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RSS Feeds_ Two Birds, One Information-Soaked Stone - Part I - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
RSS Feeds: Two Birds, One Information-Soaked Stone - Part I
Sharon Huston
Instructional Support Specialist
Center for Support of Instruction
Published: July-August 2009
Category: » Online-pedagogy » Teaching-tools
The world is changing almost as fast as my DSL connection. Maybe faster. New ideas and information
hit our radar every day. This glut of information shapes our professional philosophies, our toolsets, our
goals, and even our daily to-do lists. We are all constantly moving on to the next thing. RSS feeds are
a great tool we can use to gather and manage information to further our careers.
RSS feeds can also help students. One of the most valuable professional skills—the ability to gather,
analyze, and use new information—is surprisingly hard to teach. It is always difficult to make our
students realize that there is more to our professions than a textbook can contain. And it is even
harder to move them from this simple realization to true information-junkie status where they routinely
seek out and evaluate information on their own. Using RSS feeds in the classroom can help convert
students from passive grazers to active information carnivores.
This article, the first of a two-part series, will discuss what an RSS feed is and how you can use it to
improve your own information-gathering capabilities. The second article will examine the technical and
pedagogical uses of RSS feeds within the classroom.
What is an RSS Feed?
RSS ("really simple syndication") is a technology that Web sites use to deliver information to a reader.
A Web site can have one or more "feeds," or collections of articles. CNN.com, for example, has feeds
on U.S. news, technology, and entertainment. New articles published by the Web site are automatically
added to the feed.
Your goal, as an information junkie, is to consume (read) different feeds on topics you find important.
Feeds are read using an RSS reader (also known as an aggregator), a tool that allows you to access
several different RSS feeds from a single place.
So Why is this Cool?
My profession, Web design, was one of the first to use the Internet as the primary communications
medium. To get a balanced view of this chaotic landscape, Web designers had to visit different sites on
a regular basis. It could be confusing (Have I visited adobe.com this month?) and sometimes
exasperating (What do you mean, this site doesn't exist any more?). In 1996, the process became
complicated enough that I developed a perpetual calendar to help me remember to visit Site A on
Mondays and Site B on alternate Fridays.
When RSS entered the picture, I could add feeds from all these different sites to an RSS reader. After
that, all I had to do to stay current was open the reader and start reading. RSS simplified my life by
allowing me to do away with my complicated calendar and save my poor carpal-ridden fingers some
typing and clicking.
Today there are many other information tools on the Web, but the ability of RSS to help me stay on top
RSS Feeds: Two Birds, One Information-Soaked Stone - Part I - DE Oracle
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of trends across my entire discipline keeps it king of my info inbox.
Getting Started with Google Reader
There are several RSS readers available on the Web, but Google Reader is popular due to its price
(free!), rich feature set, and simplicity. The Google Reader tutorial demonstrates how to set up and
use the reader.
Around the Corner . . .
In this article we discussed what RSS feeds are and how you can use Google Reader to consume feeds.
The next article in this series will focus on using RSS feeds with your classes.
About the Author(s)
Prior to joining CSI, Sharon Huston was a full-time instructor for the Dallas County Community College District where she
taught face-to-face and online Web design/multimedia classes focusing on cutting-edge technologies like video podcasting,
Flash, and Second Life. Sharon earned an Innovator of the Year Award for her service on the Teaching and Learning Team, a
committee charged with bringing innovation into the campus classrooms. In addition to teaching, Sharon also served as a
faculty trainer and mentor. In this role she helped fellow faculty design new online and face-to-face courses, fine-tune
existing courses, and master course development software.
Sharon has a BS in history from Texas Woman's University and an MS in computer education and cognitive systems from the
University of North Texas.
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Talent management in the new economy
No full textDr. Rhonda Jones, Program Director for Human Resources Management in the Graduate School, presented ""Talent Management in the New Economy: Applying Lessons Learned From Knowledge Workers"" during a brown bag interactive lunch at the new Academic Center in Largo. During this session participants discussed: o Why talent management is increasingly important in the existing economy o Talent management considerations that are unique to part-time, contingent, and at-will knowledge workers o Factors that increase retention and organizational commitment among traditional knowledge workers o How existing research on traditional knowledge workers might be applied to non-traditional employees o Potential benefits to organizations that are able to stimulate and retain non-traditional knowledge workersTalent management in
the new economy
Applying lessons learned from
knowledge workers
Dr. Rhonda Jones
UMUC – GSMT
10/15/09
Agenda
Definitions of talent management and knowledge workers
Why talent management is increasingly important in the existing
economy
Talent management considerations that are unique to traditional and
non-traditional knowledge workers
Generational differences among knowledge workers
Recommendations to help firms to stimulate and retain knowledge
workers
Discussion: How might existing research on knowledge workers be
applied to benefit all workers?
2
Background
Book chapter on using technology to manage
non-traditional knowledge workers
Re-read Weisbord’s 1991 book, Productive
Workplaces.
Amazon.com’s description: “Offers specific
how-to instructions for involving employees in
designing new work methods and developing
strategies for organizational improvement .”
Managing Talent
“What potentially differentiates one company from another is the
way they manage the employee-employer relationship, as
knowledge workers can leave an organization and remove that key
asset.”
“Their retention is, therefore, vital for organizations operating in this
knowledge era, forcing some companies to make greater effort in,
first, developing systems which will increase the effective creation
and utilization of knowledge and, second, understanding the
mechanisms and concepts involved in retaining knowledge workers”
(Lee-Kelly, Blackman & Hurst, 2007, p. 205).
.
4
Talent Management
“The implementation of integrated strategies or systems designed to
increase workplace productivity by developing improved processes for
attracting, developing, retaining, and utilizing people with the required skills
and aptitude to meet current and future business needs” (Lockwood, 2005).
Examples of talent management practices and processes include aligning
human resource programs with strategic business goals, broadening
existing definitions of diversity, developing future leaders, and engaging
employees in an effort to increase their emotional and intellectual
commitment to the organization.
Ultimately, the goal of talent management should be to build “culture,
engagement, capability, and capacity through integrated talent acquisition,
development and deployment processes that align with business goals”
(Bingham, 2008, p. 81).
5
Knowledge Workers
Drucker – “accountants, engineers, social workers, nurses,
computer experts of all kinds, teachers, and researchers. They are
the people who add to a company’s products and services by
applying their knowledge” (as cited in Lord & Farrington, 2006,p.
20).
Roy et al - “any employee possessing specialist knowledge or know-how
who is involved in consultancy based on their specialist
knowledge or know-how, or research and development work for new
products, services or processes. They use their knowledge and
know-how to gather, analyse, add value and communicate
information to empower decision making” (as cited in Lee-Kelly et al,
2007, p. 205).
6
Knowledge Workers
Lee-Kelly, Blackman and Hurst (2007) posit that “Knowledge
workers’ careers tend to be developed through self-directed learning
and further education rather than from internal career or personal
development programs. Their ability to learn is fundamental in
achieving and maintaining their own personal competitive
advantage. This makes them more likely to be loyal to fellow
professionals, contact networks and peers, rather than to their
employers” (p. 108).
What this means is that firms should have in place social networking
opportunities for knowledge workers so they can form bonds with
one another. This will lead to trust, which will facilitate the sharing of
information and enhanced learning.
7
Knowledge Workers
At the same time, however, firms should not disregard strengthening
employee loyalty. As evidence, the Lord and Farrington (2006)
article found that knowledge workers of all ages “ranked the
statement, ‘I enjoy and take pride in my work’ in their top two
reasons for working” (p. 23). Also, Lord and Farrington assert, “there
is a strong positive correlation between job satisfaction and overall
organizational commitment.” (p. 25).
These results have important implications for all firms and echo
statements by Yang and Lin (2009), “For highly mobile professional
knowledge workers, an effective human resource staff development
strategy should focus on increasing employee job satisfaction to
reduce turnover” (p. 108).
8
Knowledge Workers & Job
Satisfaction
What factors make
you happy with
your job?
List the top 3.
Knowledge Workers
Studies have shown variables that affect job satisfaction among
knowledge workers include working in a “high technology”
organizational culture (Takada, 2003), having transformational
managers as supervisors (Bell-Roundtree, 2004), and “increasing
worker empowerment, autonomy, and self determination” (Lee-Kelly,
Blackman & Hurst, 2007).
10
Is increasing employee
commitment as simple as that?
Possibly not, as one must
consider that organizational talent
management efforts are often
complicated by differences among
workers.
11
Non-traditional Knowledge
Workers
In recent years, the use of non-traditional knowledge workers (those
who work on a part-time, temporary, or contractual basis) has
increased around the world as businesses seek to streamline
processes, reduce healthcare costs, and minimize retirement
benefits.
"Hiring qualified temporary knowledge workers gives companies
more flexibility as well as opportunities to reduce costs, which are
important factors in any economy" (Reuters, 2009).
12
Non-traditional Knowledge
Workers
A recent study indicates that contingent knowledge workers think:
1) contingent work is a rewarding experience;
2) the opportunity to work in different organizations, industries, and
projects is enjoyable;
3) they benefit from higher wages;
4) enjoy more varied and interesting work, with greater autonomy in
choosing when and where work is completed; and
5) their work allows them to adjust work commitments to fit with personal
circumstances.
(Redpath, Hurst & Devine, 2007)
13
Generational Differences
“Younger workers place more importance on advancement, security,
and how their supervisor relates to them. The older worker places
more importance on independence” (Lord & Farrington, 2006, p. 25).
“Younger generations place more importance on the values
associated with openness to change and self-enhancement than do
older generations” and “in the work setting, younger generations
value status and a social working environment more than do the
older generations. The older generations, on the other hand, place
more importance on altruistic work values” (Lyons, 2004, p.1).
14
Generational Differences
Terjesen and Frey (2008) investigated how organizations can best
attract and retain young knowledge workers. According to their
research study involving Human Resource managers, “to keep them
in the long run, they have to be offered good training and
development and a pleasant corporate culture” (p. 80).
The authors also provide an additional “list of desired organizational
attributes” (p.83), which includes: “care about their employees as
individuals; clear opportunities for long-term career progression;
variety in daily work; and dynamic, forward-looking approach to their
business” (p. 83).
15
Information Overload
“Roughly once every three minutes, typical cubicle dwellers set
aside whatever they're doing and start something else--anything
else. It could be answering the phone, checking e-mail, responding
to an instant message, clicking over to YouTube, or posting
something amusing on Facebook” (BusinessWeek, 2008, p. 55).
It is estimated that in the U.S., “28% of a knowledge worker’s day is
lost to unnecessary interruptions, which cost the U.S. economy $900
billion a year in lost productivity” and it is thought that information
overload “leaves knowledge workers with only 12 percent of the day
for thought and reflection” even though “knowledge workers think for
a living” (Rocha, 2009, B1).
16
When was the last time
you were able to pause
and think creatively at
work?
What were the
circumstances that
facilitated that?
Information Overload
The issue of numerous
interruptions and information
overload presents a double-edge
sword for those who
manage knowledge workers.
How does one encourage
creativity and innovation
while maximizing
productivity?
18
Using Technology in Place of
Talent Management
Many organizations implement technology and software tools to
better utilize their workers.
IBM - Several years ago, the firm hired a mathematician to head “up
a team that's piecing together mathematical models of 50,000 of
IBM's tech consultants. The idea is to pile up inventories of all of
their skills and then to calculate, mathematically, how best to deploy
them” (BusinessWeek, 2008).
According to a 2008 BusinessWeek article, the mathematician’s
“assignment is to translate the complexity of highly intelligent
knowledge workers into the same types of equations and algorithms
that are used to fine-tune shipping or predict the life span and
production of a mainframe computer. The idea is to build richly
textured models that behave in their symbolic realm just like their
flesh-and-blood counterparts. Then planners can manipulate them,
looking for the most efficient combinations” (p. 3).
19
How might technology
be used in your
workplace to manage
knowledge workers?
What are some of the
pros and cons?
What Does it All Mean?
How can organizations better manage the human capital provided
by knowledge workers?
As the global economy fluctuates and the very nature of work
changes, organizations must do two things:
1) encourage creativity and innovation while maximizing productivity,
and
2) support a change in the “control and command” business
practices still used by most managers when organizing knowledge
workers.
21
What Does it All Mean?
How can organizations better manage the human capital provided
by knowledge workers?
As the global economy fluctuates and the very nature of work
changes, organizations must do two things:
1) encourage creativity and innovation while maximizing productivity,
and
2) support a change in the “control and command” business
practices still used by most managers when organizing knowledge
workers.
There must be a balance between harnessing technology to
optimize their work in a structured way and using human networks to
help them develop and organize their own work. As stated by
Weisbord (1991) almost 20 years ago, “the essence of effective
organization is learning, not coercing and controlling output” (p. 13).
The following are two recommendations to help organizations
accomplish just that:
22
Recommendation 1
Place knowledge workers, whether full-time, part-time or
contingent, in jobs that utilize their core competencies while
stimulating their interests and making them feel valued. This will
appeal to both older individuals who seek autonomy as well as
younger employees who strive for career advancement, learning
opportunities, and a pleasant corporate culture.
In addition, over time, assign them a variety of intellectually
challenging work and, if possible, have those projects involve
different organizations and industries.
“If we truly value our people and provide them with an
environment that enables them to fulfill their highest potentials -
and if we offer them the highest possible returns on the investment
of their human capital - then they are likely to respond by
contributing their creativity, dedication, and loyalty in building a
successful enterprise” (Coloma, 2008).
23
How might
Recommendation 1
be applied in your
workplace?
Recommendation 2
Design physical and virtual workspaces in ways that foster
effective and efficient communication while allowing time for
concentration and creative, collaborative thought.
Whether face-to-face or online, there should be an opportunity for
cross-pollination of ideas between units and departments. This
can be accomplished by formal meetings and events, but might be
better served by purposefully structuring the work environment so
that employees from various departments and with different job
duties naturally and regularly interact in informal ways.
This would logically and over time result in the formation of social
bonds that enhance knowledge transfer (McFayden & Canella,
2004) and facilitate learning.
25
Recommendation 2
Organizations must be sure, however, to combine such workplaces
with tools and training that help knowledge workers prioritize the
“flood of information they face and fend off irrelevant info-bytes”
(Jackson, 2008).
This can be done with actions as simple as limiting the broadcast
and “reply all” functions on email to those situations in which it is
clearly warranted, avoiding scheduling unnecessary meetings
(Craig, 2008), and “considering the most effective and efficient way
to distribute information” (The Times, 2008), which might involve
limiting the use of email.
26
Evaluating Technology Effectiveness
As stated by, Duarte and Snyder (2001), there are two key factors
that help “evaluate the effectiveness of one technology over another
in different situations: the amount of social presence and the amount
of information richness required” (p. 26).
Routine communication might be well-received via technologies with
low social presence and information richness (such as regular mail
and email), but “nonroutine situations that contain high interpersonal
or emotional components or ambiguity and uncertainty usually
require technologies with higher social presence” (p.27) and
richness, such as telephone and video conferencing.
27
How might
Recommendation 2
be applied in your
workplace?
"Creativity has to have the right
conditions to survive. It has to be valued
and then employees can feel free to be
creative. Businesses attracting and
retaining the best knowledge workers
have a mix of creativity and focus”
(Jackson, 2008).
29
Closing
In closing, organizations are increasing their use of knowledge
workers in order to remain competitive in today’s business
environment. Studies have shown that knowledge workers have
certain unique characteristics and desires, and that differences exist
among them.
For organizations to keep knowledge workers satisfied and
committed, they should facilitate opportunities for communication,
minimize distractions, and help them develop their full potential.
30
Closing
“Keep in mind that the vast majority of knowledge resides in
people’s heads, not in an organization’s database” (BusinessWeek,
2008). It is for that reason that firms must find a way to make
workers convey the knowledge they have in their heads to others in
the organization in order to contribute to the firm’s goals and bottom
line.
This must be done in a humanistic way. As stated by Coloma
(2008), “If we truly value our people and provide them with an
environment that enables them to fulfill their highest potentials - and
if we offer them the highest possible returns on the investment of
their human capital - then they are likely to respond by contributing
their creativity, dedication, and loyalty in building a successful
enterprise” (p. S1).
31
What About Other Workers?
Could what we’ve discussed play a role in
managing all workers, not just knowledge
workers?
Why or why not?
References
Bell-Roundtree, C. (2004). Does manager behavior influence knowledge worker job
satisfaction and organizational commitment attitudes? A validation of Kouzes and
Posner's transformational leadership theory. Dissertation Abstracts International,
65(01), 384. (UMI No. 765275551)
Bingham, A. (2008). The talent factor. Public Manager, 37(3), 80-84.
BusinessWeek (August 29, 2008). Book excerpt: The numerati. Retrieved from
http://www.businessweek.com
Coloma, S. (November 14, 2008). Workers as human capital investors. BusinessWorld,
S1-4, Retrieved from LexisNexus Academic.
Craig, R. (June 10, 2008). How to avoid information overload. Personnel Today.
Retrieved from http://www.personneltoday.com/articles/2008/06/02/46119/avoid-information-
overload-how-to.html
Duarte, D.L. & Snyder, N.T. (2001). Mastering Virtual Teams. San Francisco, CA :
Jossey-Bass.
Jackson, M. (June 23, 2008). May we have your attention, please? BusinessWeek.
Retrieved from http://www.businessweek.com
Lee-Kelly, L., Blackman, D.A., & Hurst, J.P. (2007). An exploration of the relationship
between learning organizations and the retention of knowledge workers. The
Learning Organization, 14(3), 204-21.
Lockwood, N.R. (2005). Talent management overview. Retrieved from
http://www.shrm.org
33
References
Lord, R. & Farrington, P. (2006). Age-related differences in the motivation of
knowledge workers. Engineering Management Journal,18(3). Retrieved from
Academic Search Premier Database (23224511).
Lyons, S. (2004). An exploration of generational values in life and at work.
Dissertation Abstracts International, 65(09), 3462. (UMI No. 795937831)
McFadyen, M.A. & Cannella, A.A. (2004). Social capital and knowledge creation:
Diminishing returns of the number and strength of exchange relationships.
Academy of Management Journal, 47(5), 735-746.
Redpath, L., Hurst, D., & Devine, K. (September, 2007). Contingent knowledge
worker challenges. Retrieved from
http://www.entrepreneur.com/tradejournals/article/print/169413775.html
Reuters Marketwire (July 29, 2009). Veritude "New Normal" Study Indicates Hiring
of Contingent Knowledge Workers Expected to Increase. Retrieved from
http://www.reuters.com/article/pressRelease/idUS165153+29-Jul-
2009+MW20090729
Rocha, R. (August 13, 2009). Warning: Information overload hurts productivity. The
Gazette Montreal, p. B1. Retrieved from LexisNexis Academic.
Takada, P. W. (2003). The relationship between organization culture and
satisfaction of knowledge workers in technology-driven organizations.
Dissertation Abstracts International, 64(09), 4556. (UMI No. 765275551)
34
References
Terjesen, S. & Frey, R. (2008). Attracting and retaining Generation Y knowledge worker
talent. In V. Vaiman & C. Vance (Ed.), Smart Talent Management (pp.66-89).
Glouster, UK: Edward Elgar Publishing.
The Times (London). (June 5, 2008). How to avoid information overload at work.
Retrieved from LexisNexus Academic.
Weisbord, M. R. (1991). Productive workplaces: Organizing and managing for dignity,
meaning, and community. New York: Jossey-Bass.
Yang, C. & Lin, C. (2009). Does intellectual capital mediate the relationship between
HRM and organizational performance? The International Journal of Human
Resource Management, 20(9), 100-121.
3
Designing PowerPoint Presentations for the Online Classroom - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Designing PowerPoint Presentations for the Online Classroom
David Johnson
Assistant Academic Director - IFSM
School of Undergraduate Studies
Published: May-June 2005
Category: » Online-pedagogy » Teaching-strategies
I am sure you've heard the adage, "just because you put instruction online doesn't make it online
instruction."
Simply posting content that was originally designed for use in a face-to-face classroom does not often
guarantee it will be effective in the online environment. There are things we need to do to with Web
content that will maximize learning outcomes.
This is especially true in the case of PowerPoint presentations. Even a well-designed PowerPoint
prepared for the face-to-face environment can fail online unless we carefully consider the challenges of
the new instructional terrain.
The Online Learning Space
Online learning space is still primarily asynchronous. This means that you lose the student-teacher
interactivity synonymous with the face-to-face classroom, including the ability to visually gauge
interest, provide immediate feedback, digress, embellish, and redirect focus – all very critical features
of the face-to-face environment.
The PowerPoint Paradigm
PowerPoint presentations given in the face-to-face classroom are normally instructor-driven. The
instructor accompanies the presentation with narrative, stopping to field questions or add depth to a
point by exiting the presentation to display additional content (e.g. a Web page or application).
Well-crafted presentations often adhere to general design conventions, which call for a limit of words-per-
line and lines-per-slide.
As opposed to being used as a face-to-face lecture enhancement, a PowerPoint presentation posted on
the Web loses the element of instructor-student interaction. Online presentations become stand-alone,
student-driven learning episodes.
How do we compensate for the loss of face-to-face interaction in the online environment?
The answer is by supplementation. Below are five effective practices you can use to supplement your
online PowerPoint presentations.
Discussion
Create a discussion conference, not only for students to ask questions, but also for the instructor to
fortify the discussion with comment and feedback. This simulates instructor-student and student-student
interaction in the face-to-face environment.
Content
PowerPoint presentations prepared for the face-to-face environment can be somewhat cryptic.
Concepts, ideas, and complex thoughts are often condensed into smaller segments. Add more detail to
the online version of your presentation, especially if your students will be using it as a study guide.
Designing PowerPoint Presentations for the Online Classroom - DE Oracle
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Narration
Including narration can bring an online PowerPoint presentation to life. The addition of spoken voice
adds tremendous value. A good way to do this is by using Impatica for PowerPoint. Impatica
compresses PowerPoint presentations and allows them to be displayed in any Java-enabled browser.
The Center for Teaching and Learning (CTL) provides online Impatica workshops for all UMUC faculty.
Alternative Formats
Provide alternative versions of your presentation (e.g. PDF, Flash, or PowerPoint outline). Formats that
can be downloaded and viewed offline are highly desirably for many students, especially those outside
of the U.S. who pay for Internet access by the minute.
Presentation Size
Consider the needs of your audience. The larger the file, the longer it takes to download. PowerPoint
files can become quite large, especially after adding static images, animation, sound, and/or video. In a
face-to-face classroom, just about any bell and whistle is possible, but in the online environment we
still need to design for the the student with dial-up access.
We hope that these five tips will help you more effectively prepare your face-to-face PowerPoint
presentations for online delivery.
Happy PowerPointing!
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Habits of Successful Students - June 17, 2009_combined - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Habits of Successful Students - June 17, 2009
CSI Staff
Staff Writer
Center for Support of Instruction
Published: May-June 2009
Category: » De-oracle-live » Archived-webinars
Each semester, we come across students who need assistance in being successful. As faculty, we can
start them off on the right foot with tools and strategies that can help them understand the importance
of good choices and cultivate habits that lead to success. Dr. Loyce Pailen and Linda Smelser shared
with the audience their presentation "Habits of Successful Students."
Archived Recording:
Launcher Link:
http://67.202.210.31/launcher.cgi?room=deoracle_2009_0617_1405_01 (http://67.202.210.31
/launcher.cgi?room=deoracle_2009_0617_1405_01)
Wizard Link:
http://67.202.210.31/wizard/launcher.cgi?wc=wms (http://67.202.210.31/wizard/launcher.cgi?wc=wms)
Slide Presentation:
Printable Versions: PDF | FlashPaper
About the Author(s)
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Habits of Successful Students - June 17, 2009 - DE Oracle
Speakers -
Dr. Loyce Pailen, Assoc
Provost OISS / GSMT faculty
Linda Smelser, Instructional
Support Specialist / SUS
faculty
Agenda
• Challenges of being a successful student
• Faculty responsibility
• Helping students learn accountability
• Strategies for success
• Habits of Success Presentation
• How to use presentation for discussion
Student Success Challenges
• Understanding the elements for being a
successful student
• Learning how to execute those elements
successfully
• Being able to overcome obstacles when
“life happens”
• Being flexible and teachable
Faculty Responsibility
• Practical helps
– Make instructions and procedures clear
– Post reminders about deadlines
– Flexible with students when “life happens”
• Help students learn accountability in your
classroom
• Feedback, feedback, feedback
Discuss Accountability
• Provide opportunities to teach and
discuss students success
– UMUC student policies
– Faculty expectations
– Student expectations
• Habits of Successful Students
presentation
Encourage strategies for success
• Take ownership / be accountable
• Positive self attitude
– Celebrate big and small achievements
– Keep moving forward
• Suggest ways to cultivate good habits
– Time and stress management; establish
study place and time
– Overcome obstacles; develop flexibility
Presentation Discussion Questions
• Do you consider yourself a successful student?
Why / why not?
• Why do abdicating behaviors put you at a
disadvantage?
• What does accountable mean to you? How do
you benefit from being accountable?
• What two elements make you a successful
student?
• What is one of the most important elements
that you’ve learned as a student that will / has
help(ed) you become a successful professional?
Student Feedback
• “This week’s discussion helped me make
progress to become a successful student and…
person.”
• “Being accountable means to be responsible
enough to accomplish what is expected…”
• “[Bad habits] put you at a disadvantage
because they make you depressed. As a result
you can not focus well on your studies…”
• “By being accountable, people are able to trust
that you can finish tasks and show you are a
capable person.”
Thank you for joining us today at DE
Oracle Live! sponsored by the
Center for Support of Instruction
(CSI).
You can learn more about CSI at
http://www.umuc.edu/departments/csi
