College Survival Tips for the Working Adult Student Returning to School

College students no longer consist of only those students continuing education after high school; many adults are returning to school to receive a degree after years in the workforce. Whether one is returning to college to expand career options, receive a promotion, set an example for one's children, or accomplish a long awaited goal of obtaining a college degree, the prospect can be quite frightening and overwhelming but the reward of that long-awaited college degree is priceless.

The following information is intended to assist in making the transition from a working adult to a college student. There are many things a new student needs to know that will increase academic success such as academic honesty in regards to plagiarism, correctly citing sources to avoid plagiarism, how to build research skills, utilizing one's personal learning style to aid in building effective study habits, reading to preserve context, and learning to manage time successfully.

Academic honesty and ethical conduct are invaluable skills, not to be taken lightly. To guard against plagiarism, one must understand that plagiarism is presenting someone else's work or ideas as one's own, or not giving credit to another's work. (Random House Webster's Dictionary, 1998) Most plagiarism is not intentional: copying word for word, not realizing this is an illegal act; paraphrasing an article without acknowledging the owner; or incorrectly citing references. Ignorance is not bliss, does not make the offense excusable, and may be punished by expulsion from school.

Follow the writing process to avoid plagiarism. This involves: well thought out planning and making detailed notes; it is essential to be clear and concise about who wrote what. One tip is to write one's own thoughts or interpretations in a different color or font than notes taken from sources. One must be well organized, by keeping good records of sources used, to prevent any doubt about idea ownership. Incorporating a source into an essay requires extensive planning and the coordination of time management.

Any references used in writing must be correctly cited using the guidelines and formatting styles dictated by your school or university. The two most common formatting styles are APA (American Psychological Association) and MLA (Modern Language Association). Details and tips on APA style formatting may be found on the American Psychological Association website and the Online Writing Lab (OWL); details and tips on MLA style formatting may be found on the Modern Language Association Lab web site and at the OWL website.

Information may be found using search engines and directories on the Internet or in a university's online library. Use keywords to describe the information desired. If a search generates too many hits, narrow the search by modifying, changing, or reordering keywords. Use Boolean Operators such as "and," "or," and "not;" or quotation marks to find words exactly as they are typed. To expand a search, use fewer keywords, different keywords, or switch directories. In the university online library, a search can be narrowed by searching for articles that are peer reviewed; use of peer reviewed articles lends credence to your writing. (Carter, C., Bishop, J., & Kravits, S. L. 2002)

Information may also be found in a traditional "brick and mortar" library. Knowing where to find materials in a library builds research skills and allows for effective searching. The reference area is where one would find encyclopedias, dictionaries, almanacs, and atlases. Recent issues of popular or scholarly magazines, journals, and newspapers are located in the periodicals area. There are areas for audio and visual material, computer, and microform. All libraries, whether virtual or traditional, have librarians who may be consulted for assistance.

Critical thinking should be used to evaluate sources for accuracy, bias, and credibility. Websites should be readily accessible and regularly updated, to ensure information is accurate and current. Information from any source must be validated, although, peer reviewed articles are generally acceptable. The author of a reference should be an unbiased authority with credentials, a recognized expert, or have extensive experience in the subject. The information presented should originate from the author, or the author's sources should be properly cited, reliable, and reputable. (Carter, C., Bishop, J., & Kravits, S. L. 2002)

A student should become intimate with his or her personal learning style and use techniques to enhance strengths and support weaknesses. Use critical thinking as the corner stone of effective studying by asking detailed questions, and find answers by studying the information in search of resourceful solutions. Students should utilize the feedback provided by the instructor and fellow students, as well as make good use of the technology available to communicate, analyze data, research, maintain organization, and check grammar or spelling.

Reading is futile without comprehension; to use material, it must first be understood. Students should use SQ3R, which is: Survey, Question, Read, Recite, and Review. Surveying involves reading the section titles, sub-sections, definitions, side or footnotes, and any bold or italicized words to get a general overview of what the material is about. Question material by considering what will be learned, and how the material may be incorporated in the academic, personal, and professional life. Speed read the material; then re-read it slowly and more thoroughly, taking notes on the most important or relevant information. Recite by paraphrasing what was learned in the reading, answering the questions previously asked, and creating an outline to summarized the reading material. Review the material by reading notes, re-reading the material, answering any review questions, including opinions or expounding on the material, and discuss the material with fellow classmates or friends. (Carter, C., Bishop, J., & Kravits, S. L. 2002)

Managing time efficiently and effectively allows for prioritization of tasks: essential tasks followed by tasks that are optional or have less pressing importance, and allows for the breakdown of responsibilities into manageable steps. Without appropriate planning and competent time management, procrastination is the probable outcome. The major dilemma with procrastination is the rush to completion, sacrificing quality in the process. Hastening to finish increases the risk of inaccuracy and mistakes, possibly resulting in plagiarism.

Distance learning has become an increasingly viable option for many working individuals; the major difference between distance learning and on-campus learning is with distance learning, there are no specific times to attend class; this allows for schedule flexibility, but a student must still set aside a regular time to attend class. Students can plan ahead by surveying assignments due and breaking the largest assignments into smaller tasks. The student can then work on the largest assignment in sections and the smaller assignments simultaneously. Analyzing how time is spent allows a student to balance time between courses, work, and family commitments. Students can do this by listing how their time is used, prioritizing tasks, and avoiding time wasters. Students can set a productive schedule, and re-arrange, re-evaluate, and modify the schedule as circumstances change.

Students should strive to be strategic learners by continuing to stay involved and committed to working toward goals. Students should outline long-term and short-term goals, characterize internal and external environments, and regularly evaluate progress in achieving those goals. By addressing obstacles head-on the student can identify how to triumph over them and realize goals. Renewing one's commitment to goals regularly allows a student to revitalize his or her action plan. Working toward and receiving a degree is a worthwhile long-term goal that can be broken into smaller short-term goals, such as successfully completing each subsequent course, which can greatly increase one's academic achievement .

References

Carter, C., Bishop, J., & Kravits, S. L. (2002). Keys to college studying: Becoming a lifelong learner. New Jersey: Prentice-Hall, Inc.

Random House Webster's Dictionary. (1998) Random house Webster's dictionary, (3^rd ed.) Ballantine Publishing Group.