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An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Habits of Successful Students
Dr. Loyce Pailen
Associate Provost
Office of Instructional Services and Support
Published: March-April 2008
Category: » Online-pedagogy » Teaching-strategies
Challenges to Being A Successful Student
Students face challenges in online and face-to-face classes due to a variety of reasons. Possible
challenges include being new to a field of study and/or the online environment, getting acquainted with
an instructor's teaching and organizational style, and being new to college or returning after many
years. However, the biggest challenge of all is understanding what it takes to be a successful student.
Students who are successful know to stay abreast of course requirements, maintain focus on due
dates, communicate concerns to their instructor early, and can work around setbacks.
To help students to do their best and understand expectations, most faculty members are careful to
make their instructions very clear about requirements and meeting deadlines for assignments. In many
classrooms, instructors post reminder after reminder about the necessary procedures for submitting a
quality assignment on time. In most cases, instructors are flexible with students who anticipate
problems and provide their instructors with workable solutions.
Helping Students Learn Accountability
Most adult learners who register for college classes start out with good intentions on being timely with
assignments and doing well on exams and projects. However, "life happens" when unexpected issues
come into play and things don't always go as planned. Fortunately, many students understand how to
negotiate unanticipated problems and are still able to submit quality work on time. These students,
when late, provide their instructor with clear plans for making up assignments, follow through on the
plan, and ultimately excel in their classes—which results in good grades.
What about the student who doesn't seem to understand that success is about being accountable for
posting work on time and taking responsibility when "life" gets in the way? "The computer ate my
homework" is something instructors hear a lot, or students wait until an hour before the deadline to
post work and "can't get Internet access" because their ISP is down and…oops, the assignment is
late. Most faculty care deeply about their students' success and wonder how to help them understand
that success is about taking responsibility for their actions. Do the students who procrastinate and play
the blame game understand that these habits are what may be keeping them from success?
As I contemplated this question, I heard a discussion on a talk show about the importance of taking
responsibility using the Ladder of Accountability model. The discussion on the subject matter struck a
chord that I felt could be shared with our UMUC students to help them make it through to
graduation. The Ladder is a simple concept that provides guidance on overcoming some potentially bad
habits, and it explains some good habits that lead to success. Using the Ladder of Accountability model
and expanding on its themes, Linda Smelser, Instructional Support Specialist in the Center for Support
of Instruction, and I developed a PowerPoint presentation called "Habits of Successful Students" along
with materials and questions for discussion. The presentation and materials provided below can be
used in an online discussion or be adapted for face-to-face sessions. Note in the student comments
Habits of Successful Students - DE Oracle
below that this type of discussion provides an opportunity for successful students to explain their
strategies, which will hopefully help the not-so-strategic student gain some insight.
Habits of Successful Students Presentation
Habits of Successful Students Presentation Transcript
Classroom Discussion (to be used along with "Habits of Successful Students"
Presentation)
Learning to be Successful
It takes time to learn to be successful. There is a season for everything (parenthood, being a student,
being a professional, etc.), which means that we are always in the process of reinventing ourselves and
learning new ways of being. This is the time to learn what it takes to be a successful student.
Time Management/Schedules
Making a schedule for yourself is paramount to success. Developing a schedule can be as easy as
creating a list of "to do's" for the day or as regimented as creating blocks of time for your tasks. The
important thing is that you find what works for you and stick with it. Even if you go off the schedule for
a few days, you can get back to it and get yourself on track.
Self-Attitude
A great thing about being an adult is that we can choose and/or change our own self-image. Three
important strategies for success that can help you develop a positive self-perspective are: (1) view
yourself positively, (2) don't compare yourself to others, and (3) don't "judge" yourself. To get you
started on changing your self-perception, I would like to challenge you to begin seeing yourself as
someone who has the capability to (a) do what you want to do and to do it well, (b) achieve the goals
you set for yourself, (c) change your habit patterns, and (d) pat yourself on the back when you have
achieved each step, no matter how small it may seem at the time. The following three suggestions will
get you started:
Look at what you are already achieving and doing well and figure out how to apply this
perspective/habit to everything you do.
Replace the habit of judging yourself negatively by being at peace with yourself and your
unique traits. For example, when you hear yourself say, "Oh, I'm such a procrastinator!" use this as a
positive opportunity to look objectively at what is causing you to feel this way. Then, consider ways to
change the behavior or habit. Believe me, it takes less energy to change than to berate yourself and
feel guilty for the rest of the day!
Realize that you are unique and that it takes time to find the right successful strategies that
work for you. Keep trying things out to see what works best for you. The key is to not give up.
Discussion:
Take five minutes to review the PowerPoint presentation called "Habits of Successful Students." Discuss
the following questions and thoughtfully respond to each other's comments:
Do you consider yourself a successful student? Why or why not?
Why do abdicating behaviors put you at a disadvantage?
What does being accountable mean to you? What benefits do you gain by being accountable?
In your opinion, what are two (or more) important responsibilities of being a successful student? (Don't
limit yourself to the habits on the presentation.)
What is one of the most important things you have learned as a student that will help you become a
more successful person/professional?
Student Comments from "Habits of Successful Students" Discussion (EDCP 100
Habits of Successful Students - DE Oracle
class)
Before I participated in this week's discussion, I did not know about abdicating and accountable
behaviors. Now, I know abdicating behaviors are unhelpful to successful time management as well as a
student. I should have accountable behaviors to fulfill my responsibilities and duties. I think
accountable behaviors are worthy of praise, so I will make efforts to improve the behaviors. Overall,
this week's discussion and readings helped me make progress to become a successful student as well
as person.
Being accountable means to be responsible enough to accomplish what is expected of you. By being
accountable, people (including yourself!) are able to trust that you can finish tasks as needed and that
you are a capable person.
Abdicating behaviors put you at a disadvantage because they make you dispirited and depressed. As a
result, you can not well focus on your studies and can gain stress because of them.
[Abdicating behaviors] hinder you from performing to your fullest capacity which shows on the work
you do. If I procrastinate too long I may never get the assignment done.
Interacting with instructors and classmates and asking questions when he or she has doubts are some
of the responsibilities.
References
Note that other related concepts are available online, such as lifelong skills (http://www.ccaurora.edu
/assessment/lifelongskills.shtml) , personal responsibility (http://www.ntlf.com/html/lib/bib/93-8dig.htm) , and
self-directed learning (http://www.selfdirectedlearning.com/) . These and other models can also be used as
topics for discussion and would be effective opportunities for teaching students successful habits.
Please note that a search for the author/designer of the Accountability Ladder model was not found;
however, more information on the model is available below:
Seven Habits of Successful Students (http://www.ucalgary.ca/counselling/academicsuccess/studyskills
/sevenhabits/)
Procrastination: Ten Ways To "Do It Now" (http://www.reachoutmichigan.org/learn/procrast.html)
Being Accountable for Accountability (http://www.duncanworldwide.com/DR/DR_accountability.asp)
About the Author(s)
Dr. Loyce Pailen is the associate provost, Office of Instructional Services and Support (OISS) at University of Maryland
University College (UMUC). OISS oversees Course Development and CSI. OISS staff work with faculty to assist with online
classroom setup, course design, quality assurance, virtual labs, and the introduction of new technologies. Previously, Dr.
Pailen was the assistant academic director for the Information Systems Management (IFSM) discipline, responsible for the
undergraduate information assurance curriculum. She has experience in supporting students, faculty, and staff; developing
courses; coordinating course design; and implementing instructional technology, with a specific emphasis on distance
education and virtual labs.
Dr. Pailen came to UMUC in 2002 after working at The Washington Post Company for over 20 years in various programming,
management, and directorial positions in newspaper and corporate information technology, where she was responsible for
selecting and implementing enterprise-wide hardware, software, business applications, and telecommunications services, as
well as for disaster recovery analysis and planning. She studied at UMUC at the undergraduate and graduate levels, and in
2005 completed the degree requirements for the Doctor of Management program at UMUC as an Orkand Fellow.
Dr. Pailen’s certifications include: Certified Information Systems Security Professional (CISSP), Citrix Certified Administrator,
CompTIA Network+, JAVA Development Certified Professional, Microsoft MOUS, and Certified NetWare Administrator.
Linda Smelser has been an instructional support specialist in the Center for Support of Instruction (CSI) since September
2006. She enjoys working in a team environment and is excited that "there's so much to learn and do with the variety of
projects CSI handles." Linda is also an adjunct faculty for UMUC, teaching EDCP 100. Previously, Linda was an instructional
designer in the health field while finishing her MA in Instructional Systems Development at UMBC. From 2002-2004 she was
an academic advisor for UMUC’s School of Undergraduate Studies. In her spare time, Linda enjoys mountain biking, zydeco
and swing dancing, and traveling to California and Philadelphia to visit her children and grandchildren.
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Habits of Successful Students - DE Oracle
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An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Transcript for "Habits of Successful Students" Presentation
Dr. Loyce Pailen
Associate Provost
Office of Instructional Services and Support
Published: March-April 2008
Category: » Online-pedagogy » Teaching-strategies
Habits of Successful Students - Transcript
Return to Main Article
Slide 1 – Introduction
Welcome to the presentation "Habits of Successful Students."
Habits can help you to be successful or cause you to fail. The good news is that habits can be changed.
Slide 2 – Ladder of Accountability
Let's take a look at the Ladder of Accountability. On the lower rung of the ladder are abdicating
behaviors, or self-defeating habits, that cause you to allow circumstances or others to control your
outcomes.
On the higher rung of the ladder are accountable behaviors, or successful habits, which empower you
to be in control of your circumstances and ultimately, your outcomes.
Slide 3 – Where Are You on the Ladder?
As you go through this presentation, consider where you are on the ladder now and where you want to
be.
Slide 4 – Self-defeating Habits
Let's explore four self-defeating habits and consider their consequences.
Slide 5 – Procrastinate
People who procrastinate deal with perfectionism and feelings of inadequacy. Perfectionists who believe
they must spend extraordinary effort and time to turn in a perfect report can end up paralyzing
themselves from even getting started. The worry of failure and feelings of inadequacy can also cause
delays or paralysis.
Slide 6 - Blame
Blaming others, or finger pointing, is the adult version of "the dog ate my homework" syndrome.
People who blame others genuinely believe they are controlled by circumstances, when in actuality
they are giving their power to someone else. These people do not see themselves as empowered.
Slide 7 – Apathy
Do you find yourself saying, "I can't" or "I quit"? Apathy is the absence of passion and excitement.
When you are apathetic, there is no motivation to value success or understand the consequences of
failing.
Slide 8 – Daydream
Daydreaming is a way to escape responsibility and engage in wishful thinking, hoping that everything
will turn out well without taking the necessary effort to make it happen. This behavior also leaves your
Transcript for "Habits of Successful Students" Presentation - DE Oracle
outcomes to chance.
Slide 9 – Successful Habits
Now we'll take a look at the following four habits and how they can improve your student rate of
success.
Slide 10 – Responsible
Students who are responsible tend to take ownership of the task at hand. They are motivated with
passion, determination and persistence to get the job done.
Slide 11 – Resourceful
Resourceful students ask two questions. The first question is to get the answer. The second is to find
out where the answer came from so they can find it for themselves the next time. Resourceful students
also tend to look ahead; they make plans for getting their coursework done on time.
Slide 12 – Solution Oriented
Another important habit is the ability to view a problem as a positive challenge. Solution-oriented
students are committed to finding results when they come up against obstacles. These students gain
special satisfaction in solving problems.
Slide 13 – Motivated
Motivated students tend to think outside the box, they don't take no for an answer, and they end up
being role models for other students. They are motivated to use all of their experiences as
opportunities to learn.
Slide 14 – All Habits
Students who develop these and other habits of success enjoy the benefits of good grades, respect,
and achievement.
Slide 15 - References
We hope this presentation helped you gain a new perspective about how being accountable and
developing successful habits can equal student success.
Seven Habits of Successful Students (http://www.ucalgary.ca/counselling/academicsuccess/studyskills
/sevenhabits/)
Procrastination: Ten Ways To "Do It Now" (http://www.reachoutmichigan.org/learn/procrast.html)
Being Accountable for Accountability (http://www.duncanworldwide.com/DR/DR_accountability.asp)
About the Author(s)
Dr. Loyce Pailen is the associate provost, Office of Instructional Services and Support (OISS) at University of Maryland
University College (UMUC). OISS oversees Course Development and CSI. OISS staff work with faculty to assist with online
classroom setup, course design, quality assurance, virtual labs, and the introduction of new technologies. Previously, Dr.
Pailen was the assistant academic director for the Information Systems Management (IFSM) discipline, responsible for the
undergraduate information assurance curriculum. She has experience in supporting students, faculty, and staff; developing
courses; coordinating course design; and implementing instructional technology, with a specific emphasis on distance
education and virtual labs.
Dr. Pailen came to UMUC in 2002 after working at The Washington Post Company for over 20 years in various programming,
management, and directorial positions in newspaper and corporate information technology, where she was responsible for
selecting and implementing enterprise-wide hardware, software, business applications, and telecommunications services, as
well as for disaster recovery analysis and planning. She studied at UMUC at the undergraduate and graduate levels, and in
2005 completed the degree requirements for the Doctor of Management program at UMUC as an Orkand Fellow.
Dr. Pailen’s certifications include: Certified Information Systems Security Professional (CISSP), Citrix Certified Administrator,
CompTIA Network+, JAVA Development Certified Professional, Microsoft MOUS, and Certified NetWare Administrator.
Linda Smelser has been an instructional support specialist in the Center for Support of Instruction (CSI) since September
Transcript for "Habits of Successful Students" Presentation - DE Oracle
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© University of Maryland University College
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2006. She enjoys working in a team environment and is excited that "there's so much to learn and do with the variety of
projects CSI handles." Linda is also an adjunct faculty for UMUC, teaching EDCP 100. Previously, Linda was an instructional
designer in the health field while finishing her MA in Instructional Systems Development at UMBC. From 2002-2004 she was
an academic advisor for UMUC’s School of Undergraduate Studies. In her spare time, Linda enjoys mountain biking, zydeco
and swing dancing, and traveling to California and Philadelphia to visit her children and grandchildren.
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A Flash Learning Object of the OSI Model - DE Oracle
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An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
A Flash Learning Object of the OSI Model
Joanna (Xuan) Zhang
Instructional Support Specialist
Center for Support of Instruction
Published: July-August 2008
Category: » Learning-objects
Background
The Open Systems Interconnection (OSI) reference model is a specific learning concept in teaching
networking, information assurance, telecommunications, and other technology- and computer-related
subjects that has been particularly difficult to convey to students online. It is an elementary Network/IT
fundamental, of which students must possess a firm understanding prior to moving on to advanced IT
security and information assurance concepts. Also, students are required to have solid knowledge of
the OSI model prior to taking industry certification exams and for entering the technology workforce.
UMUC's Security Studies Laboratory received a grant from the National Security Agency to develop an
interactive learning object that would facilitate online UMUC courses in the areas of
telecommunications, networking, and information assurance. Some of the suggested courses that will
use this learning object in the School of Undergraduate Studies are in the CMIT, CMIS, and IFSM
programs; suggested graduate courses that will use the learning object include some in the INFA, ITEC,
and TLMN programs.
The Center for Support of Instruction (CSI) development team was tasked with developing an
interactive Flash learning object that would provide students with an immersive, engaging, and
interactive representation of the OSI model concepts. The anticipated deliverable would help bridge the
gap between learning about the OSI model and understanding its relationship to information assurance
and other networking topics.
Structure of the Learning Object
The adopted structure of the learning object closely matches the conceptual structure of the OSI
model, utilizing seven learning modules to match up with the seven layers of the OSI model. An
introductory overview module was added to provide an overall framework to the learning object. Each
module includes the following learning stations:
Learning Objectives
Virtual Instructor
Description
Protocols
Real Life Examples
Information Assurance Implications
Test Your Knowledge
A Flash Learning Object of the OSI Model - DE Oracle
Interface of the OSI model learning object
Students traverse through the various learning stations—which include text, animation, video, and
multiple-choice and true/false questions—for a multimedia representation of each layer of the OSI
model. The interactive learning experience will assist them in understanding the concepts of the layer,
the associated terminology, the relationship of that layer to its adjoining layers, and, very importantly,
the relationship of the layer to information assurance concepts. The development team used subject
matter experts to create the text and exercises for each layer.
Status and Timeline
On May 28, 2008, the Security Studies Laboratory and CSI presented the draft of the learning object to
various stakeholders, including university staff, subject matter experts, undergraduate and graduate
faculty, and other guests. The responses to the learning object and user interface were positive and
enthusiastic. The faculty provided valuable input to enhance the learning object and were looking
forward to integrating it into their WebTycho classrooms. The first version of the learning object is
scheduled to be released in the fall 2008 semester. Accompanying the release, the development team
envisions providing a faculty “user manual,” as the object was designed to be used in multiple courses
for teaching multiple concepts. The manual will include suggested in-class activities, possible
assignments, and general guidelines for using the learning object to minimize repetition among
courses.
About the Author(s)
This article is co-authored by Joanna Zhang and Towanda Jones, Instructional Support Specialists for the Center for Support
of Instruction. Joanna and Towanda provide services in instructional support, e-learning development, quality assurance, and
training. Their experiences encompass a wide range of skills in Web, multimedia, and various synchronous and asynchronous
technologies.
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UMUC's Presence at the 13th Sloan-C International Conference - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
UMUC's Presence at the 13th Sloan-C International Conference
Heloisa Siffert
Senior Instructional Support Specialist
Center for Support of Instruction
Published: January-February 2008
Category: » University-showcase » Papers-studies
UMUC made a remarkable presence at the 13th Sloan-C Conference that was held in Orlando, Florida,
November 7-9. The Sloan-C Consortium, which hosts the annual conference, is one of the fastest
growing and pre-eminent organizations dedicated to the growth and accessibility of online learning. The
total attendance of the 2007 conference was over 1200 people, representing college faculty and
administrators, instructional technology professionals and designers from various states and countries.
Relative to this year’s theme, The Power of Online Learning: Making a Difference, UMUC presenters
from various departments spoke on topics ranging from best instructional practices to faculty
development to emerging trends.
Below are the abstracts for all UMUC presentations:
International Perspectives on Online Learning
Nick Allen, ICDE (and UMUC Provost Emeritus); Armando Villarroel, CREAD; and Martine Vidal, EDEN
This panel presentation, provided perspectives on trends in online learning from three international
organizations: the Inter-American Distance Education Consortium (CREAD); the European Distance and
e-Learning Network (EDEN); and the International Council for Open and Distance Education (ICDE).
Developing Online Learning Objects to Support Positive Faculty-Student Interaction
Betsy Alperin, Laurie Hulcher, and Heloisa Siffert, UMUC
The limits of expression in the distance education environment can make positive faculty-student
interaction a challenge for even the most dedicated educators. This session showcased the
development of an online faculty workshop that uses a video case study model to strengthen and
support skills in this area. (power point presentation (http://www.ce.ucf.edu/asp/aln/cfp/presentations
/1191429990373.ppt) )
Competency Development in Blended and Online Business Learning Environments
Jomarie Bliss, Jane Ross, Jacob Krivoruchko, Lee Ann Graul and Frank Albritton, UMUC
UMUC's online MBA program features the integration of competencies into instruction, assignments and
feedback, as a key part of its innovative curriculum design. By emphasizing ten specific competencies,
faculty encourages students to connect classroom experiences with real-world skills and promote
increased collaboration, personal growth, and greater depth of learning. (power point presentation
(http://polaris.umuc.edu/de/csi/sloan_c/mba/Sloan%20Conference%20UMUC%20presentation%2011-07%20final.ppt) )
Creating a Multi-Cultural Online Classroom through Blogs, Wikis, and Connect
Richard Schumaker and Lisa Ellen Bernstein, UMUC
This presentation explored three new technologies that present diversity themes in an intellectually
rigorous and pedagogically sound fashion. The emphasis was at once theoretical and practical:
formulating key theoretical issues, as well as providing practical examples of successful examples in
UMUC's Presence at the 13th Sloan-C International Conference - DE Oracle
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teaching diversity issues using new technologies. The presenters demonstrated the use of the UMUC
"Chaucer server," developed by Theo Stone.
E-learning to the Rescue: Cases in the United States, South Africa and Lebanon
Claudine SchWeber, UMUC, and Maureen Yoder, Lesley University
Sometimes e-learning is the best, and only, solution to unexpected developments or serious business
challenges. This session described cases in the United States, Lebanon, and South Africa,
demonstrating how e-learning provided opportunities for the education and business communities to
continue operations despite threats to their ability to function.
Learning Foreign Languages Online: UMUC's Innovative Approach
Gretchen Jones and Alana Fennie, UMUC
This session showcased the innovative approaches in designing online foreign language courses and the
technologies that support the design. The session outlined how UMUC adapted learning theories to
meet the needs of online educators and students. The session also demonstrated unique integration of
technology supporting the course design.
A Job Well Done!
Once again Sloan-C Conference was an extraordinary opportunity for UMUC faculty, instructional
technologists and administrators to share our experiences and practices with an international
community of distance learning educators. Let's acknowledge our presenters and their supporting
teams for the hard work well done. Great job, UMUC!
About the Author(s)
Heloisa Siffert Senior Instructional Support Specialist, Center for Support of Instruction, develops and delivers faculty training
programs, and collaborates with the academic units on online classroom setup, course design, learning objects development
and implementations of new technologies. Her areas of expertise include graphic design and web/multimedia development.
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