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Richard Špaček, SAS Retention Programs Coordinator

Date post: 23-Jan-2016
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Richard Špaček, SAS Retention Programs Coordinator. Writing & Study Skills. Individual tutoring by appointment Drop-in hours Grammar Hotline Textual and online resources Custom services for faculties Regular small group workshops (Student Success Workshops). Tutoring/Workshop Topics. - PowerPoint PPT Presentation
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Richard Špaček, SAS Retention Programs Coordinator
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Page 1: Richard Špaček, SAS Retention Programs Coordinator

Richard Špaček,SAS Retention Programs

Coordinator

Page 2: Richard Špaček, SAS Retention Programs Coordinator

Writing & Study Skills

• Individual tutoring by appointment• Drop-in hours• Grammar Hotline• Textual and online resources• Custom services for faculties• Regular small group workshops

(Student Success Workshops)

Page 3: Richard Špaček, SAS Retention Programs Coordinator

Tutoring/Workshop Topics

• Academic writing• Study skills:

– Time management– Note taking– Effective reading– Study systems – Exam preparation– Presentations

Page 4: Richard Špaček, SAS Retention Programs Coordinator

1. Identifying Students Who Need Help

2. Removing Study Help Stigma3. Removing Writing Help Stigma

Page 5: Richard Špaček, SAS Retention Programs Coordinator

The Problem

• Only 35% of full-time university students finish their degree in 4 years (U.S.)

• Potential is rarely the problem• Application is

Page 6: Richard Špaček, SAS Retention Programs Coordinator

Study Skills Deficit

• “Colleges should be aware that even their high-achieving applicants may lack the skills necessary to succeed” (Balduf, 2009)

• Many who soared through HS respond to high challenge and low reward with avoidance

Page 7: Richard Špaček, SAS Retention Programs Coordinator

Success: No Preparation

• “students who had previously experienced academic success encountered situations in college wherein low motivation contributed heavily to underachievement” (Baslanti, 2008)

• “Gifted underachievement may be a far more widespread occurrence than was previously considered” (Balduf, 2009)

Page 8: Richard Špaček, SAS Retention Programs Coordinator

Recommendations:

(1) develop their existing study skills,

(2) adopt strategies to help students regulate their level of commitment to the task at hand (e.g., by goal setting) (Balduf, 2009)

Page 9: Richard Špaček, SAS Retention Programs Coordinator

How to Tell When a Student Needs Help

Quizzical Look

Mouth Open

Eyebrowsraised

Students may not

ask for help even whenthey need it

(hint: may look like Seth Rogen)

Page 10: Richard Špaček, SAS Retention Programs Coordinator

More Importantly . . .

• Many students may show no external signs—but may have weak performance

• They may not know why they are having trouble

• We can help them locate the source of the problem—if they come to us

Page 11: Richard Špaček, SAS Retention Programs Coordinator

Problem of Stigma

• Some students would rather fail than seek help

• Why?• They don’t want to look stupid• Behavior evident as early as

grade 2• Many are very intelligent

Page 12: Richard Špaček, SAS Retention Programs Coordinator

Remove Stigma

• Develop strategies for referring students without activating resistance

• Recognize that a referral can appear to be an attack on competence or commitment

Page 13: Richard Špaček, SAS Retention Programs Coordinator

Study Skills Strategy 1

• Frame the problem as a specific skill deficit

• Emphasize the need to develop appropriate skills for the current context

Page 14: Richard Špaček, SAS Retention Programs Coordinator

Study Skills Strategy 2

• Frame the problem as a potential/performance gap

• Emphasize the unrealized potential

• Help seeking as restoration not remediation

Page 15: Richard Špaček, SAS Retention Programs Coordinator

Study Skills Strategy 3

• Frame the problem as an economic issue

• Point out that they’ve already paid for the Writing and Study Skills program

Page 16: Richard Špaček, SAS Retention Programs Coordinator

Writing Issues

• Strategies for overcoming stigma in seeking writing help

Page 17: Richard Špaček, SAS Retention Programs Coordinator

Strategy 1

• “it’s not you; it’s the language”

Page 18: Richard Špaček, SAS Retention Programs Coordinator

English and its ills: Irregularity

04/21/23 CEL UNB Fredericton 18

GHOTI“GH” as in

COUGH “TI” as in ATTENTION

“O” as in WOMEN

Page 19: Richard Špaček, SAS Retention Programs Coordinator

04/21/23 CEL UNB Fredericton 19

English and its ills: Irregularity

F I SH“GH” as in

COUGH “TI” as in ATTENTION

“O” as in WOMEN

Page 20: Richard Špaček, SAS Retention Programs Coordinator

Irregularity

• Irregularity undermines confidence

• Some international students feel the language is a trap . . .

• . . . so do some Canadian students

Page 21: Richard Špaček, SAS Retention Programs Coordinator

Strategy 2

• “It’s not your writing; it’s your editing”

Page 22: Richard Špaček, SAS Retention Programs Coordinator

The Nature of Reading

• We see what we expect to see;• We interpret as we read;• We are probably our own worst editors

• We know communication is robust—and so we are sometimes careless

Page 23: Richard Špaček, SAS Retention Programs Coordinator

Memorabilia

Page 24: Richard Špaček, SAS Retention Programs Coordinator

Word May Not Help!

Page 25: Richard Špaček, SAS Retention Programs Coordinator

Word May Not Help!

Page 26: Richard Špaček, SAS Retention Programs Coordinator

Locations

• C. C. Jones, Rooms 16 – 17 (daytime)• Booked appointments• HIL Learning Commons (evenings)• Engineering Library (evenings)• Sign-up system• Help us advertise!

Page 27: Richard Špaček, SAS Retention Programs Coordinator

Weekly Workshops

• Student Success Series – Tuesdays 6:30PM– Wednesday 12:30PM

• Workshops for classes, residence groups on demand

Page 28: Richard Špaček, SAS Retention Programs Coordinator

Information & Resources

• Our website:go.unb.ca/wss


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