EDIT 6170: Laura Kelley

Instructional Design Project

Student Retention and Support Program for the College of Family
and Consumer Sciences-Helping Students Achieve Success (H.S.A.S.)

Executive Summary:
Needs Assessment:

The College of Family and Consumer Sciences will provide students with a program for
students entering academic probation and returning from academic dismissal. The
program will also focus on developmental academic advising. The program will also be
90% one-on-one advising and 10% computerized guidance. According to Lenning, Beal,
and Sauer (1980), Approximately 50 percent of an entering freshman class at a four-year
college will remain by the end of the fourth year. Many students are academically
unprepared and have inadequate study skills, deficiencies in basic academic skills
(English, mathematics, reading), are often vague or unsure of long-term career goals, and
have often chosen majors that are inappropriate for their interests and/or abilities.
Many students are feeling overwhelmed with the first-time experience of being on their
own and the pressures associated with college. While these students may have been
successful during post-secondary schooling, new challenges are presented at the
university level. In order to become successful, these students must remain confident,
resilient, and motivated. Time management and dedication is prime. The University of
Georgias most recent enrollment count as of Fall Semester 2014 was 35,197. 26,882 of
those were undergraduates (
http://www.uga.edu/profile/facts/
). The pressures of
attending a large research-one university can be very overwhelming for a new adult. For
transfer students, the sense of isolation can lead to failure. If students have not
developed adaptive mindsets, they are less likely to be successful and more likely to have
a sense of failure begin to override their academic ability. Failure isnt necessarily
correlated with lack in intellect. Some argue that students do not need to be coddled.
What many fail to understand is that we may be addressing students that are ill-prepared
for the real world by no fault of their own. According to Cushman (2006),

First-generation and low-income students often face culture shock when they get to
college. High school may not have prepared them for the academic demands of college
work, especially the reading and writing workload. If most students at the college come
from privileged economic backgrounds, first-generation students may also feel social
isolation and stress. But their determination and capability brought them to college in the
first place, and they can call on those strengths to make the adjustment. By seeking out
connections with supportive professors, administrators, and peers and by going to all
their classes, no matter what they will land on their feet.
In addition to
first-generation students, HigherEducation.org reports that, Every year in the United
States, nearly 60% of first-year college students discover that, despite being fully eligible
to attend college, they are not ready for postsecondary studies.

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(Data provided by The National Center for Public Policy and Higher Education 2010.)

Providing an intervention-type program for Family and Consumer Sciences students may
lead to appropriate self-efficacy. This program would be similar to the Franklin College of
Arts & Sciences STAR program. We would also need to follow The University of Georgias
Student Academic Appeals process when speaking with students on probation who are
potentially near academic dismissal
(
https://ovpi.uga.edu/student-opportunities-resources/student-resources/student-acade
mic-appeals/appeal-process
). We will also need to present and explain the student with
the universitys Hardship Withdrawals information
(
https://ovpi.uga.edu/student-opportunities-resources/student-resources/student-acade
mic-appeals/appeal-process/hardship
). FACS will also need to involve faculty, staff,
advisors, and anyone who is involved in the students academics for an Early Alert
programs success. The Early Alert form provided by the University will assist The S.S.A.C.
Director, Cara Winston, to locate students at risk for academic probation. The approach
selected for implementing this type of program is the ARCS Model: Attention, Relevance,
Confidence, and Satisfaction by John Keller. In this type of learning approach Keller (1987)
indicates that, The Confidence concept in the ARCS model refers to a learners level of
confidence that he or she will succeed and making learning requirements clear to

3
students allows learners to become more independent in learning activities, and
practicing tasks in realistic settings as strategies to increase learner confidence.

Audience Analysis:

This analysis is directed at students nearing or experiencing academic probation in the

College of Family and Consumer Sciences (FACS). My analysis covers all students both
traditional and nontraditional. Probationary students will be able to gain confidence with
the assistance of a college program that provides immediate support for academic
struggles. To increase student motivation, we need to build value and/or confidence. If
students have the necessary support, they are more likely to succeed. To achieve
longer-term aims, learners must sometimes regulate attention, emotion, and behavior in
the face of tempting alternatives (Duckworth & Carlson, 2013; Fujita, 2011; Mischel,
Shoda, & Rodriguez, 1989). The College of Family and Consumer Sciences also enrolls a
high number of student athletes. FACS is the 6th
largest college at the University of
Georgia. We have over one hundred and one professors and lecturers
(
http://www.fcs.uga.edu/college/fast-facts
). To help understand our college and the
students more, I have provided a current list of all degrees offered by UGAs the College
of Family and Consumer Sciences (See
Programs of Interest
).

Transfer students are at higher risks for academic probation. Transitioning to such a
large university is overwhelming in and of itself, but even the operations of a university
(even within the same University System of Georgia colleges) varies drastically. According
to The University of Georgia Admissions Department, transfer students have an
extremely high rate of failure, predominantly due to isolation issues. The College of
Family and Consumer Science houses a majority of student athletes. These athletes can
also be transfer students. The link below (regarding student athlete transfers) offers
insight and data regarding the success of student athletes.
From 2 year to 4 year:
http://www.studentclearinghouse.org/about/media_center/press_releases/files/release_2
013-08-06.pdf
For college transfer athletes:
http://www.ncaa.org/sites/default/files/GSR%2Band%2BFed%2BTrends%2B2013_Final_0.
pdf

4
Programs of Interest:

Consumer Economics (Applied Consumer Analytics track option)

Consumer Foods

Consumer Journalism

Dietetics

Family and Consumer Sciences Education (6 emphasis areas)

Fashion Merchandising (Product Development and Design emphasis option)

Financial Planning

Furnishings and Interiors

Honors Interdisciplinary Studies

Housing (Residential Property Management emphasis option)

Human Development and Family Science (Child Life emphasis option)

Nutritional Sciences

Majors + Minors: M.S. Programs

Furnishings and Interiors BSFCS Human Development and Family

Science
Financial Planning BSFCS
Foods and Nutrition
FACS Education BSFCS
Financial Planning, Housing and
Dietetics BSFCS Consumer Economics
Nutrition Science BSFCS Textiles, Merchandising and Interiors
Minor

Consumer Foods BSFCS Ph.D. Programs

Minor
Human Development and Family
Science
Human Development and Family Science
BSFCS Marriage and Family Therapy
emphasis
Minor

Foods and Nutrition
Child Life Emphasis

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 Fashion Merchandising BSFCS Financial Planning

Minor
Housing

Product Development & Design Emphasis Consumer Economics

Consumer Economics BSFCS Polymer, Fiber and Textiles Sciences

Minor
International Merchandising
emphasis
Applied Consumer Analytics Emphasis

Consumer Journalism BSFCS

Housing BSFCS

Minor

Residential Property Management Emphasis

Certificates

Entrepreneurship

Disability Studies

Non-degree Programs

Unspecified (Undecided) major

Institutional Environment Analysis:

Currently, the university only has so many programs that address the student entering
their first semester of academic probation and after they return from academic
dismissal. Assisting students on probation and returning from academic dismissal isnt
mandated for every college and varies between the different colleges. The University of
Georgia
policy
is as follows regarding the steps for academic probation and dismissal:

Academic Probation

University-wide regulations provide that students are placed on

academic probation
at
the end of any term in which their UGA cumulative average is below 2.00. Students may
remove themselves from academic probation by achieving a 2.00 UGA cumulative
average. Transfer credits are not included in the computation of the UGA cumulative

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average. See
Academic Dismissal
for retention standards and policies relating to
academic probation and dismissal.

Some schools and colleges within the University maintain academic standards specific to
their degree requirements which may exceed University regulations. Students who fall
below such standards should immediately contact the appropriate administrator in their
respective dean's office for academic counseling and program evaluation.

Students will be dismissed after two successive terms of

probation
if their UGA
cumulative average is below 2.00.

First Dismissal

Upon a first academic dismissal, a student may not re-enroll in the University until a full
Fall or Spring semester has elapsed. Each student upon first dismissal will be informed by
his or her school or college of procedures and standards that will be applied for
readmittance.

Second Dismissal

After a second academic dismissal, students will be suspended from the University for a
minimum of one calendar year. At the end of the suspension, permission to return to the
University can be granted only by appealing to the University Educational Affairs
Committee. For more information, see
http://ovpi.uga.edu/student-opportunities-resources/student-resources/student-academi
c-appeals/appeal-process
.

Currently, the University of Georgia has

UGA CARE (offered by the Office of Academic
Enhancement)
designed to improve the performance of any UGA student through
introducing resources on campus, tutoring, and mentorship. This is the only
university-wide assistance. The university also has counseling services,
CAPS
, located in
the University Health Center. The CAPS program is available to all students who have
paid the UGA student fee. Unfortunately, this can become expensive. The College of
Family and Consumer Sciences EITS website is located at fcs.uga.edu/otis. Services
available through FACS OTIS are as follows; classroom and instructional support, network
support, IT security, website development and administration, and administrative and

7
organizational IT support. I would also like to have a direct link on our FACS website that
takes the student to the academic advising for these types of programs. This is
something that would be possible to work with our
FACS OTIS
. An entire online PDF of
The University of Georgias Technology Resources Guide for Faculty & Staff is located
here
.

Task/Function Analysis:
Who to meet with to collect information:

Dean Fox Cal Powell Cara Winston Simmons

224 Dawson Hall Director of Director of Student

305 Sanford Dr. Communications
Athens, GA 30602 224 Dawson Hall
706-542-4879 305 Sanford Dr.
lkfox@uga.edu Athens, GA 30602
706-542-3536
The dean will provide
jcpowell@uga.edu
overall approval of FACS
Retention program.
Cal would be our PR person
to potentially approve/assist
in the design of the
program.
implementing the retention
Success and Advising
Center
112 Dawson Hall
305 Sanford Dr.
Athens, GA 30602
(706)542-4847
caraj@uga.edu
As the director of Student
Success and Advising, it is
imperative to meet with
Cara regarding this
potential program. Cara
will be directing and
program.

8
 Mark Ellenberg Dr. Emilie Smith Keith Allen

Director OTIS Human Development Division of Academic

200 Dawson Hall and Family Science
305 Sanford Dr. Department Head
Athens, GA 30602 123 Dawson Hall
706-542-4651 305 Sanford Drive
marke@uga.edu Athens, GA 30602
706-542-4831
Mark will be supplemental
Emilie.Smith@uga.edu
to assist in web page
development and any Dr. Smith will be imperative
problems that arise in the to understanding the
development process. underrepresented college
student.
Enhancement
Coordinator for
Retention and CARE
706-583-0403
Emilie.Smith@uga.edu
Keith Allen currently works
with university-wide
students encountering
academic and personal
struggles.

Context Analysis:
Course & Unit Design Outline & Learning Activity:

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Instructional Strategies:
The College of Family and Consumer Sciences, Student Success and Advising Center will
initially contact students at-risk for entering probationary status to schedule an in-person
meeting with a FACS advisor. During the primary meeting, the advisor will discuss with
the student with a link to a webpage housed and design by FACS OTIS and operated by
SSAC. Learners will follow the steps to complete the program with their FACS advisor. The
materials (such as the pre-CARE survey Personal Evaluation) will be provided by the
advisor. The website will be self-paced, but will require completion in accordance with the
pre-probationary or probationary term.

10
Course Map & Outline:

The courses outlined in

RED
are the ones that will be covered during the EDIT 6170
course for the fall semester.

11
Objective 1:
Objective 1:
The learner entering their first semester on academic probation will disclose with
their advisor what they are learning during their participation in the CARE program
offered through the Division of Academic Enhancement.
Instructional Method: The learner will fill out the pre-CARE survey and the
Personal Evaluation assessing their current time management abilities, study
habits, note-taking skills, goals, etc.
Justification for the Need for Instruction: The pre-CARE and Personal Evaluation
assessments will help determine the current habits of the learner and what areas (if
any) need improvement before going through the CARE program. This will allow the
learners advisor to better assist their individual needs. After completion of the
CARE program, the learner's post-CARE survey will indicate if any changes have
been made in the learners habits and what areas (if any) still need focus and
improvement.
Assessment: The learner will submit the post-CARE and Personal Evaluation
assessments to their advisor/SME. The SME will then review the answers on the
learners assessments to identify what areas of improvement are needed by the
learner.

Teaching Strategies:
1. The advisor will provide the learner with the Helping Students Achieve Success
(H.S.A.S.) Checklist.
2. The advisor will provide the assessments to the learner and request that the learner
returns the forms within a week.
3. The advisor will review the assessments and communicate with the student on
areas that may need improvement.
4. The advisor will then be able to suggest additional resources available on the UGA
campus to help the student.

Objective 2:
Objective 2:
The learner will take the Time Management Quiz to assess their knowledge of the
videos and Appendix A. The learner will create an enhanced time management plan
that will allow them to identify how to effectively improve use of time in regards to
school. The learner will also identify a long-term measureable goal using the
S.M.A.R.T. Goals provided by the advisor.
Instructional Method: The learner will watch the Time Management PowerPoint
video. The learner will also watch the How to Manage Your Time video and the
Academic Success Video: Time Management by Dartmouth. The learner will review
Appendix A for time management tips. The learner will take the brief assessment on
Time Management to review what information they have learned from the videos,
appendixes, and in discussion with their advisor. The quiz will be provided by the

12
 SME and contain multiple choice, matching, and true/false questions to assess what
they have learned watching the videos. The learner will create a new time
management plan by prioritizing current activities (school-related and
extracurricular) and will also identify the areas of time that need more focus. After
reviewing schedules and time-management tips, the learner will discuss and list
ways in which they can successfully utilize time management in academics. The
most important step of the Time Management section will be for the learner to
identify a realistic academic goal. The SME will provide the learner with the
S.M.A.R.T. Goals sheet. The SME will also indicate that it will be perfectly acceptable
for those goals to change in time if needed.
Justification for the Need for Instruction: Time management at the university is
defined by a scholastic goal one would like to achieve. We manage information
delivered to the learner who then takes the information and determine the
appropriate measures for time management. The more we practice improved
habituation, the more likely we are to repeat those patterns daily and follow
through. New study skills practiced daily will become standard. Using the S.M.A.R.T.
Goals method helps the learner accomplish an academic goal that is specific,
measurable, attainable, realistic, and timely.
Assessment: The learner will take the Time Management quiz to review what they
have learned from the videos, Appendix A, and discussion with their advisor how to
begin their own plan for time management. The learner will create and review their
time management plan with their advisor. The advisor will evaluate the proposed
plan to assess rationality of the plan. The learner will also discuss a long-term
academic goal with their advisor.

Teaching Strategies:
1. The advisor will provide and discuss Appendix A: Managing Tips with the learner.
Appendix A: Time Management Tips:
A. Schedule, schedule, schedule: Have a detailed calendar of class times,
work schedule, due dates, quizzes, presentations, exams, etc. Review
this calendar DAILY.
B. Set aside time EACH day for review: Ex: Review notes no less than 10
minutes each day. This will minimize the chances of needing to have
an exam cram session.
C. Set aside time for reading: Work backwards from due dates. Ex: If a
chapter is 70 pages long and you have 7 days to read, read 10 pages
per day.
D. Prioritize: Do not take on too much. Do not take on too many difficult
classes if you arent prepared. If you have too much going on, limit
your activities. School should be your focus right now.
E. Review and Revise: Continually review and revise your goals. Know
your goals. Push yourself and be persistent. You can do this.

13
 2. The advisor will have the learner watch the Academic Success Video: Time
Management by Dartmouth.
a. http://www.dartmouth.edu/~acskills/videos/video_tm.html
2. The advisor will have the learner watch the How to Manage Your Time Better by
Wellcast.
a. https://www.youtube.com/watch?v=VUk6LXRZMMk
3. The advisor will then provide a packet on time management to review what
information they have learned from the videos, appendixes, and in discussion with
their advisor. The assessment will have additional time management pointers,
contain multiple choice, matching, and true/false questions to assess what they have
learned watching the videos.
4. The advisor will have the learner watch the Note-Taking video using the Cornell
method.
a. https://drive.google.com/file/d/0Bz7cMi7fJckvdF9zaHg2VlVHcTQ/view
5. The advisor will then provide the learner with the Cornell Note-Taking System
packet that contains Appendix A, Appendix C, and a brief questionnaire.
Appendix C: Demonstrate Ability to Take Notes Effectively:
A. Reduce: Record the main points. Write legibly.
B. Recall: Summarize in a section dedicated to recalling information.

14
 C. Recite: Summarizing clarifies points made. Strengthen your memory
by reading your notes over and over. Highlight.
D. Reflect: Structure, review, outline, file, re-examine.
E. Review: Cornell suggests to review your notes every day for 10
minutes.

6. The advisor will provide the learner with the S.M.A.R.T. Goals sheet.
7. The advisor will discuss a long-term academic goal with the student that is
measurable and attainable.
8. Additional resources:
a. http://www.usnews.com/education/blogs/the-college-experience/2011/10
/05/learn-to-manage-your-time-in-college
b. http://www.dartmouth.edu/~acskills/success/time.html
c. http://www.dartmouth.edu/~acskills/videos/video_tm.html

15
Objective 3:
Objective 3:
The learner will demonstrate how to take notes effectively by identifying their
knowledge of the Cornell Note-taking System. The learner will also review tips on
how to improve study habits.
Instructional Method: The learner will review
Appendix B and
Appendix C
regarding the Cornell note-taking system and note-taking tips. The learner will then
watch the Cornell Note-Taking mini video and participate in the Cornell Note-taking
System activities. The learner will also review Appendix D: Discuss and Identify
Your Study Plan.
Justification for the Need for Instruction:Taking effective lectures notes and
textbook notes, in addition to, improving study habits can dramatically improve a
learners ability to study and remember important points. Effective note-taking also
saves time understanding the material when studying, resulting in more efficient
use of time management.
Assessment: The SME will review the learners answers in the Cornell note-taking
quiz to assess their knowledge of the Cornell Note-taking System. The learner can
only advance in the quiz by answering the questions correctly.

16
Teaching Strategies:
1. The learner will review Appendix B and Appendix Cregarding the Cornell
note-taking system and note-taking tips. The learner will then watch the Cornell
Note-Taking mini video and participate in the Cornell Note-taking System activities.
The learner will also review Appendix D: Discuss and Identify Your Study Plan.
2. The advisor will have the learner watch the Academic Success Video: Time
Management by Dartmouth.
a. http://www.dartmouth.edu/~acskills/videos/video_tm.html
3. The advisor will have the learner watch the How to Manage Your Time Better by
Wellcast.
a. https://www.youtube.com/watch?v=VUk6LXRZMMk
4. The advisor will provide and discuss Appendix D: Improving Your Study Habits with
the learner.
Appendix D: Improving Your Study Habits:
A. Set time to review daily: Know when tests and quiz dates. Devote at
least 10 minutes every day to study. Break up your time during the
week..
B. Focus: Do not allow too many situations, especially if you are easily
distracted. Turn off TVs, iPads, phone notifications, etc. Study in a
quiet, calm environment.
C. Takes notes and use flashcards: Write down problems that you dont
understand. Ask the professor for explanations. Flash cards drastically
improve memory retention.
D. Your final review should be just that. A review. Avoid cramming as
this increases stress drastically.
E. Sleep: According to the National Sleep Foundation, young adults
should get 7-9 hours of sleep every night. Sleep deprivation can lead
to serious health problems.

17
 9. The advisor will then provide a packet on time management to review what
information they have learned from the videos, appendixes, and in discussion with
their advisor. The assessment will have additional time management pointers,
contain multiple choice, matching, and true/false questions to assess what they have
learned watching the videos.
10. The advisor will have the learner watch the Note-Taking video using the Cornell
method.
a. https://drive.google.com/file/d/0Bz7cMi7fJckvdF9zaHg2VlVHcTQ/view
11. The advisor will then provide the learner with the Cornell Note-Taking System
packet that contains Appendix A, Appendix C, and a brief questionnaire.
Appendix C: Demonstrate Ability to Take Notes Effectively:
A. Reduce: Record the main points. Write legibly.
B. Recall: Summarize in a section dedicated to recalling information.
C. Recite: Summarizing clarifies points made. Strengthen your memory
by reading your notes over and over. Highlight.
D. Reflect: Structure, review, outline, file, re-examine.
E. Review: Cornell suggests to review your notes every day for 10
minutes.

18
 12. Additional resources:
a. https://sleepfoundation.org/how-sleep-works/how-much-sleep-do-we-reall
y-need
b. http://www.webmd.com/sleep-disorders/excessive-sleepiness-10/10-resul
ts-sleep-loss
Objective 4:
Objective 4:
The learner entering their first semester on academic probation will disclose with
their advisor what they are learning during their participation in the CARE program
offered through the Division of Academic Enhancement and through the H.S.A.S.
program offered through the College of Family and Consumer Sciences.
Instructional Method: After completion of the entire program with the learners
academic advisor, the learner will submit the Personal Evaluation assessment
again to their advisor to evaluate any additional areas of needed improvement and
to discuss with the learner if they are learning valuable suggestions from the
programs.
Justification for the Need for Instruction:The assessment will help determine if any
habits of the learner are improving and what areas (if any) need additional
improvement. This will allow the learners advisor to better assist their individual
needs.
Assessment: The learner will submit the post-program survey to their advisor/SME.
The SME will then review the answers on the learners post-CARE and compare with
the pre-CARE survey to determine if any areas of improvement are still needed.

Teaching Strategies:
5. The advisor will provide the Personal Evaluation to the learner after full
completion of the Helping Students Achieve Success (H.S.A.S.) program checklist
completion.
6. The advisor will discuss the semester end probationary status with the learner. The
advisor will review the Personal Evaluation for any areas of additional support.
7. If the advisor finds any areas of additional support is necessary, the advisor will
continue working with the learner and any additional campus resources necessary.

19
Summative Evaluation Plan:

The current Director of the Student Success and Advising Center, Cara Simmons, and the
Franklin Coordinator of Student Academic Services, Jennifer Patrick, will review the
content for the students on probationary status. Any changes and/or additions will be
made.

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21
22
23
FACS Student Checklist:
H
elping
S
tudents
A
chieve
S
uccess:

______ Meet with indicated advisor within two weeks of receiving email from your
probationary advisor.

______ Discuss the program requirements with your advisor.

______ Indicate your educational goal you would like to achieve.

______ Step 1: Let your advisor know you have received the H.S.A.S. email.

______ Step 2: Fill out pre-CARE Personal Evaluation assessment provided by your
advisor and return.

______ Step 3: Complete the CARE Program with the Division of Academic Enhancement.

______ Step 4: Watch the Dartmouth Academic Success Video: Time Management
videos provided in your advisor (sent to your email).

______ Step 5: Watch How to Manage Your Time Better provided by your advisor.

______ Step 6: Take the post-video assessment and turn in to your advisor.

______ Step 7: Watch the Note-Taking video.

______ Step 8: Take the Note-Taking Review and Assessment and turn in to your advisor.

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25
26
27
28


29
 UseS.M.A.R.T.Goals?
S M
pecific, easurable,A R
ttainable T
ealistic,imely
DifferentIterations,SameModel

S specific,significant,stretching

M measurable,meaningful,motivational

A agreedupon,attainable,achievable,acceptable,actionoriented

R realistic,relevant,reasonable,rewarding,resultsoriented

T timebased,timebound,timely,tangible,trackable.

Specific
Makethegoalwelldefined.
Usethe5Ws:Who,What,When,Where,andWhy
Whoisinvolved?
WhatdoIwanttoaccomplish?Whatresourcesareneeded?
Whenwillthishappen?Establishatimeframe.
Wherewillthishappen?
WhyamIsettingthisgoal?Writedownthespecificreasons
andbenefitsofaccomplishingthisgoal.
Measurable
Knowifthegoalisobtainableandhowfarawaycompletionis.
Knowwhenithasbeenachieved.Includeprogresspoints.
HowwillIholdmyselfaccountable?

AttainableorAgreedUpon
Agreementwithallthestakeholders.
Iownit.
Manageable

Realistic

30
 Withintheavailabilityofresources,knowledgeandtime.

Timely
Balancewithenoughtimetoachievethegoalbutnottoomuchtime,
whichcanaffectgoalachievement/performance.

Guidelinesforsettingeffective,achievablegoals:
Stateeachgoalasapositivestatement
Expressyourgoals
positivelyExecutethistechniquewellisamuchbettergoalthan
Dontmakethisstupidmistake.
Beprecise
Setprecisegoals,puttingindates,timesandamounts
soyoucanmeasureachievement,Ifyoudothis,youllknowexactly
whenyouveachievedthegoalandcantakecompletesatisfaction
fromtheaccomplishment.
Setpriorities
Whenyouhaveseveralgoals,giveeachapriority.
Thishelpsyouavoidfeelingoverwhelmedbyhavingtoomanygoals
andhelpsdirectyourattentiontothemostimportantone.
Writedown
Thiscrystallizesgoalsandgivesthemmoreforce.
Keepoperationalgoalssmall
Keeplowlevelgoalsyoureworking
towardssmallandachievable.Ifgoalistoolarge,itcanseemyoure
notmakingprogress.Keepingoperationalgoalssmalland
incrementalgivesmoreopportunitiesforsuccess.
Makeperformanceanddevelopmentalgoalspersonal
Take
caretosetgoalsoverwhichyouhaveasmuchcontrolaspossible.It
canbequitedispiritingtofailtoachieveapersonalgoalforreasons
beyondyourpersonalcontrol!

31
References:

Bandura, A. (1977).
Self-efficacy: Toward a unifying theory of behavioral change
.
Psychological Review, 84(2), 191-215.

Bandura, A. (1986).
Social foundations of thought and action: A social cognitive theory
.
Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (1997).
Self-Efficacy: Exercise of control
. New York, NY: W. H. Freeman.

Cushman, K. (2006).
First in the Family. Advice about College from First-generation
Students
. Providence, RI: Next Generation Press.

Keller, J. M. (1987). Development and use of the ARCS model of instructional design.
Journal of Instructional Development
.

Yeager, D. S., Henderson M. D., Paunesku, D., Walton, G. M., DMello, S., Spitzer, B. J.,
Duckworth, A. L. (2014). Boring but Important: A Self-Transcendent Purpose for
Learning Fosters Academic Self-Regulation.
Journal of Personality and Social
Psychology, Vol. 107, No.4,
559-580.
http://dx.doi.org/10.1037/a0037637
.

Beyond the Rhetoric. Improving College Readiness Through Coherent State Policy. The
Gap Between Enrolling in College and Being Ready for College
. 2010. Retreived
from
http://www.highereducation.org/reports/college_readiness/CollegeReadiness.pdf

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