’ll need to keep your notes in an organized, safe place. Clearly label the binder or folder you are using for each class. If you are taking notes on your laptop, save them in the cloud, or create a backup file on a zip drive in case your computer crashes the night before a test. Regardless of whether you take handwritten or electronic notes, you should date your notes and reference any chapters in your textbook that your notes correspond to for easy lookup later.

  7. Take notes while studying and reading (annotating): Lectures and discussions aren’t the only times when you should be taking notes. It’s also important to take notes when you are doing your reading assignments and homework. Taking notes when you are reading will help you actively engage with the material, identify questions to ask in class, and remember key concepts to bring up during discussions.

    If you are using a textbook you own, or working with a PDF of a document, you can take notes and highlight information right in the reading material itself, making it easier to locate your notes when it comes time to study.

Creating a Study Plan (and sticking to it!)

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Beyond Access Learning Strategies: Manual Study Methods

This strategy can be provided to Beyond Access students prior to taking an exam or final. The strategy is designed to be introduced within the first few weeks of the semester. The strategy details the importance of creating a study plan as well as six effective strategies for developing a study plan. Repetitive practice of the study strategies can help students succeed in any/all academic classes regardless of major.

What is the importance of creating a study plan?

A study plan is an effective way to help you navigate through your college education, and hold you accountable for your own learning outcomes. Creating a study plan (and sticking to it!) allows you to see how you spend your time, and ensures that you are setting aside enough time outside of class to complete homework assignments, study for tests, and review and retain the information you are learning.

Six Effective Tips for Creating a Study Plan

  1. Analyze your current study habits and learning style: Have your student think about what works and what doesn’t work for them in terms of studying. You can generate ideas together with your student following some of the prompts below:
    1. Are they able to study for long blocks of time once or twice a week, or is it more effective for them to study nightly for thirty minutes?
    2. Are they more productive at a certain time of day?
    3. Do they retain material better if you study a subject immediately after class, or do they need a break first?
  2. Evaluate your current schedule and time management: Have your student create a digital calendar, paper calendar, white board, or some form of agenda to block out all their standing commitments, including classes, work, and extracurricular activities. This will allow them to see how much of their time is already taken, and what time they have available for studying. *If their schedule leaves little room for studying, you can work together to evaluate what they can cut back on, or how they can rearrange their schedule to have more open time for studying.
  3. Plan how much time you need to study for each class: At the beginning of each term, instructors will give out a syllabus for their class. The syllabus will usually include the dates of any major exams or projects. Working together with your student, you can use the syllabi as a guide for calculating how much time needs to be set aside for each class weekly, as some courses might be more intensive than others. It will also help them schedule their independent study sessions to make sure they have enough time to complete all your assignments and prepare for exams.
  4. Develop a schedule: After completing steps 1-3, students should now have a better understanding of how much time they need for studying, and how much time they have available in their week. With this information, work together to schedule their study sessions. Have them add their study sessions to their calendar/agenda like any other commitment. This ensures that they’ll remember this is time set aside specifically for studying. Plan out which subject they will study on which day, to ensure that they are devoting enough time to each subject
    1. For example, Mondays and Thursdays can be set aside for math, while Tuesdays and Fridays can be devoted to English
    2. If their schedule is busy, they may have to be somewhat flexible and creative in finding time to study. For example, if they commute to school via public transportation, that time could potentially be used for reading.
  5. Assess your weekly calendar: At the beginning of each week, have your student determine why need to study and what they plan to accomplish in each study session. Are they preparing for a big exam? Is there a paper due? Have they struggled a bit more with recently taught material than in previous weeks? Have them adjust their study plan as necessary to meet their weekly goals, and get the most out of each study session. *While it is tempting to skip a study session when there isn’t a test looming, studying early will reduce their future test preparation time by reading ahead and preparing for lectures.
  6. Stick to your schedule: A study plan works best when it is followed consistently. Study plans should be realistic based on the student’s availability, learning style, and course rigor/expectations. Remind students they will have to adjust their plan as needed when they switch classes each semester.

4 strategies for sticking to your study plan

  1. Remember to take breaks: If the student’s schedule includes long, multi-hour study sessions, remind them to take brief breaks every so often to stretch, hydrate and rest their mind. This will keep your brain fresh and help prevent them from feeling overwhelmed.
  2. Schedule time for other activities: Remind your student that by achieving a balanced schedule, their mind will be more receptive during time devoted to studying. If you schedule several long days in a row of studying, you will get discouraged and be tempted to give up. It’s recommended that you schedule time for nonacademic activities, such as exercise, hobbies, and socializing with other students, as long as the number of hours of nonacademic activities do not supersede the number of hours dedicated to academics.
  3. Maintain accountability: Some students find it helpful to study with a partner, as it provides accountability, as well as opportunities for discussion and collaboration. When creating a study plan, have your student check with other classmates to determine if they can coordinate study sessions. However, if your student tends to socialize more than study when around others, stick to an independent study plan. If they do have a study partner, make sure it’s someone with whom they are likely to stay on task.
  4. Evaluate study plan and adjust as needed: Study plans are all about helping students be more efficient and productive. If they find that it’s not working, remain positive. It’s okay to make changes as you work together to figure out what works best for your student.