Page 71 - Keys to College Success

get creative

VISUALIZE YOUR COLLEGE EXPERIENCE

Complete the following on paper or in digital format.

Take a cue from Steve Pavlina: Put your imagination to work and become, as he says, a “co-creator” of your life as a stu-
dent “instead of a passive victim of it.” 4

1. First, come up with 10 words that come to mind when you imagine your ideal college experience. The words can
be verbs, adjectives, nouns, whatever resonates with you.

2. The next step demands a little time. Mull over these words for a while and, write a paragraph or two describing
more fully the rewards you envision gaining from college. There is no obligation to fulf ll every detail of your
description, so don’t restrict yourself. The picture you illustrate with your words will serve as a guide as you
encounter decision-making points throughout your coursework.

Look at each course separately at the beginning of the term. In addition to the
objectives set by an instructor as outlined in a syllabus, students often want different
outcomes from each course. For example, you are likely to have different goals for a
course you are taking out of pure interest than for a prerequisite to a higher-level
course in your chosen area of study. Your goals for any course will inform decisions
about how much time and effort to devote to it.
Although declaring a major is an important academic goal for any student, you
may or may not be ready to set that goal now. Some entering students know what they
want, and transfer students who have accumulated a year or two’s worth of credits
may be further along in the process, but many students are just beginning to explore
possibilities. When you are ready, refer to Key 2.2 to see how to apply SMART goal
setting to declaring a major.

talk risk and reward

Risk asking tough questions to be rewarded with new insights. Use the following
questions to inspire discussion with classmates, either in person or online.
■ When you come up against a roadblock to an important goal, how do you
react—with risk-taking or retreat? What is the result? If you want to change
how you “get unstuck,” what adjustments would you make?
■ What time management issues do you see others face? How do they handle
them? What happens when they take risks—or don’t?
CONSIDER THE CASE: Woody’s medical crisis demanded quick and decisive
action because his life was at stake. Even if you never have a life-threatening ill-
ness, what can you take away from his experience that will help you face your
own challenges?

34