8 is GR8 Time Management & 3 Step Study Plans Background Information Students possess the capacity to learn time management skills (Zimmerman et al, 1994) Research findings suggest the need for universities to teach time management skills(Gibney et al 2010; Byrd and MacDonald, 2005; Tanriogen and Iscan, 2009) Few studies have evaluated the effectiveness of comprehensive time management systems The purpose of this study was to evaluate the effectiveness of The Eight is Great Time Management System and the 3-Step Study plan (8 is GR8) with first-year, undergraduate students. Faculty Learning Community Members Diane Majewski, Ed.D., Dean of Students Office Hui Bian, Ph.D., Center for Faculty Development Melissa Wallace, MS, NCC, LPCA, College of Nursing Jennifer Cabacar, MS, Academic Advising Aaron Lucier, MS, Campus Living William Mallett, Ed.D., International Affairs Catherine Hendricks, Graduate Assistant Data Collection and Analysis Time management data was collected from students enrolled in freshman seminar classes. An anonymous online survey was administered during the first week of classes to both intervention and non- intervention groups. The time management survey provided four time management subscales including setting goals and priorities, mechanics of time management, perceived control of time and preference of organization. A second survey was administered at the end of the academic semester (post-intervention). Results Out of 126 valid responses, a total of 77 respondents received the “Eight is Great Time Management” Training and 49 respondents were in the control group. Univariate analyses indicated significance in females for mechanics of time management. Variables of setting goals and priorities, and mechanics of time management increased among females receiving the time management training. Macan, T. H. (1994). Time management: Test of a process model. Journal of Applied Psychology, 79(3), Gibney, A., Moore, N., Murphy, F., & O'Sullivan, S. (2011). The first semester of university life; 'will I be able to manage it at all?'. Higher Education, 62(3), Marrs, H., & Sigler, E. A. (2012). Male academic performance in college: The possible role of study strategies. Psychology of Men & Masculinity, 13(2), Macan, T. H. (1994). Time management: Test of a process model. Journal of Applied Psychology, 79(3), Gibney, A., Moore, N., Murphy, F., & O'Sullivan, S. (2011). The first semester of university life; 'will I be able to manage it at all?'. Higher Education, 62(3), Marrs, H., & Sigler, E. A. (2012). Male academic performance in college: The possible role of study strategies. Psychology of Men & Masculinity, 13(2), Macan, T. H. (1994). Time management: Test of a process model. Journal of Applied Psychology, 79(3), Gibney, A., Moore, N., Murphy, F., & O'Sullivan, S. (2011). The first semester of university life; 'will I be able to manage it at all?'. Higher Education, 62(3), Marrs, H., & Sigler, E. A. (2012). Male academic performance in college: The possible role of study strategies. Psychology of Men & Masculinity, 13(2), Macan, T. H. (1994). Time management: Test of a process model. Journal of Applied Psychology, 79(3), Gibney, A., Moore, N., Murphy, F., & O'Sullivan, S. (2011). The first semester of university life; 'will I be able to manage it at all?'. Higher Education, 62(3), Marrs, H., & Sigler, E. A. (2012). Male academic performance in college: The possible role of study strategies. Psychology of Men & Masculinity, 13(2), Macan, T. H. (1994). Time management: Test of a process model. Journal of Applied Psychology, 79(3), Gibney, A., Moore, N., Murphy, F., & O'Sullivan, S. (2011). The first semester of university life; 'will I be able to manage it at all?'. Higher Education, 62(3), Marrs, H., & Sigler, E. A. (2012). Male academic performance in college: The possible role of study strategies. Psychology of Men & Masculinity, 13(2), Instructional Strategy Description 8 is GR8 is based on the premise that a detailed and balanced schedule for the week ahead will improve elements of learning associated with attention, processing and memory while reducing academic stressors like procrastination and anxiety. Students divide their days into three eight hour segments allotting 8 hours for “work,” “play” and “sleep.” The three step study plan helps teach students how to utilize their “work” time by establishing and practicing the following steps. Step 1: Pre-class study activities Step 2: In-class study activities Step 3: Post-class study activities References Macan, T. H. (1994). Time management: Test of a process model. Journal of Applied Psychology, 79(3), Gibney, A., Moore, N., Murphy, F., & O'Sullivan, S. (2011). The first semester of university life; 'will I be able to manage it at all?'. Higher Education, 62(3), Marrs, H., & Sigler, E. A. (2012). Male academic performance in college: The possible role of study strategies. Psychology of Men & Masculinity, 13(2),