1. Who am I? Why am I here? Identifying Yourself as a Learner

2. Multiple Intelligences Learning preferences Learning preferences One half of who you are as a learner One half of who you are as a learner You have abilities in all areas, but some are more developed than others. You have abilities in all areas, but some are more developed than others. When you find a task or subject easy, you are probably using a more developed intelligence. When you have more trouble, you may be using a less developed intelligence. When you find a task or subject easy, you are probably using a more developed intelligence. When you have more trouble, you may be using a less developed intelligence. Your levels of ability in the intelligences may develop or recede based on changes in your life. Your levels of ability in the intelligences may develop or recede based on changes in your life.

3. Personality How you react to information, thoughts, and feelings, people and events. How you react to information, thoughts, and feelings, people and events. The other half of who you are as a learner. The other half of who you are as a learner. Knowing your personality can help you maximize your functioning at school and work. Knowing your personality can help you maximize your functioning at school and work.

4. Importance of Knowing How You Learn Helps you choose techniques that maximize what you do best and find strategies that help you improve when you have trouble. Helps you choose techniques that maximize what you do best and find strategies that help you improve when you have trouble. Knowing your learning style can help you make the most of the teaching styles of your instructors. Knowing your learning style can help you make the most of the teaching styles of your instructors. Working on your weaker points helps you break new ground in your learning. Working on your weaker points helps you break new ground in your learning.

5. Importance of Knowing How You Learn (cont.) If you know how you learn, you can look for a career, position, and environment that suits you best. If you know how you learn, you can look for a career, position, and environment that suits you best. You can perform at the top of your ability if you work at a job in which you feel competent and happy. You can perform at the top of your ability if you work at a job in which you feel competent and happy. The better your awareness of your abilities and personality traits, the better you are able to communicate with others and identify what tasks you can best perform in a team situation. The better your awareness of your abilities and personality traits, the better you are able to communicate with others and identify what tasks you can best perform in a team situation. Knowing how you learn helps you pinpoint roadblocks. Knowing how you learn helps you pinpoint roadblocks.

6. Goals and Motivation Why are you in college? Why are you in college? Why are you at Ball State University? Why are you at Ball State University? What are your goals for the first month of college? What do you hope to accomplish by the end of September? What are your goals for the first month of college? What do you hope to accomplish by the end of September? What are your goals for the first semester of college? What do you hope to accomplish by the end of December? What are your goals for the first semester of college? What do you hope to accomplish by the end of December?

7. Motivation Getting Motivated Getting Motivated Staying Motivated Staying Motivated Reviving Motivation Reviving Motivation

8. Do you have S.M.A.R.T. Goals? S – Specific S – Specific M – Measurable M – Measurable A – Action-oriented A – Action-oriented R – Realistic R – Realistic T - Timed T - Timed

9. Amazing Student Characteristics Willful Willful Skillful Skillful Curious Curious Open-minded Open-minded Self-disciplined Self-disciplined

10. References Carter, C., Bishop, J., & Kravits, S. L. (2003). Keys to success in college, career, and life: How to achieve your goals (4 th ed.). Upper Saddle River, NJ: Prentice Hall. Chickering, A. W. & Schlossberg, N. K. (2001). Getting the most out of college (2 nd ed.). Upper Saddle River, NJ: Prentice Hall. Landsberger, Joe. (2005). An exercise in motivating yourself. Retrieved January 18, 2005, from Study Guides and Strategies Web site: http://www.studygs.net/motivation.htm Mind Tools. Personal goal setting – Planning to live your life your way. Retrieved April 4, 2005, from the Mind Tools Web site: http://www.mindtools.com/page6.html Nist, S., Ph.D. & Holschuh, J. P., Ph.D. (2002). College rules! How to study, survive, and succeed in college. Berkeley, CA: Ten Speed Press. Northwestern University, Evanston, Student Affairs University Career Services. (2003, October). Setting Goals. Retrieved April 4, 2005, from the Northwestern University Web site: http://www.northwestern.edu/careers/students/started/goalset.htm Southern Methodist University, Dallas. Retrieved February 16, 2005, from the Southern Methodist University Web site: http://www.smu.edu/alec/whyhighschool.html Treuer, Paul (2002). Retrieved September 14, 2004, from University of Minnesota-Duluth Study Strategies Homepage Web site: http://www.d.umn.edu/student/loon/acad/strat/goals.html Virginia Polytechnic Institute and State University, Blacksburg, Cook Counseling Center. (2005, May). Motivation Checklist. Retrieved April 4, 2005, from www.ucc.vt.edu/stdysk/motivate.html