Student Success Workshops

Student Success Workshops are offered by the Division of Academic Enhancement (DAE) to provide a comfortable environment where students can feel free to ask questions and engage with faculty, academic coaches, mentors, and peers.

 

 Academic Success Workshops

Students who attend this one-hour workshop will learn about self-care and develop strategies to prepare for tests and final exams. Specifically, students will learn to: 1) better predict and prepare for difficult test questions, 2) practice problems under test-like conditions, and 3) use the syllabus to get in sync with their professors. 

Learning Objectives:  

At the conclusion of this workshop, students will be able to…

  1. Practice self-care as they study and prepare for tests 
  2. Identify the best time(s) to begin preparing for tests and exams 
  3. Use activelearning strategies (generative, concept mapping, and self-testing)vs. passive learning strategiesin preparation for test and exams 

Summary of Actions:  

  1. Introduce the diverse continuum of when students may begin preparing for tests
  2. Identify students’ best “now” to begin studying 
  3. Discuss the right time and place, resources, and the Study Cycle
  4. Discuss strategies for using syllabi, studying on one’s own, active/generative strategies, self-testing, and final review preparation
  5. Practice planning and managing test preparation efforts in groups using case studies 

 Resources:  

  • Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: Harvard University Press. 
  • Fiorella, L., & Mayer, R. E. (2015). Learning as a generative activity: eight learning strategies that promote understanding: Cambridge University Press. 
  • Fiorella, L., & Mayer, R. E. (2016). Eight Ways to Promote Generative Learning. Educational Psychology Review(4), 717. doi:10.1007/s10648-015-9348-9 
  • McGuire, S. Y., & McGuire, S. (2018). Teach yourself how to learn strategies you can use to ace any course at any level. 
  • Pauk, W., & Owens, R. J. (2014). How to study in college (11th ed.). Boston: Wadsworth Cengage Learning. 

In this 1-hour workshop, students will learn to make a conscious effort to listen, pay attention, and actively organize information from lectures and readings to solidify your understanding and master the course content. 

Learning Objectives:  

At the conclusion of this workshop, students will be able to… 

  1. Identify note-taking strategies for success. 
  2. Compare and contrast the benefits of five different note-taking strategies. 
  3. Develop personal strategies for improving attention in class. 

 Summary of Actions:  

  1. Discuss students’ current note-taking strategies. 
  2. Introduce the Cornell Method, the Mapping Method, the Outlining Method, the Charting Method,and the Sentence Method. 
  3. Explain different strategies for improving attention in class. 
  4. Out NoteTaking Experiment Activity and Quiz (See two separate handouts): “Take the next 5-7 minutes to read your instructor packet. According to your instructor packet, take notes on the mini-lecture. Then take quiz.” 
  5. Use results of quiz as a means of debriefing about takeaways from this workshops, with emphasis about what students found effective versus ineffective.

Resources:  

This 1-hour workshop will introduce students to the essentials of good sentence construction, high frequency errors in college writing and how to avoid them, and resources for proper formatting expected per discipline.  

Learning Objectives:   

At the conclusion of this workshop, students will be able to… 

  1. Define characteristics of effective sentences 
  2. Identify high frequency errors in college writing 
  3. Find resources for proper formatting in the disciplines 

Summary of Actions:  

  1. Reflect on challenges students have faced in meeting expectations of college academic writing. 
  2. Reflect on writing feedback students have received. 
  3. Introduce characteristics of effective sentences. 
  4. Introduce high frequency errors in college writing.  
  5. Practice strategies to avoid high frequency errors. 
  6. Introduce resources for proper formatting in the disciplines. 

Students who attend this one-hour workshop will learn about and begin practicing strategies proven to help organize, manage, and prioritize their academic responsibilities while maintaining adequate margin for the many opportunities to enjoy college life at UGA.  

Learning Objectives:  

At the conclusion of this workshop, students will be able to… 

  1. Identify / choose a time management system 
  2. Begin developing a weekly schedule / suitable study routine  
  3. Develop strategies for organizing their class materials, content, communications, and tasks that are urgent and important  

Summary of Actions:  

  1. Pair and share to learn systems being used by their peers
  2. Introduce college semester timing and various views of managing time in college: weekly, daily, and semester long 
  3. Introduce the study cycle as students develop weekly routines 
  4. Discuss urgent vs. important decision-making
  5. Review organizational skills and practices to save time

Resources:  

  • McGuire, S. Y., & McGuire, S. (2018). Teach yourself how to learn strategies you can use to ace any course at any level. Sterling: Stylus Publishing, LLC.
  • Covey, S. R., & Covey, S. (2020). The 7 habits of highly effective people. Simon & Schuster.
  • Pauk, W., & Owens, R. J. (2014). How to study in college (11th ed.). Boston: Wadsworth Cengage Learning. 

This one-hour workshop will help you learn and practice college-level reading and learning strategies to better connect with the content and professor, maintain your focus, and manage the heavy reading load required for success in college. 

Learning Objectives:  

At the conclusion of this workshop, students will be able to… 

  1. Identify the content, context, and purpose for each reading before they begin to read.
  2. Discuss the mechanics of reading, reading rates, signal words to look out for, andways to better navigate texts
  3. Define the SQ3R method of reading and explain how it compares to the Study Cycle 

Summary of Actions: 

  1. Introduce reading context and reading rates.  
  2. Discuss the mechanics of reading.   
  3. Practice eye movements, vocalization, and speed reading.  
  4. Conduct “signal words” activity.  
  5. Explain the SQ3R Method and relate it to studying.  

Resources:  

In this 1-hour workshop, students will be introduced to the most efficient and effective study strategies for academic success in college, and will learn best practices for reviewing course material for tests. 

Learning Objectives:  

At the conclusion of this workshop, students will be able to… 

  1. Define metacognition
  2. Apply the study cycle to routines and habits 
  3. Identify which metacognitive strategies are most effective for their study habits

Summary of Actions:  

  1. Introduce metacognition. 
  2. Discuss the five components of the Study Cycle. 
  3. Introduce 11 different metacognitive learning strategies and situate them within the Study Cycle. 
  4. Discuss in groups/dyads current study habits and adapt based on material learned in workshop. 
  5. Debrief about takeaways from this workshops, with emphasis about what will be incorporated for next exam. 

 

Communications Workshops

In this 1-hour workshop, students will learn best practices for creating visual aids, with a particular emphasis on PowerPoint presentations.  

Learning Objectives:  

At the conclusion of this workshop, students will be able to… 

  1. Define visual aids
  2. Develop strategies for creating effective visual aids
  3. Identify effective and ineffective PowerPoint slides

Summary of Actions:  

  1. Introduce visual aids, functions of visual aids, and types of visual aids. 
  2. Discuss relevance and applicability of the different functions and types of visual aids. 
  3. Explain different strategies for creating effective PowerPoint slides, using Circle Activity (embedded in slides) as a discussion point. 
  4. I Spy Activity (Separate PPT document): Give students several minutes to identify as many ways they would improve the attached slide. Engage in discussion after and show more effective slide at the end of the activity.
  5. Debrief about takeaways from this workshops, with emphasis about what students will use for their next presentation. 

Resources:  

Videos: 

Books/Articles:  

Free Online Workshop:  

In this 1-hour workshop, students will learn about effective communication in group project settings. Students will also practice strategies to help them cope with communication breakdown and conflict when working with group project members.  

Learning Objectives:  

At the conclusion of this workshop, students will be able to… 

  1. Define the five conflict styles
  2. Identify strategies and tactics for collaborative communication
  3. Use collaborative communication in a small group setting

Summary of Actions:  

  1. Discuss common myths about conflict.
  2. Introduce five conflict styles.
  3. Explain advantages of group collaboration.
  4. Discuss difference collaborative conflict management skills, and provide examples of specific communicative examples.
  5. Marshmallow Challenge Activity (embedded in PowerPoint). Use activity as debrief about use and applicability of collaboration in small groups. 

 Resources:  

Videos: 

In this 1-hour workshop, students will learn more about nonverbal communication within the public speaking space.Students will be provided nonverbal strategies and skills that promote a successful speech,presentation, or group project presentation.  

Learning Objectives:  

At the conclusion of this workshop, students will be able to… 

  1. Define nonverbal communication, vocalics, and kinesics
  2. Identify the five functions of nonverbal communication
  3. Practice effective vocalics and kinesics for public speaking contexts

Summary of Actions:  

  1. Introduce nonverbal communication and its differences from verbal communication.
  2. Discuss the five functions of nonverbal communication. 
  3. Define vocalics and kinesics, and present different strategies for each when engaging in public speaking.
  4. “Worst Speech Ever” Video Activity (link embedded in PowerPoint).Have students watch video and write down as many ways that they would improve the politician’s nonverbal communication during his speech. Engage in discussion about their findings after. 
  5. Debrief about takeaways from this workshops, with emphasis about what students will use for their next presentation. 

Resources:  

Videos: 

  • “Your Body Language May Shape Who You Are” (Amy Cuddy | TED Talk-Edinburgh, Scotland) 

Books/Articles:  

  • Genard, G. (2014). Fearless speaking: Beat your anxiety, build your confidence, change your life. Cedar & Maitland Press.  

  

**For additional online, on-demand content, please visit our Academic Success at Georgia pages.