College Survival

& Success

A Toolkit for College Students

Table of Contents
Chapter 01: Welcome to College Page 2
Chapter 02: The World of College Page 17
Chapter 03: Personal Responsibility Page 34
Chapter 04: Time, Goals, and Motivation Page 42
Chapter 05: Managing Money Page 65
Chapter 06: Connecting Page 84
Chapter 07: Awareness Page 110
Supplemental Materials Page 130
Citations and Attributions Page 131

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Chapter 01: Welcome to College

Page 03 Student Letter

Page 05 Part 01: Welcome to College!
Page 10 Part 02: What is College, Really?
Page 13 Part 03: Resources at PCC

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STUDENT LETTER
Dear student,
First off, congratulations on beginning
this journey. Whatever your reason or end
goal may be, you are all here at this
moment. You’re all at this college, taking
this class and reading this same text. You
are in this together.
My name is Johnny Diaz, I graduated from
Beaverton High School with a 1.6 GPA, had
no volunteer experience, had average level
skills, and was the first to graduate high
school in my family. High school for me
didn’t click and wasn’t my priority. I knew
it was important, but I couldn’t see it. I couldn’t picture myself
being anything academically. To top it off, I didn’t have much of a
plan but I wanted to better myself, obviously for my family, but most
of all for me.
The point of me telling you my academic story wasn’t to go on and say
“I was a screw up and look at me now.” The point was to tell you that
we all have our own starting point, and we all feel a little lost, but
it doesn’t matter because this is your chance to improve yourself.
Take this time to be selfish. Take this time to grow and learn what
success means to you.

Some of you may not see it, but the biggest thing you all should know
is just how unique and special this journey is from the average
college experience. No matter how bad you wanted to be at those dorm
parties, this is something much more special. Community college
students are living, breathing examples that you can do it and that
you have nothing to worry about. You’ll be in classes with all types
of people. Some students here are in their 30’s, 40’s and even 50’s,
and come to school while working full time, raising families, and
fighting personal problems themselves. I believe that a kid fresh out
of high school can do it too, because we have the advantage of time.

Take this time to better yourself and do things for you. If high
school didn’t go so well for you, take this coming year to do what you
didn’t in high school. There’s a crazy amount of things that you
should know, but I think most of all, make this worth it. Realize that
this is a time to change, step out of your comfort zone, challenge
yourself, and grow as a person. Show up 10 minutes early to class,
read the textbook, if you don’t want to carry it around go to the

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campus library and check it out. Find your study spot, a place where
you can go to where you know that you’ll just sit and study. PLEASE
KEEP YOUR SYLLABUS FROM EVERY CLASS; it will save you and keep you in
check. Most of all, take advantage of opportunities. I learned to do
this. When they asked for students who are willing to represent PCC
at an event, I always volunteered. Because of this I have spoken to
the Beaverton City Council. I have met several state
representatives, and I even got to meet Governor Brown. I never
imagined I would do any of this. On top of all that, I am currently
working in a paid internship at Providence. Take advantage of
opportunities! You won’t regret it.

Personally, I was the kid in high school that you saw walk into class
late and not give a damn. I wanted to get rid of that identity and
make college something different. I wanted to be someone different. I
had no idea how to do it, and I was just completely lost about
everything, but one big piece of advice I can give you is that you get
out what you put in. I started asking for help. I sought resources to
check in and chat. I paid attention to the things they had to say and
began to do them.
Have a great time in college!

Sincerely,

Johnny Diaz
Beaverton High School class of 2014
Portland Community College Class of 2017

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Part 01 - Welcome to College!

Congratulations on your decision to attend college! For the great majority of college students,
choosing to go to college was a personal decision—not just an automatic thing to do. If you happen
to be one of the few who just sort of ended up in college for want of anything better to do, the
benefits of college will soon become obvious.

College requires commitment and effort. Like everything else in life that leads to meaningful results,
success in college is not automatic. But when you apply yourself to your studies using the skills
you’ll learn in this class, you’ll find you can succeed. When asked, most students say they’re in
college primarily for the job or career they expect to follow after college. And they are correct that
college pays off enormously in terms of future earnings, job security and stability, and job
satisfaction. Every statistic shows that people with a college education will make much more in their
lifetime (much, much more than the cost of college itself) and be much happier with the work they
do.

But job and career issues are only a part of the big picture. A college education results in many
other personal benefits, and these also should be part of your motivation for doing well and
continuing with your college plans. Here are a few additional, less tangible benefits of a college
education:

● You will have a fuller life and a better understanding of the world around you.
● You will gain decision-making and problem-solving skills.
● You will meet many interesting and diverse people and have a richer social life.
● You will gain self-confidence.
● You will gain learning skills that can continue for a lifetime.
● You will make wiser decisions about lifestyle issues and live healthier.
● You will make wiser economic decisions the rest of your life.
● You will be better equipped to deal with other people, organizations, governmental
agencies, and all the hassles of daily life.
● You will feel more fully a part of your community, the larger culture, and history.

Sadly, however, it’s important to recognize that some students do not succeed in college and drop
out within the first year. Sometimes it’s due to an unsolvable financial problem or a personal or
family crisis, but most of the time students drop out because they’re having problems passing their
courses. The two biggest causes of this problem are a lack of motivation and not having learned
the skills needed to succeed in college.

A class like this one can help you stay motivated when things get tough, but it can’t necessarily
give you motivation to start with. That’s part of what you yourself have to bring to college. What we
can promise you is that you can learn the skills for succeeding in college. Special skills are needed
because college isn’t the same as other learning experiences you may have had in the past, such
as high school. To name just a few, college is different in the type of study skills needed, in
personal skills related to being independent, in social skills for getting along with instructors and
others on campus, in financial realities, in matters of personal health, and more.

Remember, you can learn whatever you need in order to succeed. That’s what this class is all
about. You'll learn about the many different resources available to you in college and how to make

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the best use of them. You'll spend a lot of time learning about yourself, how you interact with
others, how you manage your time and finances, and how you can experience more satisfaction
pursuing your goals. You might not at first see an immediate payoff for everything you'll learn in this
class. Some of the things you’ll read about here involve ideas you’ll need to think about. Some
things will help you get to know yourself better and understand more clearly what you really want
from your education and how to go about attaining them. Know this: if you care enough to want to
succeed in college and care enough to read these chapters and try to use the information,
suggestions, and strategies presented here, you will succeed in college.

What’s Your Plan?

Succeeding in college is rather like succeeding in life. It’s really much more about you than it is
about college. So the most important place to start is to consider why you’re here, what matters to
you, and what you expect to get out it. Even if you have already thought about these questions, it’s
good to reaffirm your commitment to your plan as we begin to consider what’s really involved in
being a college student.

Take a few minutes to reflect on the following questions:

● How long do you anticipate being in college?

● How many courses will you need to take per term to finish college in your planned time
period?
● What do you anticipate will be the most difficult part of completing college?
● Are you confident you will be able to overcome any possible difficulties in completing
college?

Were you able to easily answer these questions? How confident do you feel about your college
plans? These are important questions to think about for the simple reason that students who have
a clear plan and who are prepared to overcome possible obstacles that may arise along the way
are much more likely to succeed in college. In other words, just thinking in a positive way about
your future can help that future come true!

What Matters To You?

The word “values” refers to things that matter to a person. What makes you feel good? What things
would you do if you had all the time, money, and opportunities in the world? Questions like these
help us define our own values. Every individual has his or her own values. Thinking about your own
values can help you know what you want from life and from college.

Take a moment and consider the following list of things that are valued by some people. How
important are these values for you?

Making a good income Having good friends Learning new things about
your interests
Having a nice car Having intelligent Staying current with the news
conversations
Playing sports Hanging out with friends Playing computer or video
games
Cooking Online social networking Sleeping
Reading a good book Traveling to new places Being liked by others

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Studying and reading Having nice clothing Watching television
textbooks
Enjoying time alone Getting out in nature Working your job
Looking good, personal Meeting new people Going to movies or
hygiene entertainment
Eating nice meals out Being physically active Being your own boss
Having a positive romantic Engaging in your hobbies Setting your own schedule
relationship
Volunteering your time for a Cleaning house Attending classes
good cause
Going to religious services Talking on the telephone, Going to parties
texting, e-mail
Participating in clubs, Spending time with family Others?
organized activities

Which of these values are most important to you? Are there any values that are important to you
that were not listed? What you value the most gives you a good indication of how you enjoy
spending your time.

Now look at the things you value in a different way. Think about how each relates to how you think
you need to manage your time effectively while in college. Most college students feel they don’t
have enough time for everything they like to do. Do some of the activities you value most contribute
to your college experience, or will they distract you from being a good student? Students who enter
college with their eyes open and who think about their own values and motivations will be more
successful. If you have a good idea of what you want from life, the rest of it can be learned.

Thinking Ahead to a Major and Career

If you’ve just begun college, should you already know what career you seek in the future and what
courses you should take or what you should major in? Good question!

Some students say they have known from a very early age what they want to do after college,
choose the college that is best for that plan, never waiver from the plan and choose each course
with the one goal in mind, and then enter their chosen career after college or graduate school. At
the other extreme, some students have only a vague sense of direction before beginning college,
take a wide variety of courses, select a major only when they reach the point that they must major
in something (or perhaps change majors multiple times), and then after college choose to work in
an entirely different field. Some students choose to major in an academic subject simply because
they enjoy that subject, never concerned with what kind of job they may get afterward. The
traditional idea of the liberal arts education is that you can go to college not to prepare for a specific
career but to become a well-educated person who is then in a better position to work in any number
of careers. None of these different approaches to choosing a major and a career is better than
others. All students receive the many benefits of college, and all are likely to find a more fulfilling
career. So where are you in this great variety of attitudes about career and major choices?
Assuming you are still early in your college program, the take-home message here is that you don’t
need to make any decisions yet. Chances are, as you take courses in a variety of subjects and
meet people in many different fields, you’ll naturally discover something about what you really enjoy
doing and what career options you may choose to pursue. On the other hand, help is available for
discovering your interests, strengths, and personality factors related to careers. You can learn a lot

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about your options and what you would be good at by visiting your college’s advising or counseling
department. Almost all colleges have tools to help you discover what careers you would most
enjoy.

Although there’s nothing wrong with starting out without an intended major or career path, take care
not to accidentally take courses that end up not counting toward your program goal or degree. You
could end up in college longer than needed or have to pay for additional courses. Be sure to read
your college catalog carefully and to talk to your academic advisor.

Your Past Educational Experience

It is important to understand how college is different from high school and how well your own past
educational experiences have prepared you for what you will find in college. This is another way in
which entering college “with your eyes wide open” will prove beneficial.

College is a unique experience for all students—whether you just graduated from high school or
are returning to education after years of working. You are transitioning from one form of education
to another. Some students have difficulty because of the differences between college and their
previous experiences. Generally speaking, however, the college experience is usually new and
different in these ways:

● Time management is more important in college because of varying class and work
schedules and other time commitments.
● College instructors seldom seek you out to offer extra help if you’re falling behind. You are
expected to be pro-active and reach out to instructors and other resources if you need help.
You are expected to do the work, meet deadlines, and so on, without someone looking over
your shoulder.
● There may be no attendance policy for classes. You are expected to be mature enough to
come to class and accept the consequences if you do not attend.
● Many classes are large, making it easy to feel lost in a crowd.
● Many instructors, especially in large classes, teach by lecture—which can be difficult for
those who are used to learning in more interactive environments.
● College courses require more study time and require you to work on your own and in
groups.
● Your social and personal life in college may be less supervised. Some students may
experience a sudden increase in freedom to do what they want.
● You will meet more people from more diverse backgrounds in college.
● All of these differences, as well as many others, can lead to emotional changes—both
positive and negative.

What does all this add up to? For some students, the sudden independence and freedom can lead
in negative directions: sleeping late, skipping classes, missing deadlines, failing to study
adequately for tests, and so on. Other students who are highly motivated and work hard in their
classes may also have difficulty transitioning to the higher academic standards of college.
Suddenly, you’re responsible for everything. That can be thrilling but also a challenge to get used
to. This class will help you make this transition successfully.

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Liking Yourself as a Student

Of all the factors that affect how well one does in college, attitude is probably the single most
important. A positive attitude leads to motivation, and someone who is strongly motivated to
succeed can overcome obstacles that may occur. Your attitude toward yourself as a student
matters greatly. Now that you are in college, you are a new person, not just the same person who
happens now to be a college student. What do you think of this new person?

If you’re feeling excited, enthusiastic, capable, and confident in your new life—great! If you’re less
sure how well you’ll do in your new role, take comfort in knowing that you’re not alone. A lot of new
college students, once they begin experiencing how new and different it is, start having doubts.
They may say to themselves “I’m not a good enough student” or “I can’t keep up with all this.”
Some may become fearful or apathetic. These feelings, while a perfectly natural response to a big
change in one’s life, can hinder one’s motivation and ability to succeed. If you think you can’t make
it, that might become true. If you’re sure you’ll make it, you will.

Think honestly about this. If you have these thoughts sometimes, why is that? Are you just reacting
to a low grade on your first test? Are you just feeling this way because you see other students who
look like they know what they’re doing and you’re feeling out of place? Most likely, if you have
doubts about being able to do well, this is just a reaction to college being more difficult than what
you’re used to. It’s mostly a matter of having the right skills for succeeding in college. This class will
give you a solid foundation for your success in college and beyond.

Taking Control

To succeed in college, you need to take control of your life. Gone are the days when you could just
“cruise” through school, or life, or let others motivate you or establish schedules to manage your
time. This change presents an exciting opportunity. It’s your first step in your new life and the key to
your future. Here are a few thoughts to get you started in the right direction:

● Accept responsibility for your life. You are on equal footing with everyone else and have the
same opportunities to succeed.
● Decide what you want to do. Don’t let things just happen—make them happen by deciding
that they should happen.
● Realize you can change. You can change your habits to become a better student. You can
change your attitudes and become a more positive, motivated student.
● Develop a personal ethical code. Do what is right for you and for others. The college world
demands ethical standards and rewards responsible, ethical behavior. Be proud of who you
are and your good decisions.
● Enjoy your life! Going to college might seem overwhelming at times, but no one is asking
you to “give up your life” to succeed in college. Enjoy meeting new people, learning new
things, and experiencing the diversity of the college experience. College should be one of
the best parts of your life!

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Part 02 - What Is College, Really?

Big Classes, Small Classes

College courses can vary greatly in style and size. Many college classes are large—up to several
hundred students in a large lecture hall. Other classes you may take will be as small and intimate
with a lot of teacher interaction.

In larger classes you may feel totally anonymous—even invisible. This feeling can get some
students in trouble, however. Here are some common mistaken assumptions and attitudes about
large classes:

● The instructor won’t notice me sitting there, so I can check e-mail or read for a different
class if I get bored.
● The instructor doesn’t know my name or recognize me, so I don’t even need to go to class
as long as I can borrow someone’s notes to find out what happens.
● I hate listening to lectures, so I might as well think about something else because I’m not
going to learn anything this way anyway.

These comments all share the same flawed attitude about college: it’s up to the instructor to teach
in an entertaining way if I am to learn at all—and it’s actually the college’s or instructor’s fault that
I’m stuck in this large class, so they’re to blame if I think about or do other things. But remember, in
college, you take responsibility for your own learning. Sure, a student is free to try to sleep in a
lecture class, or not attend the class at all—the same way a student is “free” to fail any class he or
she chooses! If you dislike large classes but can’t avoid them, the best solution is to learn how to
learn in such a situation. Just remember that it’s up to you to stay actively engaged in your own
learning while in college—it’s not the instructor’s job to entertain you enough to “make” you learn.

There is one thing you need to know right away. Regardless of class size, your instructors do know
who you are. They may not know your name right away or even by the end of the term, but they
see you sitting there, doing whatever you are doing, looking wherever you are looking—and will
form a distinct impression of you. Instructors do have academic integrity and won’t lower your
grade on an exam because you slept once in class, but the impression you make just might affect
how far instructors go out of their way to offer a helping hand. Interacting with instructors is a
crucial part of education—and the primary way students learn. Successful interaction begins with
good communication and mutual respect. If you want your instructors to respect you, then you need
to show respect for them and their classes as well.

Core Courses, Electives, Majors, and Credits

Every college has its own course requirements for different programs and degrees. This
information is typically available in the course catalog. While academic advisors are available to
help students plot their path through college and take the most appropriate courses, you should
also take this responsibility yourself to ensure you are registering for courses that fit well into your
plan for a program completion or degree. In general there are three types of courses:

01. Core courses​, sometimes called “general education requirements,” involve a range of
courses which you are required to take for your degree. Some of these requirements may
be specific courses, some may give you options to choose from. For example, you may
need to take one or more Writing classes, Math courses, or foreign language requirements.

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 You will need a certain number of credits or course hours in certain types of core courses,
but you can often choose among various specific courses for how you meet these
requirements.
02. Required courses​ in your major are determined by individual academic departments.
Whether you choose to major in English, Math, Engineering, History, a Health, Chemistry,
Business, or any other field, your individual department sets specific required courses you
must take and gives you options for a required additional number of credits in the
department. You may not need to declare a major for a while, but this is something you can
start thinking about now.
03. Electives​ are courses you choose freely to complete the total number of college credits
needed for your program or degree. How many electives you may take, how they “count”
toward your total, and what kinds of courses are acceptable as electives all vary
considerably among different schools, degrees, and programs.

Most important is that you understand what courses you need and how each counts. Study the
college catalog carefully and be sure to talk things over fully with your advisor. Don’t just sign up for
courses that sound interesting—you might end up taking courses that don’t count toward your
degree at all. In addition, each term you may have to choose how many courses or hours to take.
Colleges have rules about the maximum number of hours allowed for full-time students, but this
maximum may in fact be more than you are prepared to manage—especially if you work or have
other responsibilities. On the other hand taking a light course load, while allowing more time for
studying and other activities, could add up and result in more time and money spent. Part-time
students often face decisions based more on time issues. Everyone’s situation is unique, however,
and all students should talk this over with their advisor.

Online Courses

Most colleges now offer some online courses or regular courses with an online component. You
experience an online course via a computer rather than a classroom. Many different variations
exist, but all online courses share certain characteristics, such as working independently and
communicating with the instructor (and sometimes other students) primarily through written
computer messages. If you have never taken an online course, carefully consider what’s involved
to ensure you will succeed in the course.

● You need to own or have frequent access to a recent model of computer with a high-speed
Internet connection.
● Without the set hours of a class, you need to be self-motivating to schedule your time to
participate regularly.
● Without an instructor or other students in the room, you need to be able to pay attention
effectively to the computer screen. Learning on a computer is not as simple as passively
watching television! Take notes.
● Without reminders in class and peer pressure from other students, you’ll need to take
responsibility to complete all assignments and papers on time.
● Since your instructor will evaluate you primarily through your writing, you need good writing
skills for an online course. If you believe you need to improve your writing skills, put off
taking an online course until you feel better prepared.
● You must take the initiative to ask questions if you don’t understand something.
● You may need to be creative to find other ways to interact with other students in the course.

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Class Attendance and Promptness

In some classes at some colleges, attendance is required and absences can affect one’s grade in
the course. But even when attendance is not required, missing classes will inevitably affect your
grade as well. You’re not learning if you’re not there. Reading another student’s notes is not the
same. Arriving to class promptly is also important. Walking into a class that has already begun is
rude to the instructor (remember what we said earlier about the impression you may be making)
and to other students. A mature student respects the instructor and other students and in turn
receives respect back.

College Policies

A college campus is almost like a small town—or country—unto itself. The campus has its own
police force, its own government, its own stores, its own ID cards, its own parking rules, and so on.
Colleges also have their own policies regarding many types of activities and behaviors. Students
who do not understand the rules can sometimes find themselves in trouble. The most important
academic policy is academic honesty. Cheating is taken very seriously. Some high school students
may have only received a slap on the wrist if caught looking at another student’s paper during a
test or turning in a paper containing sentences or paragraphs found online or purchased from a
“term-paper mill.” In many colleges, academic dishonesty like this may result in automatic failure of
the course—or even expulsion from college. The principle of academic honesty is simple: every
student must do his or her own work. If you have any doubt of what this means for a paper you are
writing, a project you are doing with other students, or anything else, check the college Web site for
its policy statements or talk with your instructor.

Colleges also have policies about alcohol and drug use, sexual harassment, hate crimes, and other
potential problems. The college registrar has policies about course add and drop dates, payment
schedules and refunds, and the like. Such policies are designed to ensure that all students have
the same right to a quality education—one not unfairly interrupted by the actions of others. You can
find these policies typically on the college Web site.

College Resources

To be successful in college, you need to be fully informed and make wise decisions about the
courses you register for, college policies, and additional resources. Always remember that your
college wants you to succeed. That means that if you are having any difficulties or have any
questions whose answers you are unsure about, there are college resources available to help you
get assistance or find answers. This is true of both academic and personal issues that could
potentially disrupt your college experience. Never hesitate to go looking for help or information—but
realize that usually you have to take the first step.

The college catalog has already been mentioned as a great source of many kinds of information.
You should have an updated catalog every year or know where to find it online. The college’s Web
site is another great place to look for help. Students are often surprised to see how much
information is available online, including information about college programs, offices, special
assistance programs, and so on, as well as helpful information such as studying tips, personal
health, financial help, and other resources. Take some time to explore your college’s Web site and
learn what is available—this could save you a lot of time in the future if you experience any
difficulty.

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Part 03: RESOURCES at PCC
PCC has an amazing array of services for students. Every single one of the services listed is free! Take
advantage of your resources and connect. Remember, an interdependent student is the most successful
student.

Instructors

Regularly meeting with your instructors is one of the best things you can do to help ensure your success
in your classes. Not only will you keep up to date with your progress and areas of improvement, but
your instructor will also know that you are motivated to succeed in their class. Instructors are required
to hold office hours for students. Office hours are typically not held in the classroom where your class
meets but in a different office on campus. Your instructor’s office hours and location should be listed on
your syllabus. You can e-mail or talk to your instructor to set up a different time to meet if you are
unavailable during their office hours.

Student Learning (Tutoring) Centers

Most successful students regularly go to tutoring, especially for their most challenging classes. Tutoring
is designed to give you individualized attention to succeed. Tutors will connect with you where you are
and help you make your way to the goal of academic success. All tutors are paid staff and
knowledgeable in the subject area in which they tutor.

Learning Center locations:

 Cascade TH 123, 971-722-5263
 Rock Creek Bldg. 7, Rm. 218, 971-722-7414
 Southeast Library, Rm. 120, 971-722-6470
 Sylvania Library, Rm 140, 971-722-4540

Online Tutoring

All currently enrolled for-credit PCC students will have access to eTutoring’s free online professional
tutoring services. Access free online tutoring here:
https://www.etutoring.org/login.cfm?institutionid=229&returnPage=

Writing Centers

Each campus maintains an individual writing center which offers free tutoring services to currently
registered PCC students with PCC–related coursework. Many writing centers prefer you make an
appointment in advance for help.

Writing Center locations:

 Cascade TH 220, 971-722-5995
 Rock Creek Bldg. 3, Rm. 101, 971-722-7733

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  Southeast Library, 218, 971-722-6158
 Sylvania CT 239, 971-722-4952

Multicultural Centers

The Multicultural Centers at each campus were founded to address institutional racism and the unique
needs of students of color at Portland Community College. The programs and services of the
Multicultural Centers support the academic achievement, leadership development, and advancement of
students of color at PCC. Each center provides a safe space that nurtures learning and the achievement
of goals through cultural enrichment, peer tutoring, mentoring, and leadership activities on campus.

Multicultural Center locations:

 Cascade SU 302, 971-722-5795
 Rock Creek Bldg. 7, Room 118, 971-722-7435
 Southeast, Mt. Tabor, Room 150, 971-722-6054
 Sylvania CC 267B, 971-722-4112

Women’s Resource Centers

The WRCs at PCC offer a place to connect with other students, peer advocacy, childcare information and
referrals, referrals to community and campus services, workshops, and more

Women’s Resource Center locations:

 Cascade SU 301, 971-722-5249
 Rock Creek Bldg. 7, Room 119, 971-722-7432
 Southeast Mt. Tabor, Room 149, 971-722-6055
 Sylvania CC 268, 971-722-8101

Queer Resource Centers

Each campus at PCC has a Queer Resource Center with a mission to foster an inclusive and affirming
academic and campus environment for lesbian, gay, bisexual, transgender, gender-nonconforming,
queer and questioning students and their allies. Each resource center provides educational opportunity,
advocacy and programming that empower students to thrive and to succeed at PCC by promoting a
campus that is open, safe and supportive.

Queer Resource Center locations:

 Cascade SU 212, 971-722-5702
 Rock Creek Bldg. 5, Room 121, 971-722-7345
 Southeast Mt. Tabor, Room 149, 971-722-6032
 Sylvania CC 268, 971-722-8525

14
Career Exploration Centers

The career centers at PCC offer help with job search and assistance in exploring careers and
scholarships. There are staff and career peer advisors to assist you. Career centers are open to both
current PCC students and to members of the community.

Career Exploration Center locations:

 Cascade SSB 104, 971-722-5600
 Rock Creek Bldg. 9, Rm. 119, 971-722-7644
 Southeast Mt. Tabor, Room 147, 971-722-6036
 Sylvania CC 214, 971-722-4891

Disability Services

Disability Services at Portland Community College works to ensure students who experience disabilities
have an equal opportunity to participate in educational and co-curricular offerings. Having an equal
opportunity is essential to college success. Accommodations can include but are not limited to
notetaking support, in-class aids, accommodated testing, furniture adjustments, adaptive computer
technology, course material accommodations, and programmatic accommodations.

To get started with Disability Services, you will need to complete the Get Started form at
http://www.pcc.edu/resources/disability/.

Disability Services locations:

 Cascade SSB 110, 971-722-5676
 Rock Creek Bldg. 9, 971-722-4319
 Southeast SCOM 112, 971-722-6340
 Sylvania CC 210, 971-722-7558

Counseling

PCC’s free counseling services are open to currently registered students. You can get help with study
skills, personal issues, managing stress, test anxiety, depression, LGBTQ issues, and more.

Counseling Center locations:

 Cascade SSB 124, 971-722-5271
 Rock Creek Bldg. 9 Rm. 117E, 971-722-7300
 Southeast SCOM 116, 971-722-6240
 Sylvania CC 210, 971-722-8153

15
Library

Each campus at PCC has a library. The libraries offer a wealth of resources including space for
both individual and group study, access to books, videos, and journal articles, technology for
checkout (like laptops, cameras, calculators, and more), computer labs, printing, and
scanning, and more. Most importantly, the librarians that work at the research help desks are
there to help you with any questions you have related to your assignments or other research
tasks.

For more information visit pcc.edu/library

Reporting an Incident
At PCC, we take care of each other. We keep each other healthy, protected, and free from self-
harm. Are you worried about a student? Did you see something questionable? Are you experiencing
discrimination? Please tell someone!
You have the right to learn and work in a safe environment. PCC follows a zero tolerance policy for all
forms of sexual misconduct and gender-based discrimination. You have the right to file a complaint
without fear of retaliation. Complainant or witnesses who report sexual misconduct are protected from
retaliation under the law. You have the right to access support and health services. PCC offers
confidential counseling services and can connect you with on- and off-campus resources to help you
heal. You can get help from your counseling services, the women’s resource centers, or PCC’s public
safety officers.

You can report discrimination, harassment, sexual harassment, disruptive behavior, or concerns about
the well-being of a student. To get started with any report, go to http://www.pcc.edu/resources/
report-an-incident/.

Has a crime been committed? For crimes and emergencies or if you are in danger, call 911 or PCC’s
public safety office at 971-722-4444.

16
Chapter 02: The World of College

Page 18 Student Letter

Page 21 Part 01: Different Worlds, Different Students
Page 24 Part 02: Different Students, Different Degrees
Page 26 Part 03: College Success
Page 29 Part 04: The Seven Metrics of Successful College
Students

17
STUDENT LETTER

“Every time your back is against the wall, there is only one person that can help.
And that’s you. It has to come from inside.” – Pat Riley

Dear Student,

I do not know who you are. I do not know what

year in college you are or even if you will read
this letter. What I do know though is that I
think we might have a similar experience. You
were probably assigned this reading as homework
and you are waiting till the last minute or tried
to not even read it altogether.

My name is Patrick Prom. I was once a student at

PCC. I started at Open Meadow Middle School,
then to Open Meadow High School, and I was also
a part of Caldera where I was able to express
myself as a young artist. I enjoy being in
programs like these because they set me up with
a supportive community to be accountable for and
with.

After I graduated high school, I honestly didn't apply to any

colleges. In the final class that you must take as a senior at Open
Meadow, I unknowingly applied to PCC and to many scholarship and
support programs.. It was built into our course load for that class
and it paid off in the future. Many of us in the class were so
confused when we got accepted because we didn't know what college
would be like. My family could not support me in any way
financially, which was a major obstacle for me until I was contacted
by scholarship people from many programs. I was able to attend my
first year at PCC with an extra $1500 refund each term. That was
nice but I still hated school and I quickly grew tired of it.

Before my second year at PCC, I was encouraged to apply to a program

called Carpe Mundi,which allows students to spend a term preparing to
travel and then three months abroad in Southeast Asia, India, Africa,
South America, or Central America. I applied knowing that I could say
no if I got in but this opportunity was more valuable than I could
even imagine. I did not know that I could study abroad in Thailand,
Cambodia, and Vietnam through Carpe Mundi for FREE. I was able to see
the world and gain the knowledge and tools to do so. I also earned 24
credits at PSU for that. All I needed to do was write a few 6-page
papers and backpack for a few months in my newly found favorite part
of the world.

18
Soon I had a year left at PCC and I was good to power through it.
Times were rough but I knew I was going to destroy every obstacle that
came across my path. My last few terms, I might have gotten too
comfortable. I took a Public Speaking class and thought, “PSSHHH this
is gonna be easy." I did it and didn't care too much about the
details, since I speak publicly all the time. This was my biggest
downfall. I ended up slowly dropping my grade until I had a D.
However, it wasn't just a D; I was literally two points away from a
passing grade. This messed up my flow of graduating on time. I had to
drop all my classes and reschedule to right my wrong. I decided to
take the same exact class and set a higher standard for myself
because my teacher would call me on it. I took it again and smashed
that class into the ground.

My goal was to get as far as I could with the least amount of

external energy. In college I had good times, rough times and pretty
bad times. When my parents asked me who I wanted to live with after
they got divorced two days after my birthday sophomore year, I said
neither and made that situation work. I understood the want of
dropping out after that. It's so easy but I figure, why start
something without getting the satisfaction of seeing it to the end. I
was so close and when I started I did not know what I wanted. I knew
I wanted to have the capability to transfer to a four-year school.
It was time to transfer and I knew I wanted to get out of Oregon.

One college gave me a great financial package, which included loans

but had no out of pocket costs to me. This was Knox College. It is
in the flat farmland of the Midwest. Situated in the middle of
Illinois three hours south of Chicago by train I knew it was far
enough from a city to give me the space I needed. That was my
reason: I wanted to see something new and be in a place much
different than Portland. I transferred as a junior so I became
friends with the seniors the fastest and closest since they were my
age. After a year, I discovered the quirks and got used to the life
of being at a four-year college, living on campus, and actually
participating in the college life.

I now have a year left. Last year I managed to start working at the
bike shop on campus and now I will be returning early to start work as
the head mechanic. I plan on not taking this year easy since last time
that was my downfall. I look forward to completing this year with my
Environmental Studies Major and Studio Art Minor. I am passionate
about those two subjects and don't mind the openness. I do think that
after I graduate I will take a break and leave the country and travel.
I have always wanted to return to Cambodia and become a monk to
develop myself spiritually after I graduate.

19
I will spend a few years working and relaxing until I know what I want to
get my masters’ degree in since I think that will be necessary. At this
point I do not know the future but I do know that if I advance toward all
my goals with extreme force, explosiveness and perseverance then I can
overcome anything and everything in my way.

Patrick Prom

Open Meadow High School class of 2012

Portland Community College class of 2015
Knox College in Illinois class of 2017

20
Part 01 - Different Worlds; Different Students
Not all college students are the same, and the world of college is therefore sometimes different for
different students. Students will answer the following questions in a variety of different ways:

1. Are you attending college directly from high school or within a year of graduation?
2. Are you a full-time student?
3. Is English your primary language?
4. Are you the first person in your family to attend college?
5. Have you spent most of your life in a country other than the United States?
6. Are you married or living with a partner? Do you have children?
7. Do you now or have you worked full time?

When thinking about different “types” of students, be careful to avoid stereotyping. While there are
genuine differences among individual students, we must never assume an individual person has
certain characteristics simply because they are a certain “type” of student. For example, if you
answered yes to questions 1 through 3 and no to the other questions, you may be called a
“traditional” student—young and attending college after high school. The word “traditional” is used
simply because, in the past, this group of students formed the majority of college students—even
though, at many colleges, these students are now the minority. On the other hand, if you are older
and have worked for some years before returning to school, or if you are an international student or
are working and attending classes part time, you might be considered a “nontraditional” student.
Again, this term comes from past statistics, even though very many colleges have more
“nontraditional” students than “traditional” students.

What does that mean to you? First, realize that not everything discussed in this class will apply to
you. If you’re eighteen and living away from your family for the first time, you will likely not face the
same issues of finding time for studying as an older student working full time and having children at
home. If you’re thirty and returning to school after years of successfully managing a job, you may
have to reestablish your study skills but will not face the same issues as a younger student who
may be tempted by the sudden freedom of college and have difficulty setting boundaries. Every
student brings certain advantages to college from their background experience. Every student may
also face certain kinds of difficulties. Understanding how your own background may impact your
own preparedness for college can help you make a good start in your college experience.

“Traditional” Students

We’re putting the quotation marks around the word “traditional,” again, because this group of
college students is no longer the majority at many colleges, although the term is still sometimes
used by educators. Coming directly or almost directly from high school, “traditional” students are
used to attending classes, reading textbooks, and studying and thus may find the transition to
college easier. Many are single and unattached and have fewer time commitments to others.
Although a high percentage do work while in college, the work is typically part time or during the
summer and does not have a severe time impact on their studies. In a university setting first-year
students may live on campus and do not lose time commuting to school. In all, many have few
responsibilities other than their academic work.

On the other hand, “traditional” students living away from home for the first time may face more
psychological and social issues than other student groups. One is away from family and old friends,
perhaps forced to cope with an incompatible new relationships or living arrangements, and facing

21
all sorts of new temptations. Experiencing this sudden new freedom, many students experiment
with or develop habits such as poor dietary and sleep habits, lack of exercise, and sometimes
substance abuse or other behaviors that disrupt their academic routine and study habits. Many
young students are forced to “grow up” quickly after starting college. Some students who do not
adjust to the freedoms of college end up dropping out in their first year.

Returning Students

Students returning to their education after an extended absence are often older, may have worked
for a number of years, and may be used to living on their own and being financially and
psychologically independent. They are often more mature and have a stronger sense of what they
want from college; they may be more goal driven. They may be paying their own way through
college and want to get their money’s worth. They may be full-time students but frequently are still
working and can take only a part-time course load. In a university setting they often live off campus
and may own a home and have a mortgage. They may have children. Because they have made a
very deliberate decision to go to college, returning students are often serious students and are
motivated to do the work. Having spent time in the work world, they may also have developed good
problem-solving and decision-making skills as a result of their “real-world” experience.

On the other hand, returning students may have less time for studying because of work and family
commitments. They may feel more stress because of the time and financial requirements of
college. Spending less time on campus may contribute to not feeling completely at home in the
academic world. They may not have time for many extracurricular and campus activities. Although
they may be dedicated and hardworking students, they may also be less patient learning “theory” in
courses and want all their coursework to relate directly to the real world.

Other Student Groups

Beyond this difference of age, some other common differences also affect one’s college
experience. Students in the following groups may be either “traditional” students by age or returning
students.

Commuter Students
Many returning students are commuter students, and it is increasingly common also for many
young people after high school to continue to live at home or in their own apartment, coming to
campus only for classes. Commuter students often face the same issues of limited time as
returning students. They may find it difficult to find time to talk with an instructor outside of class. In
certain cases, such as community colleges, the majority or all students may be commuters.

First-Generation Students
The phrase “first-generation student” refers to students who are the first in their families to attend
college. These students may be “traditional” students enrolled right after high school or may be
returning students. Students whose parents did not attend college may be less familiar with some
or all aspects of the college experience and thus may have a more challenging transition into their
new life.

Recent Immigrant and International Students

Many colleges have a significant percentage of students who have recently immigrated to the
United States or who are attending college here. What both groups may have in common is coming
from a different culture and possibly speaking English as a non-native language. They may have to

22
make cultural adjustments and accommodations. Language issues are often the most serious
obstacle to overcome, especially since so much of college education is based on reading and
writing in English.

Students with Disabilities

The Americans with Disabilities Act prohibits colleges and universities from discriminating on the
basis of disabilities and forces them to ensure that both classes and extracurricular activities are
accessible to students with disabilities. Accessibility includes both physical accessibility to campus
buildings and accessibility to services and aids necessary for effective communication. Students
with disabilities have the right to request accommodations needed to allow them to succeed in
college.

Students Who Are Working

The key issue for working students often is time—how to find enough time for studying enough to
do well in classes. Since it is very difficult to maintain two full-time schedules—work and
school—one or the other may suffer.

Students with a Family

Typically it is returning students who have families of their own, although younger students may
also have families to care for. Having children of your own means you have different priorities from
most students, but a family shouldn’t be viewed as an obstacle to college success. Time may be
short, and you’ll have to manage it carefully to avoid falling behind in your studies. There are
creative ways students can involve their families in the experience to prevent normal student
stresses from disrupting family happiness.

Profile of a Successful Student

While it’s important to consider your strengths, it’s also important to develop a plan for moving
forward and ensuring you have the knowledge and skills needed to succeed. The following are
some of the characteristics of the successful student you can be:

● Successful students have a good attitude and know how to stay motivated.
● Successful students take personal responsibility for their actions and take control of their
life situation.
● Successful students have developed good time management strategies, such as
scheduling study time and getting started early on assignments and projects
● Successful students interact well with their instructors and fellow students in and outside of
class.
● Successful students develop interdependent social relationships that contribute to, rather
than detract from, their educational experiences.
● Successful students take control of their health with good habits that help them be better
students and feel less stress.
● Successful students have control over their finances. Because getting into debt is a very
common reason that students have to drop out of college, it’s important to control
expenditures and manage your finances well.
● Successful students are in control of their emotions and learn to manage and re-examine
their feelings, attitudes, and behaviors.
● Successful students are able to transition well from the world of college into their future
careers.

23
Part 02: Different Students, Different DEGREES

A degree is the award you get when you graduate from college. Earning a degree shows future
employers you have specific skills, can make decisions, and are able to complete goals. There are several
types of degrees. To earn a certain degree, you take a series of specific classes. Educators design these
series of classes to give you a thorough education in a specific area. A certificate is similar to a degree
but generally is a shorter series of classes in a specific topic area.

No matter what degree or certificate you earn, the most important thing to do is to regularly check
in with your counselor or program advisor to make sure you are taking the right classes to stay on
track!

Oregon transfer degrees

If you want to transfer to a college or university to earn your bachelor’s degree, you will likely work
towards earning a transfer degree at PCC. These degrees are intended to help you finish your freshman
and sophomore requirements so that when you transfer you can focus on your junior and senior classes.

What you'll learn: a solid foundation in subjects like writing, mathematics, social science, and science.

Where you'll go: you'll transfer to an Oregon Public University.

 Associate of Arts Oregon Transfer (AAOT) – This degree comes with a special promise from all
the Oregon Public Universities. The promise is that any student who get this degree “will have
met the lower division general education requirements of baccalaureate degree programs of
any institution in the Oregon University System” and “will have junior status for registration
purposes.” In other words, this degree promises it will take care of your general education
requirements. This is the most common degree PCC students pursue and the degree that your
advisor will probably recommend you declare if you plan to complete a transfer degree at PCC.
 Associate of Science Oregon Transfer in Business (ASOTB) – This degree is similar to the AAOT,
but specifically geared for students going into business. You may not actually need to finish this
degree for your business program, so make sure to check in with your advisor!

Technical degrees

What you'll learn: specific skills for your future job. Choose from majors like Welding or Multimedia.

Where you'll go: you'll go right to work in your industry. These degrees generally do not transfer.

 Associate of Applied Science (AAS) – You can choose many different areas of study for an AAS
degree. See the AAS Programs and Certificates Chart to see many of the degree options offered
at PCC.

24
 Flexible degrees

Sometimes your plan needs more flexibility than is available from the degrees discussed above.

What you'll learn: it's up to you (with help from your advisor)!

Where you'll go: it can depend. With planning, these degrees can often give you a good start
before transferring to a four-year university. You'll need to work with your advisor carefully to
choose your classes.

 Associate of Science (AS) – This degree is designed for students planning to transfer credits to
baccalaureate degree programs at four-year institutions. It allows more freedom in course
selection than the Associate of Arts Oregon Transfer degree, but does not guarantee that when
you transfer to an Oregon Public University that you will have completed your general
requirements and receive junior standing. This degree is the right choice for certain students,
but you should only work towards this degree if your advisor tells you it is the right choice for
your future plans.
 Associate of General Studies (AGS) – This degree is designed for students wishing to acquire a
broad education, rather than pursue a specific college major or career technical program.
Because of the flexibility of this degree, it may not fulfill requirements for transfer to a four-year
institution. You will probably not pursue this degree at PCC but you may earn it while fulfilling
the requirements for another degree.
 Oregon Transfer Module (OTM) – This is actually not a degree or a certificate. Instead, the OTM
provides a one-year curriculum (minimum of 45 credits) for students who plan to transfer to a
State of Oregon community college or university. The module allows students to complete one
year of general education foundation course work that is academically sound and will meet the
admission standards of the receiving school. This option can be good for students who want to
transfer as soon as possible. As with all of these options, talk to your advisor to see if this is the
best fit!

Certificates

Certificates often take less time to earn than degrees. Certificates prepare you to get a job immediately
after graduating and show an employer you have skills in your field. Some certificates are stepping
stones to earning associate degrees. If you are interested in starting work soon and not spending a long
time in school, a certificate might be the right fit for you. See the AAS Programs and Certificates Chart on
the following pages to see many of the certificate options that are offered at PCC.

25
Part 03 - College Success

Success in college is the theme of this class—and you’ll be learning more about everything
involved in success throughout the term. Let’s first define what success really means so that you
can get started, right now, on the right foot.

Understand first that no class can “make” you be successful—it can only offer the tools for you to
use if you want. What are you thinking right now as you read these words? Are you reading this
right now only because you have to, because it is assigned reading in a course you have to
take—and your mind keeps drifting to other things because you’re feeling bored? Or are you
interested because you’ve decided you want to succeed in college? We hope it’s the latter, that
you’re feeling motivated—and excited, too—to do a great job in college. But even if you aren’t
much concerned at present about these issues, we hope you’ll keep reading and do some thinking
about why you’re in college and how to get motivated to do well.

“Success” and “Failure”

So what does “success” actually mean in college? Good grades? That’s what many students would
say—at least toward the beginning of their time in college. When you ask people about their college
experience a few years later, grades are seldom one of the first things mentioned. College
graduates reflecting back typically emphasize the following:

- The complete college experience

- Exploring many different subjects and discovering one’s own interests
- Meeting a lot of interesting people, learning about different ways to live
- Learning how to make decisions and solve problems that are now related to a career
- Gaining the skills needed to get the job—and life—one desires

When you are achieving what you want in life and when you are happy and challenged and feel
you are living life to its fullest and contributing to the world, then you likely feel successful. When
you reach this point, your grades in college are about the last thing you’ll think of. This is not to say
that grades don’t matter—just that getting good grades is not the ultimate goal of college or the
best way to define personal success while in college. Five or ten years from now, no one is going to
care much about what grade you got in freshman English or Biology 101. A successful college
experience does include acceptable grades, of course, but in the end—in your long-range
goals—grades are only one component of a larger picture.

How Much Do Grades Matter?

As you begin your college experience, it’s good to think about your attitude toward grades, since
grades often motivate students to study and do well on assignments.

Valuing grades too highly, or not highly enough, can cause problems. A student who is determined
to get only the highest grades can easily be frustrated by difficult college classes. Expectations that
are too high may lead to disappointment—possibly depression or anxiety—and may become
counterproductive. At the other extreme, a student who is too relaxed about grades, who is content
simply with passing courses, may not be motivated to study enough even to pass—and may be at
risk for failing courses.

26
What is a good attitude to have toward grades? The answer to that depends in part on how grades
do matter generally—and specifically in your own situation. Here are some ways grades clearly do
matter:

● At most colleges, all students must maintain a certain grade point average (GPA) to be
allowed to continue taking courses and to graduate.
● Financial aid and scholarship recipients must maintain a certain grade in all courses, or a
minimum GPA overall, to continue receiving their financial award.
● In some programs, the grade in certain courses must be higher than simply passing in
order to count toward the program or major.

After graduation, it may be enough in some careers just to have completed the program or degree.
But in most situations, how well one did in college may still affect one’s life. Employers often ask
how well you did in college (new graduates at least—this becomes less important after one has
gained more job experience). Students who are proud of their grades usually include their GPA on
their résumés. Students with a low GPA may avoid including it on their resume, but employers may
ask on the company’s application form or in an interview (and being caught in a lie can lead to
being fired). An employer who asks for a college transcript will see all your grades, not just the
overall GPA.

In addition to the importance for jobs, grades matter if you plan to continue to graduate school,
professional school, or other educational programs—all of which require your transcript. Certainly
grades are not the only way people are judged, but along with all forms of experience (work,
volunteer, internship, hobbies) and personal qualities and the recommendations of others, they are
an important consideration. After all, an employer may think, if this person goofed off so much in
college that he got low grades, how can I expect him not to goof off on the job?

The best attitude to take toward grades in college is simply to do the best you can do. You don’t
need to kill yourself, but if you’re not going to make an effort then there’s not much reason to be
there in the first place. Almost everything covered in this class will contribute to your overall
success and, yes, to getting better grades.

If you have special concerns about grades, such as feeling unprepared in certain classes and at
risk of failing, talk with your academic advisor. If a class requires more preparation than you have
from past courses and experience, you might be urged to drop that class and take another—or to
seek extra help. Your advisor can help you work through any individual issues related to doing well
and getting the best grade you can.

Succeeding in Your First Year

The first year of college is almost every student’s most crucial time. Statistics show a much higher
drop-out rate in the first year than thereafter. The reason is that because for many students,
adjusting to college is not easy. Students wrestle with managing their time, their freedom, and their
other commitments to family, friends, and work. It’s important to recognize that it may not be easy
for you.

On the other hand, when you do succeed in your first year, the odds are very good that you’ll
continue to succeed and will complete your program or degree.

27
Are you ready? Remember that motivation and a positive attitude are the keys to getting off to a
running start. The next section lists some things you can do to start right now, today, to ensure your
success. Start doing these few things, and already you’ll be a step or two ahead—and on your way
to a successful college experience!

College Success Checklist

Make an appointment to talk with your academic advisor if you have any doubt about the
☑ courses you have already enrolled in or about the direction you’re taking. Start examining
how you spend your time and ensure you make enough time to keep up with your courses.

Check for tutoring assistance if you feel you may need it and make an appointment or
☑ schedule time to visit tutoring centers on your college campus to see what help you can get
if needed.

Like yourself. You’ve come a long way to reach this point, you have succeeded in taking this
☑ first step toward meeting your college goal, and you are fully capable of succeeding the rest
of the way. Avoid the trap of feeling down on yourself if you’re struggling with any classes.

Plan ahead. Check your syllabus for each class and highlight the dates of major
☑ assignments and tests. Write on your calendar the important dates coming up.

Introduce yourself right away to one or two other students. Talking with other students is the
☑ first step in forming study groups that will help you succeed.

Introduce yourself to your instructors, if you haven’t already. Go up to the instructor after
☑ class and ask a question about anything in the lecture or about an upcoming assignment.

Participate in your classes. If you’re normally a quiet person who prefers to observe rather
than engage, you need to take the first step toward becoming a participating student. Find
☑ something of particular interest to you and write down a question for the instructor. Then
raise your hand at the right time and ask. You’ll find it a lot easier than you may think!

Pay more attention to how you spend your money. Some students have to drop out
☑ because they get into debt.

Take good care of yourself. Good health makes you a better student. Vow to avoid
junk food, to get enough sleep, and to move around more. When you’re done reading
☑ this, take a walk!

28
Part 04 - The Seven Metrics of Successful College Students
metric: noun. A system or standard of measurement.
Metrics are used in many areas and disciplines to measure progress. A business owner may use
metrics to determine how much he’d like to see his company to grow in a year. A college may use
metrics to measure the rate of completion of its graduates. A medical researcher may use metrics to
evaluate the efficacy of a medication or treatment.

Metrics can help us set goals. They can help us recognize areas of strength, so we can use these
more effectively. They can also help us recognize areas of improvement, so we can progress
towards realizing our full potential.
Throughout the course of this term we will revisit a set of College Success Metrics, based on work
and research done by Professor Skip Downing. In his seminal work On Course , Professor Downing
identifies several areas that students can measure and work on to become more successful
students1. These have been adapted for this course as The Seven Metrics of Successful
College Students:
1. Accountability: Successful college students are accountable for their actions. They take
personal responsibility for their thoughts and behaviors. Accountable students recognize and
celebrate their triumphs and constructively search for solutions to their shortcomings and
mistakes instead of looking for external causes or blaming others for their problems.
2. Motivation: Successful college students are motivated to achieve their goals and
aspirations. They make the conscious choice to set clear and concrete expectations for
themselves in the short- and long-term. Motivated students implement sound problem
solving strategies, weigh the consequences of possible solutions and make informed choices
to overcome challenges.
3. Time Management: Successful students are in control of their time. They prioritize what is
important to them and thoroughly examine their responsibilities and commitments. Students
in control of their time do not take on more than they can handle and implement time
management strategies to minimize stress and maximize efficiency.
4. Interdependence: Successful students develop healthy, interdependent relationships that
allow them to contribute to the lives of others and be enriched by others’ experiences. They
recognize that they are fully able and capable of achieving their goals independently yet
choose to collaborate with others to exceed their own expectations and develop meaningful
relationships. Interdependent students cultivate and nurture a network of support and
contribute to the support networks of those around them.
5. Self-Awareness: Successful students are aware of their own strengths and shortcomings.
They play to their strengths when they can and develop strategies to improve and overcome
areas of challenge in their lives. Self-aware students reflect and evaluate their rooted
behavior patterns and consciously make changes when these behaviors no longer serve
their best interests.
6. Emotional Intelligence: Successful students use emotional intelligence to keep their
feelings from overwhelming them in times of stress. They adopt practices to help bring clarity
and joy into their lives. Emotionally intelligent students make choices that nurture and heal
the mind and body.
7. Self-Belief: Successful students believe in themselves and in their potential to achieve and
fulfill their dreams and goals. They treat themselves as they would treat others, with
kindness, dignity, and respect. Students with a strong sense of self-belief are true to
themselves and accept and love themselves as they are.

29
In the next pages you will have the opportunity to complete a self-assessment exercise across these
seven metrics. The results of the assessment are designed to reflect where you are right now across
these dimensions. The assessment is not to be used to judge yourself or to compare yourself to
others. Its purpose is to give you information for you to reflect in, and to help you recognize areas of
strength as well as areas of growth. Your unique assessment results will also give you some
concrete ideas on areas you may want to work on during this course, so you may get the most out of
this experience.

30
Seven Metrics of Successful College Students
Self-Assessment

Instructions
01.Starting with Assessment 1, read each question in the first column. To the
right of each question, mark with an “x” your best response to each question.
Make sure you select only one response for each question and that you
choose the most honest response. Answer how you truly feel, not how you
would like to feel.
02.Count the number of “x” marks in each column. Multiply that number by the
amount indicated towards the bottom of each column. Enter the total for each
column in the space provided at the bottom of the assessment.
03.Add the totals for each column. Enter the total amount in the space labeled
“Total 1.” This number will be a number between 0-20.
04.Repeat the same steps for Assessments 2-7.
1. Choose one response
per question.
Example:
Never Seldom Sometimes Often Always
Do you feel that you are in control of your
X
personal success?
Do you take positive actions to find solutions
X
to challenges or problems?
If you earn a bad grade in school, do you
X
accept responsibility for it?
When making an important choice, do you
analyze possible solutions and consider their X
outcomes before deciding?
Multiply 'x' marks by: X0 X1 X3 X4 X5 Total 1

Total for each column: 2 3 4 9

2. Multiply column totals

by amounts shown. 3. Add and enter
total of all columns.

31
Assessment 1 Never Seldom Sometimes Often Always
Do you feel that you are in control of your
personal success?
Do you take positive actions to find solutions
to challenges or problems?
If you earn a bad grade in school, do you
accept responsibility for it?
When making an important choice, do you
analyze possible solutions and consider their
outcomes before deciding?
Multiply 'x' marks by: X0 X1 X3 X4 X5 Total 1

Total for each column:

Assessment 2 Never Seldom Sometimes Often Always

Do you recognize the value of pursuing a
college education?
Do you feel that you will do well in college?
Do you believe your college education will get
you closer to achieving your goals?
Do you set short and long-term goals to help
you stay motivated?
Multiply 'x' marks by: X0 X1 X3 X4 X5 Total 2

Total for each column:

Assessment 3 Never Seldom Sometimes Often Always

Do you spend your time focusing on matters
that are important to you?
Do you feel like you are organized?
Do you use a time management system that
helps you meet deadlines and stay on task?
Do you feel like you are in control of your
time?
Multiply 'x' marks by: X0 X1 X3 X4 X5 Total 3

Total for each column:

Assessment 4 Never Seldom Sometimes Often Always

Do you have a network of support that you can
rely on for help and assistance?
Do you listen to others and pay attention when
they speak to you?
Do you show respect to people who may be
different from you (race, sexual orientation,
political affiliation, etc.)?
Do you seek a study partner or group to
prepare for difficult classes?
Multiply 'x' marks by: X0 X1 X3 X4 X5 Total 4

Total for each column:

32
Assessment 5 Never Seldom Sometimes Often Always
When you lose focus on your goals and
dreams, do you realize this right away?
Are you aware of beliefs or values that get in
the way of your success?
Are you aware of habits that may sabotage
your success?
Do you choose to change habits, beliefs, or
values that get in the way to your success?
Multiply 'x' marks by: X0 X1 X3 X4 X5 Total 5

Total for each column:

Assessment 6 Never Seldom Sometimes Often Always

Do you recognize actions that will help you live
a happier life?
Do you choose to do schoolwork instead of
doing something fun?
If you are feeling sad, angry, or fearful, are you
able to take control of your emotions?
Do you feel truly happy?
Multiply 'x' marks by: X0 X1 X3 X4 X5 Total 6

Total for each column:

Assessment 7 Never Seldom Sometimes Often Always

Do you feel like you will do well in a
challenging task or test?
Do you feel as worthy as others?
Do you accept yourself as you are, even your
faults?
Do you keep promises to others or to yourself?
Multiply 'x' marks by: X0 X1 X3 X4 X5 Total 7

Total for each column:

Enter the total for each assessment in the table below:

Accountability Total 1 = Scoring Scale

Motivation Total 2 = 0-6: You rarely engage in this habit,
Time Management Total 3 = behavior, or practice.

Interdependence Total 4 = 7-13: You sometimes engage in this habit,

behavior, or practice.
Self-Awareness Total 5 =
14-20: You frequently engage in this habit,
Emotional Intelligence Total 6 =
behavior, or practice.
Self-Belief Total 7 =

33
Chapter 03: Personal Responsibility

Page 35 Student Letter

Page 36 Part 01: Personal Responsibility
Page 40 Part 02: Disputing Irrational Beliefs
Page 41 Part 03: The Wise Choice Process

34
STUDENT LETTER

“Your dreams don’t work unless you do.” – John C. Maxwell

Dear all,

I would like to start off by congratulating each

and every one of you for such an amazing
accomplishment of becoming a PCC student.

Being a full-time college student is not an easy

task. Over the last several years I have learned so
much about myself and what I am capable of in
stressful situations. One of the
most important things that I have learned is that
when I am feeling overwhelmed I know it is important
to take the time to engage in some type of self-care.
It is also crucial to find positive and healthy ways
to manage and reduce your stress levels while taking
on a full schedule. Throughout my college experience
outside stressors would often arise that could turn
into distractions or roadblocks to reaching my goals.
I would find myself struggling financially, either
with my living expenses at home, with my family, or
with the hefty costs of being a college student.

There came a point in my life when it was hard for me to find a quiet and
healthy environment to study and focus on my class work, because at the time
I did not have a stable household. Throuh resources at PCC I was provided
with quiet study areas, tutors, additional help outside of class for the
classes I was struggling with, and most importantly a supportive community of
staff and students that were there to cheer on my every move.

Being a college student has taught me how important it is to take care of

yourself and your needs. I have learned the importance of allowing yourself to
be vulnerable and that it is okay to ask for help when you are feeling
overwhelmed. Once you seek and accept help from others you will learn your own
techniques of self-care and managing your stress.

PCC has helped set the foundation of my college education. I will continue to
share with others who may feel helpless and discouraged from reaching their
goals in life.

Jamie Maggard
Reynolds High School class of 2011
Portland Community College class of 2015
Portland State University School of Social Work class of 2017

35
Part 01: Personal Responsibility
Accepting personal responsibility requires ownership of thoughts, behaviors, and actions.
Choices present themselves to us on a daily basis and we get to choose everyday how we will
live our life and the life we want to achieve. The freedom to choose can be empowering.

Part of taking personal responsibility is to

internalize the process of making
decisions and wise choices. In this
section, we will cover a process you can
use to help guide you in making
informed, wise decisions.

FIixed Mindset vs. Growth Mindset *

What does it take to succeed? When you imagine yourself walking across the stage to receive
your college diploma, what will get you there? Intelligence? Your abilities?

Modern psychology tells us that success over time is actually is more about attitude than ability.
That the mindset you have is the most important predictor of success. The stories we tell
ourselves and what we believe about ourselves either enable us to succeed or keep us stuck.

With a fixed (or victim) mindset, people believe their intelligence and ability are fixed and
cannot change. These people believe that they have a certain amount of intelligence and that
there isn’t anything they can do to change how much intelligence they have.

In contrast, with a growth mindset, people believe that they can increase their intelligence and
talent through effort and hard work.

In a fixed mindset students believe their basic abilities, their

intelligence, their talents, are just fixed traits. They have a certain
amount and that’s that, and then their goal becomes to look smart
all the time and never look dumb. In a growth mindset students
understand that their talents and abilities can be developed through
effort, good teaching and persistence. They don’t necessarily think
everyone’s the same or anyone can be Einstein, but they believe
everyone can get smarter if they work at it.

—Carol Dweck, Stanford University

36
 i

The problem with having a fixed mindset is Adopting a growth mindset does not mean
that, when we run into problems, we focus on that we are able to control everything in our
things that are out of our control instead of lives and prevent bad things from
what we can do to solve the problem. happening. Instead, it means that when bad
Because of this, we are likely to give up. We things happen, we focus on what we can
complain, blame others, and make excuses control instead of what we cannot control.
for our failures instead of focusing on what Individuals with a growth mindset look for
we can do differently. The blaming and solutions, try new ways to solve the
complaining wastes our energy and causes problem, and redouble their efforts
us to not see possible solutions to our
problems. Unsurprisingly, the result is that we A growth mindset also means that we will
seldom achieve goals with a fixed mindset. seek out challenges. Challenge for
someone with a growth mindset means an
opportunity to get smarter and learn
something new. We also know that
struggling does not mean you aren’t smart,
it means you are in the process of learning
something new and increasing your abilities.

37
Why is having a growth mindset in college important?
In college, you will likely be challenged in ways you never anticipated. Classes can seem too
difficult and the workload of college can be overwhelming. Most students coming from high school
have not encountered this kind of challenges before.

A growth mindset in college means that you will find ways to overcome these obstacles instead
of giving up. You know that you can work harder and try new ways to learn class material,
eventually you will be able to succeed. You know that the more effort you put in, the better the
result.

iii

When I fail When I

I’m no I don’t like fail, I
good challenges learn I challenge
myself

I can
learn
anything When I am
I’m either good I give up when I want to frustrated, I
at it or I’m not I am frustrated persevere

ii
How to adopt a growth mindset
Changing the way we view the world is not something that
happens overnight. However, adopting a growth mindset is one of
the best things you can do to increase your success in college and
your career.
Start changing your mindset by changing the way you think and
talk about yourself and your situation. Instead of focusing on
iii
your weaknesses,
complaining, and making excuses, focus on taking “Would you like me to give
responsibility and finding ways that you can improve the you a formula for success?
situation. Changing this self-talk will result in you
changing the way you view yourself and the world.
It’s quite simple, really.
Double your rate of failure.” -
Thomas Watson

38
 Fixed vs. Growth Self-Talk

Fixed Mindset Growth Mindset

Math is challenging to me so I will have to put
I am not going to pass my math class because I
extra effort into going to tutoring, doing my
have always been awful at math.
homework, and meeting with my instructor.

Being to class on time is very important, so I am

I don’t show up on time for my class because the
going to start getting up half an hour earlier and
bus is always late.
catch an earlier bus so I can make sure I am on
time.

I don’t have enough time for homework because School is my priority so I will tell my boss I can’t
my boss asked me to take extra shifts. take the extra shifts or I will find another job.

My instructor’s style of teaching is different than

My instructor is so confusing – there is no way I my preferred way of learning. I’ll need to meet
will pass this class. with my instructor and go to the tutoring center
to make sure I am learning everything I can.

There is something I can learn from every class; I

This class has nothing to do with my major; I don’t
just need to work harder to find the connections
know why I even have to go.
from this class to my interests and major.

The above examples show how changing your mindset actually helps you find solutions and improve
situations. Someone with a fixed mindset shifts the focus away from themselves by complaining, making
excuses, and blaming things outside of their control. Someone with a growth mindset shifts the focus to
finding ways to take ownership and making a plan to improve the situation.

Try to consciously shift the way you talk to yourself and others about your situation. Changing your
speech will help you change the way you approach challenges in the world.

“Don’t tell me how talented

you are. Tell me how hard you
work.” - Artur Rubenstein

39
Part 02: Disputing Irrational Beliefs
As you learn more about developing a growth mindset and self-talk, you may have begun to
realize that what we believe and the way we interpret events in the world around us has a huge
impact on our behaviors and whether we succeed.

When we are faced with failure, it is easy to make excuses, complaints, blame others, or criticize
ourselves. These irrational judgements keep us stuck in failure and keep us from solving the
problem.

Instead, move into a growth mindset by disputing irrational beliefs and finding ways to solve the
problems you are facing. Going through the process of disputing irrational beliefs can also help
you change your self-esteem.

First, identify what is the self-defeating

irrational belief you are trying to
overcome.

I am not passing my math class because I

am terrible at math.

Then, you can use a several

different techniques to dispute this
belief.
iv
1. Offer evidence that this belief is
not true (dispute the belief).

In middle school I did well in math. I also did well earlier in the term.

2. Question whether the problem is important.

Even if math isn’t my thing, I can still do well in this class. I don’t have to be
talented to succeed in math.

3. Find a positive explanation for the problem.

I’m not doing well in the class now, but I am also not doing my homework or
studying very much, so that might also explain why I am not passing the class.

If you find that your judgements are true, you also have a fourth option:

4. Instead of criticizing yourself or complaining about the situation, find a plan that you
can use to improve the situation.

It is true that I am not doing well in math right now, but there are actions I can take
to improve. I will attend every class on time, go to tutoring 3 times a week, complete
all of my homework, make sure I spend at least 12 hours a week studying, and
check in with my instructor once a week. I could also join a study group to get help
from my classmates.

40
Part 03: The Wise Choice Process

When you encounter a challenging situation, utilizing the Wise Choice Process can help you make a
responsible decision. The Wise Choice Process also allows you to take control of your life. When utilizing
the Wise Choice Process you might encounter favorable outcomes and unfavorable outcomes. If an
unfavorable outcome occurs, do not to blame others for the situation; rather this is a time when you can
take personal responsibility for your life, learn from the experience, and use the Wise Choice Process to
make changes that will lead you towards the future you want for yourself.

The Wise Choice Process is a decision making model that consists of

six questions.

o What is my present situation?

o How would I like my situation to be?
o What are my possible choices?
o What is the likely outcome of each possible choice?
*
o Which choices will I commit to doing?
o When and how will I evaluate my plan?

What is my present situation? Identify the problem or situation in its entirety.

Be truthful and focus on the facts rather than who is responsible for the
situation.
“A person
How would I like my situation to be? You cannot change the past; however, if
you can decide what your ideal future would be, what would it look like? defines and
redefines who
What are my possible choices? Create a list of all of your possible choices. This
is a time to brainstorm; there are no wrong answers, so be creative! Talk with
they are by
friends, family, and your advisor to help with coming up with all of your the choices
choices.
they make,
What is the likely outcome of each possible choice? Review all of your choices minute by
and list what you think will happen if you make that choice. If you do not know minute.”
what an outcome might be, this would be a good time to check in with your
advisor.
– Joyce
Which choices will you commit to doing? It is time to create your plan for Chapman
action. Identify the choice with the most favorable outcome.

When and how will I evaluate my plan? Once you have taken action you will
want to reflect on the process, the outcome, and your future choices.

41
Chapter 04: Time, Goals, and Motivation

Page 43 Student Letter

Page 44 Part 01: Goal Setting and Motivation

Page 48 Part 02: Time Management

Page 52 Part 03: Battling Procrastination

Page 55 Part 04: Using a Planner

Page 61 Part 05: Other Time Management Tools

42
STUDENT LETTER
Dear Students,
It is with immense pleasure and honor that I
welcome you! As I think back to my first year of
college, I was so fortunate to be surrounded by
family, friends, peers, mentors and others who
cared about my education. I am grateful for their
endless love and support.

As you navigate your college life I want to remind

you to be appreciative of what you have and what
you have accomplished. I guarantee that being more
grateful will bring you happiness and peace.

What exactly is gratitude? For me, gratitude is an

emotion of being appreciative of others and being
humble in the process.
When I think of what I am grateful for, it is the process and journey
of how I got to where I am. I remember making the effort of waking up
early to sign up for classes and meeting with my advisor. Every step
is important and meaningful regardless of the outcome. Always
remember that there are people who make sacrifices every day to help
you. You never know who makes sacrifices so that you can achieve your
fullest potential. So be grateful for every small accomplishment
because they stand for something.
Be grateful for life experiences and the interactions you have,
whether with your instructors, peers, bosses, coworkers, etc. Be
grateful for them as they may have walked a path of life different
from yours, but they have much to teach you. With every encounter that
happens in my life, whether it is positive or negative, there is a
purpose. I can always learn from these experiences because for those
that are good to me, they remind me of my goals in life. For those who
were not, they give me challenges and push me to think of creative
ideas on how to see life in different ways.

Finally, be grateful and kind to yourself. I understand how easy it is

to break yourself down, but do not discredit your effort. It takes a
lot of strength to become aware, so remember that whenever you are
hard on yourself, know that it took strength to see it.
My belief is that having gratitude is a skill and it can always be
practiced. So if you find yourself feeling less grateful about life,
know it is okay, because with time being grateful will come easier.
For those who practice being grateful in life, continue your practice
and honing your humbleness.
Jennie Cha
Roosevelt High School class of 2011
Portland Community College class of 2014
Portland State University School of Social Work class of 2016
43
Part I: GOAL SETTING & MOTIVATION
A goal is a result we intend to reach mostly through our own actions. Things we
do may move us closer to or further away from that result. Studying moves us
closer to success in a difficult course, while sleeping through the final
examination may completely prevent reaching that goal. That’s fairly obvious in
an extreme case, yet still a lot of college students don’t reach their goal of
graduating. The problem may be a lack of commitment to the goal, but often
students have conflicting goals. One way to prevent problems is to think about
all your goals and priorities and to learn ways to manage your time, your
studies, and your social life to best reach your goals.

SMART Goals

Some people are goal oriented and seem to easily make decisions that lead
them to achieve their goals, while others seem just to “go with the flow” and
accept what life gives them. While the latter may sound pleasantly relaxed,
moving through life without goals may not lead anywhere at all. The fact that
you’re in college now shows you already have a major goal to complete college.

As you think about your own goals, think about more than just being a student.
You’re also a person with individual needs, desires, hopes, and dreams. Your
long-term goals likely include graduation and a career, but may also involve social relationships with
others, a romantic relationship, family, hobbies or other activities, where and how you live, and so on.
While you are a student you may not be actively pursuing all your goals with the same fervor, but they
remain goals and are still important in your life.

Goals also vary in terms of time. Short-term goals focus on today and the next few days, and perhaps
weeks. Midterm goals involve plans for this school year and the time you plan to remain in college.
Long-term goals may begin with graduating college and everything you want to happen thereafter.
Often your long-term goals (e.g., the kind of career you want) guide your midterm goals (getting the

44
right education for that career), and your short-term goals (such as doing well on an exam) become
steps for reaching those larger goals. Thinking about your goals in this way helps you realize how even
the little things you do every day can keep you moving toward your most important long-term goals.

To assist in setting goals that can motivate you and provide clear steps towards achieving your
objectives, assign SMART goals to each target. SMART goal-setting is a technique you can use to achieve
your goals. Instead of wishing for something to happen, you can use SMART goals to make it happen!

To write a SMART goal, you have to write a goal that includes the answers ALL of the following
questions. This will create an outline for reaching your goal. Be as detailed as possible with your
answers.

Specific. Who, What, Where, When, Why?

 Define your goal as specifically as possible – Who is involved? What do I want to accomplish?
Where will it be done? Why am I doing this?
Measurable. How will you measure your progress?

 Measurable goals mean that you identify exactly what it is you will see, hear and feel when you
reach your goal and how you will measure your progress.
Attainable. Explain how you have the time, energy, and resources needed to achieve this goal
 There is nothing wrong with shooting for the stars;
however, you may need to develop multiple short-term
SMART goals into your long-term SMART goal. In this
section of the goal, show that you have what you need in
order to actually reach this goal.

Relevant. Explain why this goal important to you personally

 It is important for you to reflect on why you are choosing
this specific goal in the first place. Did you choose this goal
for yourself or were you influenced by others? Why did you
choose this specific goal?

Timely. What are the deadlines and timeline to achieve the goal
(and the parts of the goal)?
 Creating a timeline and due dates to complete your goals
helps to motivate and take action towards achieving your
goals. Each part of the goal should have its own deadline as
well as the big deadline for the entire goal. While it is
important to stay on the timeline and be realistic and
flexible with yourself.

45
Motivation

Okay, you’ve got a positive attitude. But you’ve got a lot of

reading for classes to do tonight, a test tomorrow, and a paper
due the next day. Maybe you’re a little bored with one of your
reading assignments. Maybe you’d rather play a computer
game. Attitude can change at almost any moment. One minute
you’re enthusiastically starting a class project, and then maybe
a friend drops by and suddenly, all you want to do is close the
vi books and relax a while and hang out with friends.

One characteristic of successful people is accepting that life is full of interruptions and change — and
planning for it. Staying focused does not mean you become a boring person who does nothing but go to
class and study all the time. You just need to make a plan.

Planning ahead is the single best way to stay focused and motivated to reach your goals. Don’t wait
until the night before an exam. If you know you have a major exam in five days, start by reviewing the
material and deciding how many hours of studying you need. Then schedule those hours spread out
over the next few days — at times when you are most alert and least likely to be distracted. Allow time
for other activities, too, to reward yourself for successful studying. Then when the exam comes, you’re
relaxed, you know the material, you’re in a good mood and confident, and you do well.

Planning is mostly a matter of managing your time well. Here are some other tips for staying focused
and motivated:

 If you’re not feeling motivated, think about the results of your goals, not just the goals themselves.
If thinking about finishing college doesn’t sound all that exciting, then think instead about the
great, high-paying career that comes afterward and the things you can do with that income.

 It may also help to think about the short term advantages. For example, “If I do well in this class, I
won’t have to retake it!”

 Say it aloud — to yourself or a friend with a positive attitude: “I’m going to study now for another
hour before I take a break — and I’m getting an A on that test tomorrow!” It’s amazing how saying
something aloud puts commitment in it and affirms that it can be true.

 Remember your successes, even small successes. As you begin a project or approach studying for a
test, think about your past success on a different project or test. Remember how good it feels to
succeed. Know you can succeed again.

 Focus on the here and now. For some people, looking ahead to goals, or to anything else, may lead
to daydreaming that keeps them from focusing on what they need to do right now. For example, if
you can’t stop thinking about the snack you’re going to have when you finish studying in a couple
hours, change the plan. Tell yourself you’ll take a break in twenty minutes if you really need it —
but only if you really work well first.

46
 If you can’t focus on what you should be doing because the task seems too big and daunting, break
the task into smaller, manageable pieces. It’s a lot easier to stay focused when you’re sitting down
for thirty minutes at a time, versus four hours.
xi
 Put technology away! You may think that you can monitor
e-mail and send text messages while studying, but in
reality, these other activities lower the quality of your
studying.

 Imitate successful people. Does a friend always seem

better able to stick with studying or work until they get it
done? What are they doing that you’re not? We all learn
from observing others, and we can speed up that process
by deliberately using the same strategies we see working
for others. Remember your advisor is always here to help
you with motivation.

 Separate yourself from unsuccessful people. If you hang out with people who do not prioritize
school, this attitude is likely going to rub off on you.

 Reward yourself when you complete a significant task—but only when you are done. Some people
seem able to stay focused only when there’s a reward waiting.

 Get the important things done first. You’re about to sit down to read a chapter in a book you’re
not enjoying very much, and you suddenly notice some clothing piled up on a chair. “I really should
clean up this place,” you think. “And I’d better get my laundry done before I run out of things to
wear.” Don’t try to fool yourself into feeling you’re accomplishing something by doing laundry
rather than studying. Stay focused! Academics have to come first for you to succeed in college.

47
Part II: TIME MANAGEMENT
When you know what you want to do, why not just sit
down and get it done? The millions of people who
complain frequently about “not having enough time”
would love it if it were this simple!

Time management isn’t difficult once you have

developed these skills, but you do need to learn how to
do it well.
viii
People’s attitudes toward time vary widely. One person
seems to be always rushing around but actually gets less
done than another person who seems unconcerned about time and calmly goes about the day. Since
there are so many different “time personalities,” it’s important to realize how you approach time.

People also differ in how they respond to schedule changes. Some go with the flow and accept changes
easily, while others function well only when following a planned schedule and may become upset if that
schedule changes. If you do not react well to an unexpected disruption in your schedule, plan extra time
for catching up if something throws you off. This is all part of understanding your time personality.
Another aspect of your time personality involves time of day. If you need to concentrate, such as when
writing a class paper, are you more alert and focused in the morning, afternoon, or evening? Do you
concentrate best when you look forward to a relaxing activity later on, or do you study better when
you’ve finished all other activities? Do you function well if you get up early — or stay up late — to
accomplish a task? How does that affect the rest of your day or the next day? Understanding this will
help you better plan your study periods.
While you may not be able to change your “time personality,” you can learn to manage your time more
successfully. The key is to be realistic. Keep track of how you spend your time for one week. You might
be surprised that you spend a lot more time than you thought just hanging out with friends—or surfing
the Web or watching Netflix or any of the many other things people do. You might find that you study
well early in the morning even though you thought you are a night person, or vice versa. You might also
learn how long you can continue at a specific task before needing a break.

Taking Control of Time

Time management for successful college studying involves these factors:

 Determining how much time you need to spend studying

 Knowing how much time you actually have for studying and increasing that time if needed
 Being aware of the times of day you are at your best and most focused
 Scheduling study activities in realistic segments
 Using a system to plan ahead and set priorities
 Staying motivated to follow your plan and avoid procrastination

48
To succeed in college, virtually everyone has to develop effective strategies for dealing with time.For
every hour in the classroom, college students should spend, on average, about two hours outside of
class studying for that particular class, doing activities including reading, studying, and writing papers. If
you’re a full-time student with fifteen hours a week in class, then you need another thirty hours for the
rest of your academic work. That forty-five hours is about the same as a typical full-time job. If you work
part-time on top of also going to school, time management skills are even more essential.

Try tracking how much time you spend studying for a week. Did you have two hours of study time for
every hour in class? Many students begin college not knowing this much time is needed, so don’t be
surprised if you underestimated this number of hours. Remember this is just an average amount of
study time — you may need more or less for your own courses. To be safe, and to help ensure your
success, add another five to ten hours a week for studying. To make sure you have this study time, you
may need to adjust how much time you spend in other activities.

Time Management Strategies for Success

The following are some strategies you can begin using immediately to make the most of your time:

 Use your best — and most appropriate — time of day. Different tasks require different mental
skills. Some kinds of studying you may be able to start first thing in the morning as you wake, while
others need your most alert moments at another time.

 Break up large projects into small pieces. Whether it’s writing a paper for class, studying for a final
exam, or reading a long assignment or full book, students often feel daunted at the beginning of a
large project. It’s easier to get going if you break it up into stages that you schedule at separate
times — and then begin with the first section that requires only an hour or two.

 Do the most important studying first. When two or more Tip: If you have missing/late
things require your attention, do the more crucial one first. If
assignments that need to get
something happens and you can’t complete everything, you’ll
turned in, prioritize
suffer less if the most crucial work is done.
homework that can be
 If you have trouble getting started, do an easier task first. Like turned in on time, and then
large tasks, complex or difficult ones can be daunting. If you work your way backward to
can’t get going, switch to an easier task you can accomplish make sure that you don’t
quickly. That will give you momentum, and often you feel more continue to turn in work late.
confident tackling the difficult task after being successful in the
first one.

 If you’re feeling overwhelmed and stressed because you have too much to do, revisit your time
planner. Sometimes it’s hard to get started if you keep thinking about other things you need to get
done. Review your schedule for the next few days and make sure everything important is
scheduled, then relax and concentrate on the task at hand.

49
 If you’re really floundering, talk to someone. This is not the time to try to go it alone! Successful
students ask for help when they feel overwhelmed or at a loss for how to succeed. Talk with your
instructor, another student in the class, or to your advisor to get back on track.

 Take a break. We all need breaks to help us concentrate without becoming fatigued and burned
out. As a general rule, a short break every hour or so is effective in helping you stay on task.

 Use unscheduled times to work ahead. You’ve scheduled that hundred pages of reading for later
today, but you have the textbook with you as you’re waiting for the bus. Start reading now, or flip
through the chapter to get a sense of what you’ll be reading later. Either way, you’ll save time later.
You may be amazed how much studying you can get done during downtimes throughout the day.

 Put away technology. Prevent distraction, that will only slow Tip: Use your bus rides to
you down. For example, check for messages only at scheduled
study, go through flashcards,
break times. For many students, learning to turn off their
or read your textbook. This
phone and focus on studying is essential to their college
success. If your phone is constantly beeping with notifications can be a great time to get
(Instagram, Snapchat, texts, etc.), it will be difficult to focus on work done!
what you need to get done for school.

 Reward yourself. It’s not easy to sit still for hours of studying. When you successfully complete the
task, you should feel good and deserve a small reward. A healthy snack, a quick video game
session, or a social activity can help you feel even better about your successful use of time.

 Just say no. Always tell others nearby when you’re studying, to reduce the chances of being
interrupted. Still, interruptions happen, and if you are in a situation where you are frequently
interrupted by a family member, roommate, or friend, it helps to have your “no” prepared in
advance: “No, I really have to be ready for this test” or “That’s a great idea, but let’s do it
tomorrow—I just can’t today.” You shouldn’t feel badly about saying no—especially if you told that
person in advance that you needed to study.

 Have a life. Never schedule your day or week so full of work and studying that you have no time at
all for yourself, your family and friends, and your larger life.

50
Quadrants – What you do and when you do it

The four quadrants are a great way for us to understand how we are using our time. Our actions,
including what we do and when we do them, are illustrated by the chart of four quadrants below.
Identifying actions by using the four quadrants allows us to prioritize tasks and determine if an action
can or should be postponed, or if a task needs to be done immediately. That way, we control time
instead of time controlling us!

URGENT NOT URGENT

QUADRANT 1 QUADRANT 2
IMPORTANT

Example: Staying up all night Example: Going to the tutoring

writing a paper that is due center after class to get help
the next morning. with your homework.

“The Procrastinators” “The Planners”

QUADRANT 3 QUADRANT 4
NOT IMPORANT

Example: Picking up an extra Example: Watching TV and

shift at work to cover playing video games all night.
for a coworker.

“The Co-Dependents” “The Time Wasters”

Quadrant 1: Actions are urgent and important. These are typically tasks that are completed at the last
minute, under stress, and with rapidly approaching deadlines. Procrastination often plays a role in
quadrant 1 actions, as important tasks are neglected until the last minute. Then as the deadline nears,
these important tasks turn into emergencies! This creates unneeded stress. Things get done in quadrant
1 but they are not done as well or completely as if they had been done in advance. Assignments are
often lower quality and cramming instead of preparing in advance leads to lower grades on tests.

Quadrant 2: Actions are not urgent and important. These actions are spread out over time with planning
and purpose to increase the ability to achieve goals and dreams. This is the quadrant where successful
students spend most of their time.

Quadrant 3: Actions are urgent and not important. These actions are typically external pressures that
present as urgent; however, they are urgent for someone other than yourself. People that find it difficult
to say “no” to others often find themselves in quadrant 3, while neglecting their own priorities.

Quadrant 4: Actions are not urgent and not important. Everyone wastes time at one point or another;
however, the amount of time a person spends in quadrant 4 can impact their ability to be successful. If
you’re spending all of your time in quadrant 4, don’t be surprised if you are struggling to successfully
complete classes in college.

51
How to spend more time in Quadrant 2

 This requires planning and organization. By creating a schedule for yourself and sticking to it,
you are less likely to end up in quadrant 1 frantically trying to get work done for a class
tomorrow or study for an exam last minute.

 Following a schedule will allow you to break large tasks into smaller, more manageable tasks
and give you adequate time to complete those tasks.

 Schedule time for breaks and self-care which will increase your ability to do the best job you
can. Everyone needs a break. Set goals to achieve and then allow yourself a break once you’ve
met with goal.

 It’s OK to say “no.” Learning how to say no to others will help you get out of quadrant 3. It is ok
to help others from time to time and be supportive; however, when your needs become
neglected you are less likely to be successful. It may be your responsibility to pick up your
younger sibling at school so that your parent can work to pay rent. Work with your advisor to
schedule your classes in a way that will work for you and create quiet study times to make sure
you are still able to meet your goals.

 Finally, relaxing is important. You can spend time in quadrant 4, however monitoring the
amount of time you spend in quadrant 4 will allow you to identify if you are truly using your
time wisely.

Part III: BATTLING PROCRASTINATION

Procrastination is a way of thinking that lets one put off doing something that should be done now. This
can happen to anyone at any time. It’s like a voice inside your head that keeps coming up with these
brilliant ideas for things to do right now other than studying: “I really ought to get this room cleaned up
before I study” or “I can study anytime, but tonight’s the only chance I have to do X.” That voice is also
very good at rationalizing: “I really don’t need to read that chapter now; I’ll have plenty of time
tomorrow at lunch.…”

52
Procrastination is very powerful. Some people battle it daily, others only occasionally. Most college
students procrastinate often, and about half say they need help avoiding procrastination.

People procrastinate for different reasons. Some people are

too relaxed in their priorities, seldom worry, and easily put
off responsibilities. Others worry constantly, and that stress
keeps them from focusing on the task at hand. Some
procrastinate because they fear failure; others procrastinate
because they fear success or are so perfectionistic that they
don’t want to let themselves down.

Just as there are different causes, there are different

possible solutions for procrastination. Different strategies
work for different people. In addition to the time
management strategies described earlier, some additional
strategies can also help: ix

 Since procrastination is usually a habit, accept that and work on breaking it as you would any
other bad habit: one day at a time. Know that every time you overcome feelings of procrastination,
the habit becomes weaker — and eventually you’ll have a new habit.

 Schedule times for studying using a daily or weekly planner. Carry it with you and look at it often.
Just being aware of the time and what you need to do today can help you stay on track.

 If you keep thinking of something else you might forget to do later (making you feel like you “must”
do it now), write yourself a note or put a reminder in your phone and get it out of your mind.

 Study with a motivated friend. Form a study group with other students who are motivated and
won’t procrastinate along with you. You’ll learn good habits from them while getting the work
done now.

 Get help. If you can’t stay on track with your study schedule, or if you’re always putting things off
until the last minute, see a counselor or advisor. They have lots of experience with this common
student problem (and may struggle with it themselves!) and can help you find ways to overcome
this habit.

Calendars and Planners

Calendars and planners are typically the most effective way to organize your time. Many types of
academic planners are available and you can buy one in the PCC bookstore for about $5. Some people
like a page for each day, and some like a week at a time. Some use computer calendars and planners.
Almost any system will work well if you use it consistently. Consistency is key! NOTE: It is important
to use a planner correctly and consistently for it to work. See the next section for instructions on
how to get your calendar to work!

Some college students think they don’t need to actually write down their schedule and daily to-do lists.
They’ve always kept it in their head before, so why write it down in a planner now? Some first-year
students were talking about this one day in a study group, and one bragged that she had never had to

53
write down due dates in her calendar because she never forgot dates. Another student reminded her
how she’d forgotten a preregistration date and missed taking a course she really wanted because the
class was full by the time she went online to register. “Well,” she said, “except for that time, I never
forget anything!” Of course, none of us ever forgets anything—until we do.

Calendars and planners help you look ahead and write in

important dates and deadlines so you don’t forget. But it’s just as
important to use the planner to schedule your own time, not just
deadlines. You don’t need to fill every time slot, or to schedule
every single thing that you do, but the more carefully and
consistently you use your planner, the more successfully you will
manage your time.

Remember that for every hour spent in class, plan an average of

two hours of studying outside of class. These are the time periods
you now want to schedule in your planner. These times change
from week to week, with one course requiring more time in one
week because of a paper due at the end of the week and a
different course requiring more the next week because of a major exam. Make sure you block out
enough hours in the week to accomplish what you need to do. As you choose your study times, consider
which times of day you are at your best and which times you prefer to use for social or other activities.

Don’t try to estimate exactly how many minutes you’ll need two weeks from today to read a given
chapter in a given textbook. Instead, just choose the blocks of time you will use for your studies. Don’t
yet write in the exact study activity — just reserve the block. Next, look at the major deadlines for
projects and exams that you wrote in earlier. Estimate how much time you may need for each and work
backward on the schedule from the due date.

54
 Part IV: USING A PLANNER

Using a planner in college is a key to your success! It is

impossible for the brain to remember every detail for
every class. Students who report they “just remember”
what to do usually start to struggle as the term
progresses and as more and more assignments and due
dates pile up. The excuse that “planners don’t work for
me” is just that, an excuse. You can train yourself to use
a planner just like you can improve your skills to do
anything else!

You can use a paper or digital planner. It is important

you choose one and use it consistently in college.

Advantages of a paper planner:

x
 Can be easier to see everything at once
 Physically writing things down helps you remember them
 Can leave it out while you are doing homework without being distracted

Advantages of a digital planner:

 You have a digital back up in case you lose the planner

 Can use reminders
 You probably already carry a phone with you

A good solution is to use a paper planner and then setting your phone up with important alerts and
reminders for things you don’t want to forget. PCC sells an inexpensive planner for about $5 in the
bookstore. Unless you already have a planner that works well for you, we recommend you purchase this
planner.

"Everybody has a plan until

they get punched in the mouth."
-Mike Tyson

55
Steps to Successfully Using a Planner

1. Before the term starts, write your classes in your planner on the days and times they will happen.
This will enable you to fill in your homework and assignments as you go.

2. Write your work schedule in as soon as you get it. Use a pencil in case your schedule changes. It is
important to have your work and school schedule together so you can make sure you have enough
time budgeted each day for studying and homework.

Below is a picture of a PCC planner that has been filled in with the days and times of classes and the
student’s work schedule:

56
3. Write your assignments in your planner as soon as you find out about them. REMEMBER, your
planner will work much better if you write down assignments on the date they are due, not the date
they are given. You can go through your syllabus at the beginning of the term and write in every
assignment listed. Use a pencil in case your instructor makes any changes. Put a check box by each
assignment so that you can track your progress.

Below is a picture of a PCC planner that has assignments added:

57
4. Schedule blocks of time to study and complete assignments. Never count on having time to finish
your schoolwork unless you have committed the time in your planner.

Below is a picture of a PCC planner that has study and homework time scheduled. Notice how this
student is using the time between classes to complete homework and study.

5. Bring your planner with you to school, home, and anywhere you might do homework. Keep your
planner open and identify what assignments you should prioritize first. Check off the homework as
you complete the assignments!

6. Bring your planner with you to your classes. Have a designated place in your bag for your planner.
Pull out your planner whenever your teacher begins to discuss homework or assignments and be
ready to make additions or changes.

58
How to us a planner for a large assignment

This example walks you through how you can budget your time so that you get an assignment done and
in a way that will help you get a good grade on it.

Say you have a short paper due on Friday. You determine that Saturday 10-11 am: brainstorm
you’ll spend ten hours total on it, from initial brainstorming topic & take notes on ideas
and planning through to drafting and revising. Since you have
other things also going on that week, you want to get an early Monday 7-8:30 pm: Outline paper
start; you might choose to block an hour a week ahead on Tuesday 2-5 pm: Write rough draft
Saturday morning, to brainstorm your topic, and jot some of paper
preliminary notes. Monday evening is a good time to spend
two hours on the next step or prewriting activities. Since you Tuesday 5-6 pm: Writing professor’s
have a lot of time open Tuesday afternoon, you decide that’s office hours
the best time to reserve to write the first draft; you block out
Thursday 2:30-3 pm: Appointment
three or four hours. You make a note on the schedule to
at writing center to review paper
leave time open that afternoon to see your instructor during
office hours in case you have any questions on the paper; if Thursday 3-6 pm: Edit and revise
not, you’ll finish the draft or start revising. Thursday, you paper
schedule a last block of time to revise and polish the final
draft due tomorrow.

If you’re surprised by this amount of planning, you may be the kind

of student who used to think, “The paper’s due Friday — I have
enough time Thursday afternoon, so I’ll write it then.” What’s
wrong with that? First, college work is more demanding than many
first-year students realize, and the instructor expects higher-quality
work than you can churn out quickly without revising. Second, if
you are tired on Thursday because you didn’t sleep well Wednesday
night, you may be much less productive than you hoped — and
without a time buffer, you’re forced to turn in a paper that is not
your best work.

Tips for successful schedule planning:

 Studying is often most effective immediately after a class meeting. If your schedule allows, block
out appropriate study time after class periods. This can allow you time to form a study group, go to
tutoring, and/or meet with your instructor. This strategy is particularly recommended for math
classes, as reviewing the material immediately after will help you to better retain what you learned.

 Don’t overdo it. Few people can study four or five hours nonstop, and scheduling extended time
periods like that may just set you up for failure. Plan for breaks if you have long blocks of time
scheduled for studying.

59
 Try to schedule some time for exercise at least three days a week. This can be taking a walk in your
neighborhood, lifting weights in the PCC gym, biking to campus, or taking a PE class for college
credit. Work with your advisor if you’re struggling to find this time in your schedule.

 Plan to use your time between classes wisely. Take this time to refresh and study with friends, go
to tutoring, and meet with your instructors and advisor.

 If a study activity is taking longer than you had scheduled, look ahead and adjust your weekly
planner to prevent the stress of feeling behind.

 Use a colored highlighter in your highlighter to mark the times blocked out for really important
things.

60
Part V: Other Time Management Tools
There are two other tools you can use in conjunction with your planner to help you better manage your
time: Dynamic Task Lists and Rote Action Forms

Dynamic Task Lists

You are probably familiar with To-Do lists, simple lists of tasks and responsibilities that need to be
completed as part of your regular routine. Standard To-Do lists are pretty simple: you make a list of the
things you have to take care of as they come and as you do them you check them off.

However, the problem with traditional To-Do lists is that they are fairly static and do not help you
prioritize your tasks by order of importance. A Dynamic Task List allows you to set a priority level to your
tasks, so you can focus on completing the most important tasks first. Using a simple ranking system
(1=High, 2=Medium, 3=Low) you not only list the items you have to complete, but you assign a priority
level, so you are sure to take care of the most important tasks first regardless of where they are on your
list.

In a traditional To-Do list, we tend to work from top-to-bottom without clear regards of what should
come first. You may miss out on doing an important task because you don’t have a way to qualify or
differentiate the level of importance of each task. By adding the simple feature of a priority assignment
column, a Dynamic Task List provides you more focus and flexibility.

Dynamic Task List Example

PRIORITY COMPLETE
TASK COMPLETION
High=1, Medium=2,
Low=3 BY
Prepare note cards for History test
preparation
2 03/12 
Complete Math assignment. 1 03/08 
Get snacks for potluck. 3 03/10 
Set up group project meeting 2 03/10 
Enter a completion date to help you stay focused on when you need to have each task done and check
off the corresponding checkbox when you complete the task. This will also provide you with a record of
the tasks you’ve accomplished in case you or someone else questions when you took care of something
specific.

61
Rote Actions Form
Rote actions are repetitive actions with multiple steps that you take care of regularly. These include
routines you may need to complete on a regular interval, such as chores around the house or a workout
regimen. The Rote Actions Form will help you track all the steps you need to complete in these regular
ongoing activities, so you don’t miss any critical steps.

The routines you keep track of may be school related or not. The key is to make sure you break down
these actions into achievable and manageable steps so that you can keep track of your progress towards
the final goal. For example, let’s say that you have a weekly quiz in your history class every Thursday of
the term. You could prepare a Rote Actions Form to break down your routine to prepare for these
quizzes on a weekly basis:

Rote Actions Form Example

Steps Action: Thursday History Quizzes

01 Complete chapter readings by Monday.

02 Review and rewrite notes by Tuesday.

03 Write three questions for study group by Tuesday.

03 Meet with study group and share questions on Wednesday.

04 Get a good night’s sleep to be ready for Thursday’s quiz!

05 Wake up at 6:30 am on Thursday.

Have a good breakfast. Arrive on campus by 8:30, 1.5 hours before History
07
class.

08 Do a final review of notes and questions at school before quiz.

09 Ace the quiz!

Combined with your planner, the Dynamic Task Lists and the Rote Actions Forms can help you be a more
productive and successful student. Give these tools a try to find what works best for you! You can use
the templates in the following two pages to print your own copies of these tools as they appear here, or
feel free to create your own.

62
 PRIORITY COMPLETE
TASK COMPLETION
High=1, Medium=2, Low=3 BY

/ / 
/ / 
/ / 
/ / 
/ / 
/ / 
/ / 
/ / 
/ / 
/ / 
/ / 
/ / 
/ / 
/ / 
/ / 
/ / 

63
Steps Action: Steps Action: Steps Action:

01 01 01

02 02 02

03 03 03

04 04 04

05 05 05

Steps Action: Steps Action: Steps Action:

01 01 01

02 02 02

03 03 03

04 04 04

05 05 05

64
Chapter 05: Managing Money

Page 66 Student Letter

Page 67 Part 01: Taking Control of Your Finances
Page 69 Part 02: Making Money
Page 72 Part 03: Spending Less
Page 74 Part 04: Managing a Budget
Page 78 Part 05: Credit Cards
Page 80 Part 06: Financing College and Looking Ahead
Page 82 Budgeting Forms

65
Student Letter
“We have another chance to navigate, perhaps in a slightly different way than we
did yesterday. We cannot go back. But we can learn.” – Jeffery R. Anderson

Dear New Students,

Hello, Namastē, Chào, and Hola! Welcome to

one of the most diverse colleges. First of
all, congratulations! I am very proud that
you have made this commitment to college. I
am so glad to be able to share my
experience starting out at PCC.
When I was started at PCC, I truly didn't
know what I was going to do or what I want to
be. I had moved from Nepal and came to the
United States as refugee. When I took the
placement test, I was placed in math 111 and
in ESOL 7 (reading and writing). Being placed
in ESOL 7, I was stuck because I was not able
to take math class, one of the many hurdles I
would have to jump through to get to my goal.
I felt frustrated.
Eventually, I finished my ESOL classes. Taking ESOL classes was a good
experience as well as I was truly prepared for college. I worked two
jobs my freshman year at the PCC bookstore and at a restaurant in
order to pay for school. I love talking to people and helping others
and I now have a plan on what I am going to be.

Now, I have been admitted to PCC’s Medical Assisting program and will
be a Medical Assistant in Spring 2018! My experience in PCC was better
than what I expected. I really loved all my classes and getting
involved in class activities. Professors and advisers are willing to
help any time they can. I found out that if you are placed in ESOL
classes, you will get stronger through this experience and be able to
get A’s in writing and reading classes in the future and I felt better
prepared to begin my prerequisite classes for my program.
There are many pieces of advice that I can give to you all. Things I
learned within one year are: 1) Don’t be too shy in your class to ask
questions; if you are a shy person, think about why are you in the
class, ‘Is it just to sit or learn?’” 2) Don’t be embarrassed of your
mistakes, because you now understand why you were wrong and you will
learn from this and be a better person. 3) Finally, never quit or give
up. It will be hard but it will pay off.

Sonam Sherpa
Grant High School class of 2015
Portland Community College Medical Assisting class of 2018
66
Part 01: Taking Control of Your Finances

If you’re a new college student you may not yet have money problems or issues—but most college
students soon do. It doesn’t matter whether you’re a “traditional” college student enrolled in college
just after high school or a “nontraditional” student returning to school.

Younger students are likely to confront money issues for several reasons:

● If you are living away from home for the first time, you may have less experience setting
and sticking to a budget and handling money in general.
● Because you need more time for studying and other aspects of college life, you may have
less time to work and make money.
● Even if you receive financial support from your family, your funds are not unlimited, and
you’ll need to learn to live within a budget.
● You will have many new expenses including tuition and fees, housing and food bills, books
and supplies, and so on.

Nontraditional students who have worked or started a family before attending college may have
already learned to manage their money well but usually still confront some financial issues:

● Because you need more time for studying and college, you likely have less time to work
and make money.
● You will have many new expenses including tuition and fees, books and supplies, and so
on.
● You are more likely to have to juggle a budget that may include a family, mortgage, and
other established expenses.

Almost everyone eventually has money issues at college, and they can impact your academic
success. Money problems are stressful and can keep you from concentrating on your studies.
Spending too much may lead you to work more hours than you might otherwise, giving you less
time to study. Or you might take fewer classes and thus spend more years in college than needed.
Worse yet, money problems cause many students to drop out of college entirely.

It doesn’t have to be this hard. Like other skills, financial skills can be learned, and they have
lifelong value. This chapter will help you

● set financial goals

● consider jobs and making money
● learn how to spend less and manage a budget
● avoid credit card debt
● determine how best to finance your college expenses

What Are Your Financial Goals?

It’s expensive to go to college. College tuition has risen for decades at virtually all schools, and very
few students are fortunate enough to not have to be concerned with this reality. Still, there are
things you can do to help control costs and manage your finances while in college. Begin by
thinking about your financial goals.

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Whatever it is you plan to do in your future, whether work or other activities, your financial goals in
the present should be realistic to enable you to fulfill your plan. Consider these scenarios:

Keri entered college planning to major in business. Her family was not able to give her
much financial support, but she chose to attend an expensive private college because she
thought it would help her get into a good graduate business school. She had to take large
loans to pay her tuition, but she wasn’t concerned about a budget because she assumed
she’d make a lot later on and be able to easily pay off the loans. Yet when she graduated
and had to begin making payments on her private bank loans, she discovered she couldn’t
afford to go straight to business school after all. She put her dream on hold for a few years
and took a job she didn’t much like.

Jorge had worked a few years after high school but finally decided that he needed a college
degree to get the kind of job he wanted. He was happy with his life otherwise and kept his
nice apartment and car and enrolled in a couple night classes while continuing to work full
time during the day. He was surprised how much he had to study, however, and after a
couple months he felt he was struggling. He just didn’t have enough time to do it all—so he
dropped first one class and then, a couple weeks later, the other. He told himself that he’d
try it again in a year or two, but part of him wondered how anyone could ever get through
college while working.

What Keri and Jorge have in common is a conflict between their financial goals and realities. Both
were motivated to succeed in college, and both had a vision for their future. But both were
unsuccessful in finding ways to make their dreams come true—because of money issues.

Could they have done things differently? Maybe Keri could have gone to a less expensive school
and still reached her goal, or maybe she could have avoided such heavy student loans by working
summers and part time during the school year. Maybe Jorge could have reduced his living
expenses and cut back his work hours to ensure he could balance school and work better. Maybe
both were spending thousands of dollars a year on things they could have done without if only
they’d thought through their goals and learned to live within a budget.

Taking control of your personal finances begins with thinking about your goals and deciding what
really matters to you. Here are some things to think about:

● Is it important for you to graduate from college without debt? Is it acceptable to you,
or necessary, to take some student loans?
● What are your priorities for summers and other “free time”? Working to earn
money? Taking nonpaying internships or volunteering to gain experience in your
field? Enjoying social activities and time with friends?
● How important is it to take a full load of classes so that your college education does
not take longer than necessary?
● How important is it to you to live in a nice place, or drive a nice car, or wear nice
clothes, or eat in nice restaurants? How important in comparison to your
educational goals?

There are no easy answers to such questions. Most people would like enough money to have and
do what they want, low enough expenses that they don’t have to work too much to stay on budget,
and enough financial freedom to choose activities without being swayed by financial concerns. Few
college students live in that world, however. Since you will have to make choices, it’s important first

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to think about what really matters to you—and what you’re willing to sacrifice for a while in order to
reach your goals.

Make More or Spend Less?

That often becomes an issue for college students. You begin by setting up a realistic budget and
sticking to it. A budget is simply the best way to balance the money that comes in with the money
that goes out. For most college students, the only way to increase the “money coming in” side of
the budget is to work. Even with financial support from your family, financial aid from the college,
your savings from past jobs, and the like, you will still need to work if all your resources do not
equal the “money going out” side of the budget.

The major theme of this chapter is avoiding debt except when absolutely necessary to finance your
education.

Why is that so important? ​It’s important simply because money problems and debt cause more
people to drop out of college than any other single factor.

This chapter includes discussion of how students can earn money while in college and the benefits
of working. But working too much can have a negative impact by taking up time you might need for
studying. It’s crucial, therefore, whenever you think about your own financial situation and the need
to work, to also think about how much you need to work—and consider whether you would be
happier spending less if that meant you could work less and enjoy your college life and studies
more. As we’ll see later, students often spend more than they actually need to and are often
happier once they learn to spend less.

Part 02 - Making Money

A Job Can Help or Hurt

Most college students work while in school. Whether you work summers only or part time or full
time all year, work can have both benefits and drawbacks. The difference may result as much from
the type of job you work as from the number of hours you work.

In addition to helping pay the bills, a job or internship while in school has other benefits:
● Experience for your résumé
● Contacts for your later job search network
● Employment references for your résumé

Work or internship experience related to your future career has significant value. Not all students
can find such opportunities in their community, however. But even a job or volunteering outside
your field can have value and say something about you to future employers. Your job may
demonstrate that you have initiative, are responsible, are a team player or can work independently,
and can take on financial responsibility. Potential future employers will check your work references.
Having an employer from your college years say you did a good job, were always on time to work,
and were honest and responsible in doing your job definitely gives you an advantage over students
who graduate without having worked at all.

At the same time, some jobs contribute more to your overall college experience. Remember, you’re
in college for an education and to gain a wide range of skills—not just for the degree. The best

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student jobs help you engage more deeply in the college experience, while the wrong kind of job
gets in the way of that experience. Here are some factors to consider as you look for a job:

● What kinds of people will you be interacting with?​ Other students, instructors, staff?
Interacting with others in the world of college can broaden your college experience,
help motivate you to study, and help you feel part of a shared experience. You may
work with or meet people who in the future can refer you to employers in your field. On
the other hand, working in a business far from campus, for example, may offer a steady
paycheck but can separate you from the academic community which may add some
unexpected challenges.

● Is the job flexible enough to meet a college student’s needs?​ Will you be able to
change your work hours during final exam week or when a special project is due? A
rigid work schedule may cause difficulty at times when you really need to focus on your
classes.

● What will you be able to say about your work in your future résumé?​ Does it
involve any skills—including people skills or financial or managerial
responsibilities—that your employer can someday praise you for? Will working this job
help you get a different, better job next year?

These factors can make a job ideal for college students, but in the real world many students will
have to work less-than-ideal jobs. Working at a fast food restaurant or overnight shipping company
may not seem very glamorous or offer the benefits described previously, but it may be the only job
available at present. Don’t despair—things can always change. Make the money you need to get
by in college but don’t become complacent and stop looking for more meaningful work. Keep your
eyes and ears open for other possibilities. Visit the campus student employment office or career
center frequently (or check online) for new postings. Look for jobs with companies that may offer
tuition assistance. Talk to other students.

At the same time, even with a less-than-ideal job, do your best and keep a good attitude.
Remember that your boss or supervisor may someday be a work reference who can help (or hurt)
your chances of getting a job you really want.

Lastly, remember that the number of hours college students work per week varies considerably,
from five to ten hours a week to full time and everywhere in between. Before deciding how much
you need to work, first make a detailed budget (as we'll describe later.) Your goal should be to
make as much as you need, and hopefully a little more to save, but first you need to know your true
need. Remember your goals in college and stay focused on your education. Cut back on your
optional spending so that you don’t have to work so many hours that your studies are impacted.

Finding a Student Job

Start at your campus financial aid office or student employment office. Check back frequently for
new job postings if they don’t have anything right for you at first.

For off-campus jobs, check the classified ads in your local newspaper and websites like Craigslist.
Many jobs are never advertised, however, so ask friends, family members, and other students. Visit
appropriate companies in your area and ask if they have openings.

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If you applied for financial aid when you applied to your college, you probably already know
whether you qualify for a work study program. Often these jobs are ideal because they are
designed for students. If your financial circumstances change, be sure to check in with the financial
aid office because your eligibility may have changed.

Many government agencies also have summer jobs or internships for college students. This work
may be an ideal way to gain experience related to your chosen field.

Self-Employment

If you have energy and initiative, you can create your own work. While it may take some time to get
started, flexibility and being your own boss can make up for this drawback. Students often make
money in ways like these:

● Tutor classmates in a subject you are good in.

● Sell your technical skills to help others set up new computer hardware, teach
software skills such as PowerPoint or Excel, or design Web sites.
● Sell things you no longer need on eBay or Craigslist. Earn a commission by helping
others sell their stuff online.
● Provide services to faculty members and residents in the nearby community: lawn
mowing, snow shoveling, house cleaning, babysitting, pet sitting, dog walking, and
so on.

Balancing the Job You Have with Your Ideal Job

A growing percentage of students are working full time when they return to school, and many
continue in the same jobs. If you’re in this situation, you know that balancing work and college is
one of the most difficult things you’ve ever done. You’re used to working—but not used to finding
time for class and studying at the same time. You likely feel harried and frustrated at times, and you
may even start to wonder if you’re cut out for college. The time may come when you start thinking
about dropping classes or leaving college altogether. It may be hard to stay motivated.

If you start feeling this way, focus on your big goals and don’t let the day-to-day time stresses get
you down. As difficult as it may be, try to keep your priorities, and remember that while you face
temporary difficulties now, a college degree is forever.

● Acknowledge that sacrifice and compromise may be needed.

● Reduce your expenses, if you can, so you can cut back on the number of hours you
work. This may mean temporarily giving up some things you enjoy in order to reach
your goals.
● If you cannot cut your expenses and work hours and simply do not have the time to
do well in your classes, you may have to cut back on how many classes you take
per term. Try everything else first, but know that it’s better to succeed a little at a
time than to push too hard and risk not succeeding. If you do have to cut back, keep
a positive attitude: you’re still working toward your future ideal.

If you ever feel the temptation to quit, see a college counselor or advisor to explore all your options.
Resources may be available that you don’t know about.

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Part 03 - Spending Less

Where Does the Money Go?

Most people aren’t really sure where a lot of their money goes. Take a moment to see how much
you remember about how you have spent money recently. Do your best to remember how much
you have spent in the last thirty days in each of the following categories:

Coffee, soft drinks, bottled water Music concerts, sports events, night life

Fast food lunches, snacks, gum, candy, cookies Social dining out with friends

Music, movies, other personal entertainment Mobile phone applications

Lottery tickets Cigarettes or similar products
Beer, wine, liquor purchased in stores or bars Gadgets, video or computer games
Gifts Hobbies

Travel, day trips Others?

Most of us forget small, daily kinds of purchases or underestimate how much we spend on
them—especially when we pay with cash. You’ll notice also that this list does not include essential
spending for things like housing and groceries, utilities, college tuition and books, and so on. The
greatest potential for cutting back on spending is in the area of optional things.

Needs Vs. Wants

More people get into financial trouble because they’re spending too much than because they’re
making (or receiving) too little. While spending may seem a simple matter—“I need to buy this, I’d
like to buy that”—it’s actually very complex. America is a consumer society, and we’re deluged by
advertisements promising that we’ll be happier, more successful, better liked by more people,
sexier, and everything else if only we buy this. Companies have spent billions of dollars
researching how to manipulate our buying behavior. No wonder it’s so tough to resist these
pressures!

Why does a person feel compelled to buy fast food for lunch, or a new CD with a song they just
heard on the radio, or a new video game a friend says is so good, or a new article of clothing? We
owe it to ourselves to try to understand our own attitudes about money and spending. Here’s a
good place to start:

● Having money or not having money doesn’t define who you are.​ Your real friends will
think no less of you if you make your own lunch and eat it between classes or take the bus
to campus rather than drive a new car. You are valued more by others for who you are as a
person, not for what things you have.

● You don’t have to spend as much as others.​ Some people always have more money
than others and spend more. Resist any feeling that your friends who are big spenders are
the norm. Don’t feel you have to go along with whatever expensive activities they propose
just so you fit in.

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 ● A positive attitude leads to success.​ Learn to relax and not get stressed out about
money. If you need to make changes in how you spend money, view this as an exciting
accomplishment, not a depressing fact. Feel good about staying on a budget and being
smart about how you spend your money.

● Be realistic about what you can accomplish.​ If your budget reveals you don’t have
enough money even while working and carefully controlling your spending, you may still
need a student loan or larger changes in your lifestyle to get by. That’s OK—there are ways
to deal with that. But if you unrealistically set your sights so high about spending less and
saving a lot, you may become depressed or discouraged if you don’t meet your goals.

Before you can make an effective budget, you need to look at what you’re spending money on now
and consider what’s essential and what is optional; what your "needs" and "wants" are. "Needs" are
the big things:

● Room and board or rent/mortgage, utilities, and groceries

● College tuition, fees, textbooks, supplies
● Transportation
● Insurance (health insurance, car insurance, etc.)
● Dependent care if needed
● Essential personal items (some clothing, hygiene items, etc.)

These things are sometimes called fixed costs, but that term can be misleading. If you have the
option to move to a less expensive apartment that is smaller or a few blocks farther away, you can
partly control that cost, so it’s not really “fixed.” Still, for most people, the real savings come from
spending less on optional things, the "wants."

Recall the list at the beginning of Part 03. These things are “wants”: optional expenses. You can
spend more or less on them as you choose. Most people spend by habit, not really thinking about
where their money goes or how quickly their spending adds up. If you knew you were spending
more than a thousand dollars a year on coffee you buy every day between classes, would that
make you think twice? Or another thousand on fast food lunches rather than taking a couple
minutes in the morning to make your lunch? When people actually start paying attention to where
their money goes, most are shocked to see how the totals grow. If you can save a few thousand
dollars a year by cutting back on just the little things, how far would that go to making you feel
much better about your finances?

Following are some general principles for learning to spend less. Remember, spending money
doesn’t define who you are!

● Be aware of what you’re spending.​ Carry a small notebook and write down
everything—everything—you spend for a month. You’ll see your habits and be able
to make a better budget to take control.
● Look for alternatives.​ If you buy a lot of bottled water, for example, you may feel
healthier than people who drink soft drinks or coffee, but you may be spending
hundreds of dollars a year on something that is virtually free! Carry your own
refillable water bottle and save the money.
● Plan ahead to avoid impulse spending.​ If you have a healthy snack in your
backpack, it’s much easier to not put a dollar in a vending machine when you’re
hungry on the way to class. Make a list before going grocery shopping and stick to

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 it. Shopping without a list usually results in buying all sorts of unneeded (and
expensive) things that catch your eye in the store.
● Be smart.​ Shop around, compare prices, and buy in bulk. Stopping to think a
minute before spending is often all it takes.

Part 04 - Managing a Budget

Budgeting involves analyzing your income and expenses so you can see where your money is
going and making adjustments when needed to avoid debt. At first budgeting can seem complex or
time consuming, but once you’ve gone through the basics, you’ll find it easy and a very valuable
tool for controlling your personal finances.

Why create and manage a budget? Going to college changes your financial situation. There are
many new expenses, and you likely don’t know yet how your spending needs and habits will work
out over the long term. Without a budget, it’s just human nature to spend more than you have
coming in, as evidenced by the fact that most Americans today are in debt. Debt is a major reason
many students drop out of college. So it’s worth it to go to the trouble to create and manage a
budget.

Managing a budget involves three steps:

1. Listing all your sources of ​income​ on a monthly basis

2. Calculating all your ​expenditures​ on a monthly basis.
3. Making a ​ djustments in your budget and lifestyle​ to ensure the money isn’t going out faster
than it’s coming in.

Tracking Income

Many college students receive money or financial assistance from a number of sources. To track
income in a monthly budget, consider all your sources of funds and convert them to a monthly
number. For example, you may receive a student loan once during the year or you may work more
in the summer and save up money then. To calculate your monthly projected income, add up your
income sources and divide that number by the number of months you will be using the income.

For example, if you have saved $4,800 that you can spend over two years of college, divide the
$4,800 by twenty-four months to arrive at a monthly income of $200 from those savings. Do the
same with scholarship grants, student loans, monetary gifts, and so on.

If some of your college costs are being paid directly by parents or others, do not include that money
in your budget as either income or an expense. Base your monthly budget on just those funds and
expenses that involve you directly.

At the end of this chapter you’ll find a budgeting form that can be printed and used to record and
total all your income on a monthly basis. If you must estimate some sources, estimate low rather
than high; it’s a bad trap to assume you’ll have more money coming in than you actually do—that’s
a real budget buster.

Tracking Expenses

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Tracking expenditures is more difficult than tracking income. Some fixed expenses (tuition, rent,
etc.) you should already know, but until you’ve actually written down everything you spend in a
typical month, it’s hard to estimate how much you’re really spending on cups of coffee or smoothies
between class, groceries, entertainment, and the like. The best way to itemize this side of your
budget is to write down everything you spend—everything, every bottle of water and cookie, coins
into parking meters, and so forth—for a full month. Then you can total up the different categories of
expenses more realistically. ​Start writing everything down in a small notebook you carry with
you​. You may be astonished how small purchases add up.

While you’re writing this down for a month, go ahead and work through the expenditure half of your
budget. Use a form like the "Monthly Expenditures" at the end of the chapter. Set aside an hour or
two to look through your past financial records, checkbook register and debit card transactions,
past utility bills, credit card statements, and so on to get the numbers to put in your expenses
budget. Make estimates when you have to, but be honest with yourself and don’t underestimate
your usual spending. There will be plenty of time down the road to adjust your budget—but don’t
start out with an unrealistic plan. Write “EST” (for estimated”) next to numbers in your budget that
you’re guessing at.

Once you have listed your routine expenditures, write out your own budget categories that fit how
you actually spend money. Everyone is unique, and you want your budget to be easy to use for
your own life and habits.

As noted previously with income, if some of your expenses are paid directly by others, do not
include them. Base your monthly budget on just those funds and expenses that involve you directly.

Balancing Your Budget

Now comes the moment of truth: compare your total monthly incoming with your total monthly
outgoing. How balanced is your budget at this point? Remember that you estimated some of your
expenditures. You can’t know for sure until you actually track your expenses for at least a month
and have real numbers to work with.

What if your spending total is higher than your income total? The first step is to make your budget
work on paper. Go back through your expenditure list and see where you can cut. Remember,
college students shouldn’t try to live like working professionals. Maybe you are used to a nice
haircut every month or two—but maybe you can go to a cheaper place or cut it yourself. There are
dozens of ways to spend less, as suggested earlier. The essential first step is to make your budget
balance on paper.

Then your job is to live within the budget. It’s normal to have to make adjustments at first. Just be
sure to keep the overall budget balanced as you make adjustments. For example, if you find you
must spend more for textbooks, you may decide you can spend less on eating out—and subtract
the amount from that category that you add to the textbook category. Get in the habit of thinking
this way instead of reaching for a credit card when you don’t have enough in your budget for
something you want or need.

Don’t be surprised if it takes several months to make the budget process work. Be flexible, but stay
committed to the process and don’t give up because it feels like to too much work to keep track of
your money. Without a budget, you may have difficulty reaching your larger goal: taking control of
your life while in college.

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What If Your Budget Doesn’t Work?

Your budget may be unbalanced by a small amount that you can correct by reducing spending, or it
may have a serious imbalance. If your best efforts fail to cut your expenditures to match your
income, you may have a more serious problem, unless you plan in advance to manage this with
student loans or other funds.

First, think about how this situation occurred. When you decided to go to college, how did you plan
to finance it? Were you off in your calculations of what it would cost, or did you just hope for the
best? Are you still committed to finding a way to continue in college?

If you are motivated to reach your college goal, good! Now look closely at your budget to determine
what’s needed. If you can’t solve the budget shortfall by cutting back on “optional” expenses, then
you need more dramatic changes. Are you paying a high rent because your apartment is spacious
or near campus? Can you move a little farther away and get by temporarily in a smaller place, if the
difference in rent makes a big difference in your overall finances? If you’re spending a lot on your
car, can you sell it and get by with public transportation for a year or two? Play with the numbers for
such items in your budget and see how you can cut expenses to stay in college without getting
deeply in debt. If you worry you won’t be as happy if you change your lifestyle, remember that
money problems are a key source of stress for many college students and that stress affects your
happiness as well as how well you do in college. It’s worth the effort to work on your budget and
prevent this stress.

If all else fails, see a financial aid counselor at your college. Don’t wait until you’re in real financial
trouble before talking to someone who may be able to offer help.

Why People Spend Too Much, Even on a Budget

● Old habits die hard.​ Keep monitoring your spending habits and watch for things you’re
spending money on without really thinking about it.
● Credit cards. ​Never use them if at all possible. They make it easy to spend too much or
not see how much you’re spending. Save them for emergencies.
● Easy access to cash.​ Just put your card in an ATM and get some cash! It’s so easy to do,
and an automatic habit for so many, that it’s easy to bust your budget with small amounts
daily.
● Temptations are everywhere. ​Even when we’re careful, we’re often easily influenced by
friends to go out or spend in other ways. Remember why you made your budget in the first
place and keep your priorities in mind. The guilt you’ll feel tomorrow about spending a
whole week’s food budget on one expensive dinner out probably isn’t worth the pleasure of
it!
● We buy things to feel good.​ If that’s been a longtime habit for you, it will be hard to break.
Often it’s better to find small things that make you feel good rather than trying to go without
everything. Rewarding yourself with an ice cream treat for a week’s budgeting success
won’t break your budget.

What If You Get in Financial Trouble?

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People often don’t admit to themselves that they have a problem until it becomes unmanageable.
We human beings are very good at rationalizing and making excuses to ourselves! Here are some
warning signs of sliding into financial trouble:

● For two or three months in a row, your budget is unbalanced because you’re
spending more than you are bringing in.
● You’ve begun using your savings for routine expenses you should be able to handle
with your regular budget.
● You’ve missed a deadline for a bill or are taking credit card cash advances or
overdrawing your checking account.
● You have a big balance on your credit card and have paid only the required
minimum payment for the last two months.
● You have nothing in the bank in case of an emergency need.
● You don’t even know how much total debt you have.
● You’re trying to cut expenses by eliminating something important, such as dropping
health insurance or not buying required textbooks.

If you are experiencing any of these warning signs, first acknowledge the problem. It’s not going to
solve itself—you need to take active steps before it gets worse and affects your college career.

Second, if you just cannot budget your balance, admit that you need help. There’s no shame in
that. Start with your college counselor or the financial aid office; if they can’t help you directly, they
can refer you to someone who can. Take your budget and other financial records with you so that
they can see what’s really involved. Remember that they’re there to help—their goal is to ensure
you succeed in college.

Balance Your Checkbook

Lots of people don’t balance their checkbook every month, thinking it’s just too much trouble. But
it’s important to keep your checkbook balanced for several reasons:

● Banks sometimes make errors, and you can’t catch one without checking your
record against your monthly bank statement.
● If you make a math error or forget to record a check or ATM withdrawal, you may
have to pay overdraft fees.
● If you balance your checkbook only every few months, it can take many hours to
examine records and find a problem.

If you’re not sure of how to balance your checkbook, ask a teller at your bank or get instructions
online. This takes only a few minutes each month and is well worth it to avoid the stress and lost
hours caused by an inevitable problem.

Saving for the Future

If you’re having problems just getting by on your budget, it may seem pointless to even think about
saving for the future. Still, if you can possibly put aside some money every month into a savings
plan, it’s worth the effort:

● An emergency or unexpected situation may occur suddenly. Having the savings to

cope with it is much less stressful than having to find a loan or run up your credit

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 cards. ? Saving is a good habit to develop. Saving for the future will prepare you
well for the increasing financial complexities of life after graduation.
● You may need your savings to help launch your career after graduation. If you’re
broke when you graduate, you may feel you have to take the first job that comes
along, but with some savings you may have time to find the job that’s perfect for
you.
● You may change your mind about future plans. Maybe you now think that you’ll go
to work at a good job right after graduation, so you’re not concerned about
saving—but maybe in a couple years you’ll decide to go to graduate school, law
school, or business school—or to start your own business, or to join a volunteer
program. Your savings may allow you to pursue a new goal.

Start by saving in a savings account at your bank or credit union. You can have a certain amount
transferred from your checking account every month into a savings account—that makes it easier
and more routine. A savings account allows withdrawal anytime but pays lower interest than other
accounts. Ask at your bank about money market accounts and certificates of deposit (CDs), which
generally pay higher interest but have restrictions on minimum balances and withdrawals. Savings
bonds are another option. All of these options are federally insured, so your money stays safe.

Part 05 - Credit Cards

Credit cards are such a big issue because they are easy to get, easy to use—and for many people,
addictive. Until new regulations in 2009 and 2010, many college students got deeply in debt and
experienced financial disaster. The new regulations set limits to prevent such serious problems for
students under age twenty-one, but older students may still experience problems from overuse.

Credit cards do have legitimate purposes:

● In an emergency, you may need funds you cannot obtain otherwise.

● You generally need a credit card for travel, for hotels, and other needs.
● Often it’s less expensive to make significant purchases online, and to do that you
usually need a credit card. (Many ATM debit cards also function like a credit card
for online purchases.)
● If you are young, responsible use of a credit card is a good way to start building a
credit rating—but only if you use the credit card responsibly and always make
sufficient payments on time.

Even though federal regulations require banks to disclose all fees and make it more difficult to
increase fees or rates without warning credit card holders in advance, many people overuse credit
cards and pay high interest rates and fees for making late payments. The average American
household has credit card debt of $5,000 to $8,000 (reports vary). College students reportedly are
more likely to be late with payments and incur additional fees.

Your first goal with a credit card is to understand what you’re getting into and how you are charged.
Read the fine print on your monthly statements. You should understand about rate increases and
know what happens if you miss a payment, pay less than the minimum, or pay late. It also pays to
shop around to find the best possible terms.

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Setting Limits

All credit cards come with a limit, the maximum total amount you can charge, but this is not the
same as the limit you should set for how you use the card based on your budget. If you bought
something that cost $400, for example, would your monthly budget let you pay it off when the bill
comes? If it will take you two or three months to have that much available in your budget, are you
also including the interest you’ll be paying? What if an unexpected need then arises and you need
to charge more? Set your personal use limit by calculating how much your budget allows you to
charge. If you are using the card just for convenience, such as to pay for meals or regular
purchases, be sure you have enough in those categories in your budget left at the end of the month
to make the payment. If tempted to buy a significant item with your credit card, do the calculations
in advance.

Avoiding Debt

If your credit card debt is not limited by your age the balance can rapidly rise. Before the 2010
regulations, the average student had accumulated a debt estimated as high as $3,000. Following
are tips that will help you avoid slipping into credit card debt:

● Pay with cash when you can. Use your budget as a guide for how much cash to
carry with you. A good way is to plan how much you’ll need for a week (lunches,
parking meters, snacks or drinks between classes) and start the week with that
amount from an ATM. Carrying that exact amount helps you stay informed of how
you’re doing on your budget and keeps you from “accidentally” spending too much
on a whim.

● When possible, use a debit card instead of a credit card. A debit card is taken just
like a credit card in most places, so you can use it instead of cash, but remember
that a purchase is subtracted immediately from your account. Don’t risk overdraft
fees by using a debit card when you don’t have the balance to back it up. Record a
debit card purchase in your checkbook register as soon as possible.

● Make it a priority to pay your balance in full every month. If you can’t pay it all, pay
as much as you can—and then remember that balance will still be there, so try not
to use the card at all during the next month.

● Don’t get cash advances on your credit card. With most cards, you begin paying
interest from that moment forward—so there will still be an interest charge even if
you pay the bill in full at the end of the month. Cash advance interest rates are often
considerably higher than purchase rates.

● Don’t use more than one credit card. Multiple cards make it too easy to misuse
them and lose track of your total debt.

● Get and keep receipts for all credit card purchases. Don’t throw them away
because you’ll see the charges on your monthly statement. Write the amounts
down in your spending budget. You also need the receipts in case your monthly
statement has an error.

● Stop carrying your credit card. If you don’t have enough willpower to avoid
spontaneous purchases, be honest with yourself. Don’t carry the card at all—after
all, the chances of having an emergency need for it are likely to be very small.

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 Having to go home to get the card also gives you a chance to consider whether you
really need whatever it is that you were about to buy.

Part 06 - Financing College and Looking Ahead

You may already be receiving financial aid or understand what types of financial aid are available.
Even if you are not receiving financial aid, however, you should understand the basics because
your financial situation may change in the future. You owe it to yourself to learn about potential
types of aid you might receive.

Every college has a financial aid office that can give you information about standard financial aid
programs. Certain kinds of financial aid, however, such as private scholarships, are not
administered by the college, so you may need to do some research. There are three main
categories of financial aid:

1. Scholarships and grants​ (money or tuition waivers that do not need to be repaid)
2. Student loans​ (money that does need to be repaid, usually starting after graduation)
3. Work study programs​ (money that is earned for tuition or other expenses)

These three types of aid are described in the following sections. Remember that this section only
introduces these types of financial aid—be sure to get more information from your college’s
financial aid office.

Scholarships and Grants

Scholarships and grants are “free” money—you do not have to pay them back, unlike student
loans. A scholarship is generally based on merit rather than demonstrated financial need—based
on past grades, test scores, achievements, or experiences, including personal qualifications such
as athletic ability, skills in the arts, community or volunteer experiences, and so on. Don’t make the
mistake of thinking scholarships go only to students with high grades. Many scholarships, for
example, honor those with past leadership or community experience or the promise of future
activities. Even the grades and test scores needed for academic scholarships are relative: a grade
point average (GPA) that does not qualify for a scholarship at one college may earn a scholarship
at another. Never assume that you’re not qualified for any kind of scholarship or grant.

A grant also does not need to be paid back. Most grants are based on demonstrated financial
need. A grant may be offered by the college, a federal or state program, or a private organization or
civic group. The largest grant program for college students is the federal government’s Pell Grants
program, administered through the Free Application for Federal Student Aid (FAFSA).

Loans

Many different student loan programs are available for college students. Because many colleges do
not have sufficient funds to offer full grants to students with financial need, financial aid packages
often include a combination of grant and loan money. Ideally, one would like to graduate without
having loan balances to repay later on. However, almost two-thirds of full-time college students do
need student loans to pay for college. The amount of money students borrow has risen in recent
years because tuition and fees have risen faster than inflation. The total amount owed now
averages over $20,000 for students at four-year colleges and over $10,000 at two-year colleges.

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Unfortunately this is a necessary reality for many students. For most, graduating from college
owing some money is preferable to not going to college at all. With smart choices about the type of
loan and a structured repayment program for your working years after graduation, there’s no
reason to fear a loan. Just remember that the money eventually has to be repaid—it’s not “free”
money even though it may feel that way while you’re in school.

All student loans are not the same. Interest terms vary widely, and with most private loans the
interest starts building up immediately. The best loan generally is a subsidized federal Stafford
loan. “Subsidized” in this case means the interest does not begin on the loan until after graduation.
If you borrowed $20,000 over four years and interest accrued during this time, you could owe as
much as $25,000 upon graduation. Be sure to talk with your college financial office first about
getting a federal subsidized Stafford loan. Since the current maximum of this type of loan for most
students is over $30,000, you ideally should not have to consider other types of loans—if you
qualify for the Stafford with demonstrated financial need.

Work Study

Work study programs are the third type of financial aid. They are administered by colleges and are
a common part of the financial aid package for students with financial need. You work for what you
earn, but work study programs often have advantages over outside jobs. The college runs the
program, and you don’t have to spend valuable time looking for a job. Work study students usually
work on or near campus, and work hours are controlled to avoid interfering with classes and study
time. Work study students are more engaged with the academic community than students working
off campus.

Some students who enter college already working or who have special skills or job experience can
make a higher hourly rate than a work study program pays. If so, you might make the same income
working fewer hours, leaving more for studying and other college activities. If this is your situation,
carefully weigh the pros and cons before deciding about a work study program.

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 Form 01: Monthly Income and Funds
Source of Income Amount in Dollars ($)

Job income/salary (take-home amount)

Funds from parents/family/others

Monthly draw from savings

Monthly draw from financial aid

Monthly draw from student/other loans

Other income source:

Other income source:

Other income source:

Total Monthly Incoming:

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 Form 02: Monthly Expenditures
Expenditure Amount in Dollars ($)
Tuition and fees (1/12 of annual)
Housing: monthly mortgage, rent, or room and
board
Home repairs
Renter’s insurance
Property tax
Average monthly utilities (electricity, water, gas)
Optional utilities (cell phone, Internet service,
cable television)
Dependent or child care
Child support, alimony
Groceries
Meals and snacks out (coffee, water, etc.)
Personal expenses (toiletries, cosmetics,
haircuts, etc.)
Transportation Costs (car payments, car
insurance, public transportation)
Loan repayments, credit card pay-off payments
Health insurance
Prescriptions, medical expenses
Entertainment
Bank account fees, ATM withdrawal fees, credit
card finance charges
Newspapers, magazines, subscriptions
Travel, day trips
Tobacco products
Beer, wine, liquor
Gifts
Hobbies
Major purchases (computer, home furnishings)
Clothing, dry cleaning
Memberships (health clubs, etc.)
Pet food, veterinary bills
Other expenditure:
Other expenditure:
Other expenditure:
Other expenditure:
Total Monthly Incoming:

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Chapter 06: Connecting

Page 85 Student Letter

Page 87 Part 01: Communication Types and Styles
Page 90 Part 02: Communication That Works
Page 96 Part 03: Connecting in College
Page 99 Part 04: Getting Involved
Page 101 Part 05: Relationships
Page 105 Part 06: Respect for Cultural Differences

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Student Letter
“To effectively communicate, we must realize that we are all different in the way
we perceive the world and use this understanding as a guide to our
communication with others.” - Tony Robbins

Dear Students,

Before I attended PCC, I

was always nervous to
speak English due to fear
of not speaking well
enough and was afraid
people would judge me
because it’s not my first
language. I was in a
negative self-fulfilling
prophecy, constantly
delivering negative
messages to myself that I
would never be able to
improve my English and
kept myself in my comfort
zone by not talking to people.

Even though I didn’t like myself, I didn’t know what I could do to

overcome my fear; instead, I was being a victim. Fortunately, I
received support from one of my instructors when I started at PCC. My
instructor offered her time to practice English with me because I
wrote about my fear in one of my papers. By practicing English with
her, it made me feel less nervous to speak and realize the importance
of taking action to become the person I wanted to be, who’s able to
communicate with people in English easily. During that time, I started
to become a creator. I utilized resources and opportunities at PCC to
push myself out of my comfort zone to learn and get better at
communicating with others.

In my second year at PCC, I became the Vice President of Communication

of Phi Theta Kappa Honor Society at Southeast Campus and
sustainability coordinator for Associated Students of Portland
Community College. Even though I was nervous to take on the roles, I
knew going out of my comfort zone would help me better my
communication skills.

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Communication was one of my biggest fears. However, now it has become
something I enjoy doing because communication allows me to connect
more with other people and opportunities. When I was at PCC, I even
spoke in front of over twenty people for five minutes at a campus
celebration event. It was something I would never have imaged I could
do in high school.

One of the important reasons I have become the person I am today, who
has grown into someone who was afraid to speak English to someone who
now embraces her fears and take on more responsibilities and
challenges as a leader, is because of the resources that have always
been there and have supported my education since I started. They
believed in me and saw my potential even when I didn’t see it in
myself. It’s very important to reach out to them because they are
great resources that can help you be successful in your journey.

There might be a lot of struggles along our journey. Be proactive

and reach out for help when you feel you can’t do it on your own
because opportunity won’t come to you when you are just waiting for
struggles to go away.

Sincerely,

Lishao Chen

David Douglas High School class of 2012

Portland Community College class of 2015
Pacific University class of 2018

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Part 01: COMMUNICATION TYPES AND STYLES

Whether you speak or not, you are communicating a message to those around you. There are two types
of communication: verbal and non-verbal. Verbal communication is a form of communication in which
you use words to exchange information with other people. Non-verbal communication does not use
words, but rather includes other cues, including facial expression, movement, appearance, eye contact,
and gestures. When communicating verbally, remember that you are also using non-verbal
communication.
Verbal communication is an important part of life, whether we are speaking to someone, texting on our
phones, or publishing something on social media. To think about non-verbal communication, consider a
small baby who cannot yet speak. How does this baby communicate? Babies show anger or sadness
through crying, happiness through smiles, and shyness by snuggling closer with a parent or other loved
one. Verbal communication is key to interacting with others; however, non-verbal communication is key
to successfully communicating with others.

xi
There are four main types of communication: assertive, passive, aggressive, and passive-aggressive.

- Assertive: "I win, you win."

- Passive: "I lose, you win."
- Aggressive: "I win, you lose."
- Passive-Aggressive: "I lose, you lose."
At times, most people can demonstrate each of these communication styles. With a parent, you may
have one way of communicating, while with a friend you have another means of communicating, and
you may still have another style of communication with your college instructor. Each communication
style can be beneficial in different situations. Overall, assertive communication is the best form of
communication to use in college and to build the strongest relationships.

In the next page, you can see how different styles of communication show who you are prioritizing in
that situation.

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 I Win I Lose
You Win You Lose

PASSIVE‐AGGRESSIVE
ASSERTIVE I don’t care about myself
I care about myself and don’t I care about you
and I care about you

AGGRESSIVE PASSIVE
I care about myself but I I don’t care about myself
don’t care about you but I care about you

I Win I Lose
You Lose You Win

Assertive: “I Win – You Win”

Assertive communicators are the healthiest communicators because they are able to balance their own
needs, while respecting and addressing the needs of others. Signs that you are an assertive
communicator are:

• States thoughts and feelings in a clear and respectful manner

• Deals with own problems without violating or alienating others

Assertive communicators feel in control of their emotions and are able to relate well to others. Assertive
communicators also understand that they make mistakes, as do others, and take responsibility for their
own choices.

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Passive: “I Lose – You Win”
Passive communicators put the needs of others above their own needs. Some common signs of a
passive communication style are:
• Avoids expressing thoughts and feelings
• Always apologizes
• Allows others to take advantage
• Feel like they have no control

Although it is easier at times to have a passive communication style, it is rarely a healthy means of
communication. When might be a time where you would use passive communication? With a parent
who needs your help with something? With a friend in crisis? Although this is not a communication style
that should be used on a regular basis, sometimes it is helpful to put others before ourselves.

Aggressive: “I Win – You Lose”

Aggressive communicators are focused on themselves and their needs, but are not considerate of the
feelings and thoughts of others. Some signs that a person might be using an aggressive communication
style are:

• Abusive tone and language (yelling, threatening, name calling, etc.)

• Tries to dominate others
• Overbearing body language
• Quick to anger

Aggressive communicators are prone to alienating others and often feel a sense of entitlement. Because
the aggressive communicator feels out of control, they aren’t able to get their needs met in a healthy
way. When would an aggressive communication style be needed? Maybe you are in a situation where
you feel threatened physically and someone is not responding to your requests to be left alone.
Although this is also not a healthy long-term communication style, there may be times where you have
to use more aggressive words and tone to get your needs met and be safe.

Passive-Aggressive: “I Lose – You Lose”

Working with a passive-aggressive communicator can be a very frustrating experience. Their words say
one thing, but their body language says another. Passive-aggressive communicators often feel one way,
but are not able to express these feelings in a healthy and productive way. Some signs that you (or
someone else) has a passive-aggressive communication style are:

• Unable to deal directly with own problems

• Appears to have no outward issues while indirectly expressing anger and frustration

Passive-aggressive communicators, as a consequence, feel powerless and are not able to get their needs
met. Others also have a hard time trusting them, since they are not viewed as honest communicators.
Unlike the passive and aggressive styles of communication, passive-aggressive communication is never a
recommended style of communication.

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How can you work to be an assertive communicator in more areas in your life? Think of specific
examples of people or situations in which you struggle to communicate in an assertive fashion. What
could you do to improve in these areas? What could say or do that would be more assertive?

Part 02: COMMUNICATION THAT WORKS

Now that we have tackled some of the styles of

communication, let’s talk about how to use them.
We know that to get our needs met we need to
effectively communicate with our peers, our family
members, our community, and even our instructors.
Often instructors have more than 100 students each
term and they are fielding emails, texts and calls
regarding students on a daily basis. They want to
answer your question, but they also need to know
exactly what your questions are and be given the
time to respond.

College students are sometimes surprised to

discover that instructors want to get to know their
students. After all, they want to feel they’re doing
something more meaningful than talking to an
empty room. The human dimension of college really matters, and as a student you are an important part
of your instructor’s world. Most instructors are happy to see you during their office hours or to talk a
few minutes after class.

This section emphasizes how active participation in learning is a key to student success. In addition,
talking with your instructors often leads to benefits beyond simply doing well in that class. Talking with
instructors helps you feel more comfortable in college and more connected to the campus. Students
who talk to their instructors are also less likely to become disillusioned and drop out.

"Communication - the human

connection - is the key to personal
and career success."

- Paul J. Meyer

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Why Should I Talk with My Instructors?

 Increase the likelihood that you will do well in your class. If you
talk to your instructor one-on-one, you can get help to do the best
you can in the class. Your instructor will also be more likely to work
with you to help you successfully complete the class if you have
maintained a relationship with them.

 Learn more about your major or career field. Don’t know for sure
what you want to major in, or what people with a degree in your
chosen major actually do after college? Most instructors will share
information and insights with you.

 Get a reference or letter of recommendation. Jobs, internships,

and scholarship applications often ask for references and
scholarships and college transfer applications in particular often
require an academic reference.

 Find an internship or job. Because instructors are often well

connected within their field, they may know of a job, internship, or research possibility you
otherwise may not learn about.

 Build your network. Networking is very important for future job searches and other
opportunities. In fact, most jobs are found through networking, not through classified ads or
online job postings. You can learn about this more in CG 130: Today’s Careers, a great course
to take after CG 100.

 Continue to grow as a person and student. Much of how one thinks, understands society and
the world, and responds to problems and new situations occurs outside the classroom. Talking
with your highly-educated instructors can be among your most meaningful experiences in
college.

Here are some other important things to remember about your instructors.

• Adjunct versus full-time faculty. Many students coming from high school think that their college
instructors should be on campus Monday to Friday from 8 am to 4 pm, just like in high school.
This is another way college is different. Instructors may be full-time (on campus for teaching and
regular office hours, usually Monday to Thursday). Other instructors only work part-time (also
known as adjunct faculty). Adjunct faculty only teach and then typically leave campus to go to
another job or teach at a different college. These instructors will make their time available to
you to meet or email with, but use their time wisely. If you ask for a meeting outside of class,
make sure you show up and use this time well.

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 • Office location versus classroom location. The classroom where your instructor teaches is not
where you will meet with them outside of class. All college instructors will have a separate
office where they can meet with students. Make sure to look on the syllabus or on
pcc.edu (the Search function allows you to search for all PCC staff) to figure out where your
instructors’ offices are located.

Guidelines for Communicating with Instructors

Getting along with instructors and communicating well begins with attitude. As experts in their field,
they deserve your respect. Remember that a college education is a collaborative process that works best
when students and instructors communicate freely in an exchange of ideas, information, and
perspectives. So while you should respect your instructors, you shouldn’t fear them. As you get to know
them better, you’ll learn their personalities and find appropriate ways to communicate. Here are some
guidelines for getting along with and communicating with your instructors:

 Prepare before going to the instructor’s office. Go over your notes on readings and lectures and
write down your specific questions. You’ll feel more comfortable, and the instructor will
appreciate you being organized.

 Don’t forget to introduce yourself. Especially near the beginning of the term, don’t assume your
instructor has learned everyone’s names yet and don’t make them have to ask you. Unless the
instructor has already asked you to address him or her as “Dr. ____,” “Ms. _____” or “Mr.
_______,” or something similar, it’s appropriate to say “Professor _______” if you are unsure
what to call them.

 Respect the instructor’s time. In addition to teaching, college instructors sit on committees, do
research and other professional work, and have personal lives. Don’t show up two minutes
before the end of office hours and expect the instructor to stay late to talk with you.

 Try to see things from the instructor’s point of view. Imagine that you spent years becoming an
expert in your field, and spent a couple hours making PowerPoint slides and preparing a class
lecture on something you find very stimulating and exciting. Standing in front of a full room, you
are gratified to see faces smiling and heads nodding as people understand what you’re saying—
they really get it! And then a student after class asks, “Is this going to be on the test?” How
would you feel?

 Be professional when talking to an instructor. You can be cordial and friendly, but keep it
professional and on an adult level. Come to office hours prepared with your questions—not just
to chat or joke around. Don’t wear sunglasses or earphones in the office or check your cell
phone for messages. Turn your phone on silent mode! Be prepared to accept criticism in a
professional way, without taking it personally or complaining.

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What Do I Do If I Can’t Make It to Class?

In college, consistent attendance is expected to pass

your classes and learn the material being presented.
Each instructor may have different guidelines and it is
up to the instructor to determine what works best for
the class they are teaching. Some may allow four
absences a term, while others will only allow two
before your grade drops. It is important to pay
attention to this on your syllabus so that you
understand the expectations of class. It is important to
you save your absences for when you’re sick or have an
emergency. xxvi

• I missed a test or exam. It is best to avoid this at all costs in college. Missing a test or exam can
have a tremendous impact on your grade. Read the syllabus for instructions on what to do if you
missed a test or exam and email your instructor immediately. Advance notice is always better.

• I didn’t turn in work that was due because I missed class. If you know you’re going to miss a
class, email your instructor in advance to let them know. Ask how they would like you to submit
the work. Tip: Make friends in class so that if you’re going to miss a class, you can have someone
submit your work for you by emailing it to them.

• I know I am going to miss class in advance. Email the instructor before you know you’re going
to miss a class. If there is any work due that day, ask how you would like the work to be
submitted. If you’re going to miss an exam, check in beforehand about how you will complete
this and when.

• I let my instructor know in class I am going to be absent – do I still need to send an email? Yes!
Follow up with an email that outlines the day you’re going to miss, what you will do to make-up
that work, and the plan of action so that you’re both on the same page and there is no
confusion around expectations.

• What is a family emergency? This can mean different things to different people. It is important
to be honest with your instructors so that they can help you be successful in class. Let them
know what is going on and avoid using the vague term “family emergency.”

• I missed a class without notice. If you’ve missed a class and you didn’t let your instructor know
in advance, send an email to let them know what happened, why you did not contact them in
advance, and when you will be in class again. Apologize and take ownership for your actions.

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Communicating With Family

College can be a frustrating time trying to communicate with other people, especially those close to
you. If you are living with a parent, grandparent, or other relative, being in college can be a dramatic
change for everyone in the house. Here are some tips for communicating with family members in your
life on different topics.

 Homework. In high school, you may have had little to no homework. In college, you will most
likely have double, triple, or even more homework, particularly if you’re in math and science
classes. This may happen in your first term or in subsequent terms. Letting the people you live
with know that this will change is important. Let them know when you’ll be on campus and
when you’ll be home. Creating a calendar to put on the fridge each term can be helpful. Outline
class time, homework time, work time, etc. to make your commitments clear. Talk with a
counselor if you need extra guidance with these conversations.

 Watching your younger siblings. In high school, you may have been responsible for dropping
off, picking up, and/or caring for your younger siblings. This may still be the expectation and if it
is, keep the lines of communication open with your parents and other family members. Plan
your class schedule around your commitments at home. For example, if you know you need to
pick up your sibling at 3pm every day, schedule classes that end by 2pm so that you can keep
this commitment. Your advisor can help you plan a schedule that will work with family needs.

If you feel that the commitment you have to watch your siblings is too much to handle while
in college, check in with a counselor about how to have this conversation with other family
members.

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 Being an emergency contact. Many of our students have the responsibility of being the
emergency contact for someone else, whether because of
parents’ work schedule, health, or language fluency. If this is the case, we recommend that you
check in with your instructors’ at the beginning of the term to let them know that you may need
to miss some classes, as this is your family responsibility. Work with your instructors to create a
plan for if you are called in an emergency, so that you will still complete work and exams and
earn a good grade in the class. If you are struggling with communication with an instructor,
please check in with your counselor or advisor so that they can help you with navigating this.

In addition, it may be helpful to talk with your family about this responsibility and if you’re still
able to be this person while attending college. Be clear and upfront around expectations in
college and the different time commitment compared to high school.

 Home chores and commitments. Many of our students are expected to clean, cook, and help
maintain the household. Be clear with your advsor if these are your expectations. They can help
you map out time for classes, studying, and home commitments. A lot of students may not feel
comfortable talking about this, as they don’t see it as a job. This is a job and just as you would
let your advisor know the hours that you work at a paid job outside of the home, let them
know what hours you need to work at home.

 My family needs financial help.

Some of our students are expected
to pay rent and may need to help
out with other expenses. If your
family needs help with paying bills,
sit down with them to talk about
what help is needed. Many of our
students contribute between $100 *
to $500 per month to help out. Your
advisor can help you map this out with school costs, working, and any financial aid refund you
may receive. In addition, if you feel that you are being asked to pay more than you should, know
that you can check in with your advisor about this as well. They may also be able to help connect
you to resources to help with food, bills, and other costs.

If you receive a financial aid refund, it is up to you who you share this information with. We
typically recommend setting up a separate bank account for this to be deposited into. Some of
our students use this money to help out their family with finances. Others save this money. And
others spend the money. It is up to you what you do with this. Please check in with your advisor
or a college financial success coach if you have any questions or concerns around this.

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 My family has asked me to take out student loans to help with household costs. Anyone who
is eligible to complete FAFSA is offered loans. These loans vary in amounts depending on years
in school and family income. If your family has encouraged you to take out loans, check with a
financial aid advisor to see if this is the best option. There may be other means available.
Please know that this is money that you will have to repay – not your family. It is also
something that can be very helpful to a family. Just know, there isn’t one right answer. There
are benefits and drawbacks to student loans and a financial aid advisor or financial success
coach can help you navigate this.

Part 03: CONNECTING IN COLLEGE

Humans are social creatures — it’s simply in our nature. We continually interact with other students and
instructors, and we can learn a great deal from these interactions that heighten the learning process.
This frequent interaction with others forms a state of interdependence. College students depend on
their instructors, but just as importantly, they depend on other students as well.

As important as our interactions with others are, we do not automatically possess the skills that help us
form good relationships and make the most of our experiences. Consider how these two college
students are different:

John often arrives just as class is beginning and leaves immediately afterward. He makes
little effort to talk with other students in the class, and after class he goes off to study
alone or to his part-time job where he spends most of his time at a computer screen. He
is diligent in his studies and generally does well. He stops by to see his instructors in their
offices only if he missed a class due to illness. On weekends and holidays, he often hangs
out at his house or sees old friends.

Maria likes to get to class early and sits near others so they can talk about the reading
for class or compare notes about assignments. She enjoys running into other students
she knows from her classes and usually stops to chat. Although she works, she often
dines in a campus café and asks students she meets in her classes to join her. After two
months, with the approach of midterms, she forms a study group with a couple other
students. If she feels she doesn’t understand an important lecture topic very well, she
gets to her instructor’s office a few minutes ahead of office hours to avoid missing out by
having to wait in line. A few weeks into the term, she spends a weekend with a student
from another country and learns much about a culture which she had previously known
little.

These students are very different. Which do you think is more fully enjoying the college experience?
Which do you think is more likely to do well academically? Most of us fall somewhere between these
two extremes, but we can learn to be more like Maria and more actively engage with others.

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Studies show that students who are more engaged and active within their campus community are more
likely to persist and succeed with their college and career goals. This chapter will explore different types
of relationships you will encounter while in college and ways to become more involved and
interdependent.

Recognize the value of social interaction

Building strong relationships is important for happiness and a successful college experience. College
offers the opportunity to meet many people you would likely not meet otherwise. Make the most of this
opportunity to gain a number of benefits:

 A growing understanding of the diversity of other people, how they think, and what they feel that
will serve you well throughout your life and in your future career

 A heightened sense of your own identity, especially as you interact with others with different
personalities and from different backgrounds

 Emotional comfort from friendships with others who understand you and with whom you can talk
about your problems, joys, hopes, and fears

 An opportunity to grow broader intellectual and emotional horizons

College often offers an opportunity to be stimulated and excited by new relationships and interactions
with people who will challenge your thinking and help you become your best. Still, it can be difficult to
get started with new relationships in college.

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PCC provides several opportunities for you to become involved and engaged on your campus. Think
about what you like to do, and PCC probably has an organization that meets that interest. If one
doesn’t exist, you have the ability to create your own club. Visit a campus ASPCC office if you’re
interested in starting a club or can’t find one that matches your particular interest!

Are you introverted?

Engaging with others can be more challenging for introverts. Start small! If you’re introverted, try
meeting and talking to people in situations where you can interact one-to-one, such as talking with
another student after class. Start with what you have in common—“How’d you do on the test?”—and
let the conversation grow from there. Consider asking if they’d be interested in starting a study group,
or ask to share email addresses or numbers in case either of you miss a day of class. Avoid the emotional
trap of thinking everyone but you is making new friends and start some conversations with others who
seem interesting to you. Or find another person in your class who also seems afraid to reach out. You’ll
soon find other introverted or quiet people eager to interact and get to know you.

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Part 04: GETTING INVOLVED
As you get settled into your classes and the college routine, it is also important to start getting involved
on campus. Joining a club or group at PCC offers a number of benefits:

 Speed your transition into your new life. New students can be overwhelmed by their studies and
every aspect of a new life, and they may be slow to build a new life. Rather than waiting for it to
come along on its own, you can immediately begin broadening your social contacts and
experiences by joining groups that share your interests.

 Help you experience a greater variety of social interactions than you might otherwise. New
students often tend to interact more with other students their own age and with similar
backgrounds — this is just natural. But if you simply go with the flow and don’t actively reach out,
you are much less likely to meet and interact with others from the broader campus diversity:
students who are older and may have a perspective you may otherwise miss, upper-level students
who have much to share from their years on campus, and students of diverse heritage or culture
with whom you might otherwise be slow to interact.

 Help you gain new skills, whether technical, physical, intellectual, or social. Such skills may find
their way into your résumé when you next seek a job or your application for a scholarship or other
future educational opportunity. Employers and others like to see well-rounded students with a
range of proficiencies and experiences.

Here are some different options for activities and groups that you can get involved with at PCC.

Student Government

Student government at PCC is called the ASPCC (the Associated Students of Portland Community
College). Each campus has its own ASPCC organization with different activities, events and clubs. As a
PCC student you may participate in any and all that each group has to offer. There are many paid
student leadership positions and always room for volunteers. Get involved, build your resume, and have
fun! Go online (https://www.pcc.edu/resources/aspcc/) to get information about the ASPCC programs
at your campus.

ASPCC also hires many students each year for many different positions. These include student leaders,
diversity retention coordinators, campus affairs, legislative, sustainability, student programming, clubs,
and recreation. Applications typically open in April for jobs that start the next school year. Check the
ASPCC website or check in at the ASPCC office on your campus for more information.

Clubs at PCC

Each campus of PCC has many different clubs and groups you can join. You can also start a new club.
Every campus has a club fair in the beginning of fall term where you can go to find out more about clubs
on campus. You can also go on the ASPCC’s website to find out more about clubs at each campus and
the process to start a new club (https://www.pcc.edu/resources/aspcc/).

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Sports at PCC

PCC has both men’s and women’s basketball and soccer teams. To get started trying out for a team, you
will typically want to e-mail or call the team’s head coach or you can fill out the athletics interest form
online at http://www.pcc.edu/about/athletics/. PCC basketball is located at the Cascade Campus and
PCC soccer is located at Rock Creek.

Multicultural Center Equity & Diversity Advocates & Social Justice Student Leadership Program

The Multicultural Student Leadership Program is designed to build culturally responsive Student-Leaders
dedicated to empowering PCC students and serving their community. These students help further the
Multicultural Center’s mission by coordinating campus & community events, staffing the Center, as well
as serving as advocates for underrepresented students. Applications are available between March and
May, depending on the campus. Check in with your campus’ Multicultural Center for information on
which positions are available on your campus and the application process.

Career Peer Advisor Program

The Career Resource Centers’ Peer Advisors go through extensive training and are able to assist students
and community members with Career Center resources and navigating PCC. Applications are typically
due in May for a position the following school year. Go to this website or go to any of the Career
Resource Centers to start the application process: http://www.pcc.edu/resources/careers/resource-
centers/peer-advisors.html

Women’s Resource Center Student Advocates

The Women’s Resource Centers’ Student Advocates provide assistance and resources to students and
the PCC community and are responsible for WRC programming and event coordination on campus
throughout the year. Student Advocates in the WRC will develop key leadership skills in the areas of
advocacy, community responsibility, collaboration, teamwork, problem-solving, communication/public
speaking, mentoring, peer-crisis intervention, resource knowledge, event coordination, time-
management, self-reflection, exploration of gender issues, personal expression in value of diversity, and
professional competency skills…and have a lot of fun! Applications are typically due in April for a
position the following school year. Go to this website or go to any of the Career Resource Centers to
start the application process: http://www.pcc.edu/resources/careers/resource-centers/peer-
advisors.html

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Part 05: RELATIONSHIPS

Friendships are only one form of relationship you may encounter in college. You will also form
professional relationships with peers, instructors, staff members etc. In addition, you may also form
romantic relationships while in college! Also, your relationships with family members will likely change
as you go through your college journey and become more independent as an adult.

There are four main styles of relating to others. Below is a chart with the names, definitions, behaviors,
and typical thoughts of these types of relationships.

Type of Definition Behaviors Typical Thought

Relationship

Dependent One person  Continually asks for “I can’t achieve my

depends heavily on reassurance goals by myself.”
the other  Clingy
 Needs to be cared for
 Wants others to make
important decisions
Co-Dependent Dysfunctional  Feels responsible for the “I can’t help myself
relationship in actions of the other person until I help my loved
which one person  Wants to rescue the other one.”
enables the other’s person from their bad choices
poor choices and and behaviors
behaviors  Feels needed
 Will do anything to hold onto
the relationship
Independent Tries to only rely on  Responsible for own actions “By working hard, I
oneself  Does not like to ask for or can get what I want
receive help all by myself.”
 Afraid to rely on others
Interdependent Self-sufficient but  Responsible for own actions “I know I can get
socially focused  Not afraid to be supported by some of what I want
others by working alone, but
 Asks for help and support when I’ll accomplish more if
needed I give and receive
 Gives help and support when help.”
needed

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Personal Responsibility in Relationships
Below are some guidelines to take personal responsibility in relationships and to take ownership for
your part of a relationship.

 Do not expect anyone to be responsible for your happiness

 Make and keep clear agreements
 Use communication to understand different points of view
 Tell the unarguable truth
 Approach relationships as learning experiences
 Forgive one another
 Review your expectations
 Appreciate yourself and your relationships

Professional Relationships
Fostering strong, professional relationships with faculty and peers is a great way to begin building your
network. Yet many students are afraid to approach, let alone speak, with their instructors. Connecting
with faculty is very important not only so you know where you stand in a class and how you’re
progressing, but because they can provide valuable academic knowledge and also potentially become
mentors, people to whom you would reach out to in order to get a letter of recommendation, a
reference, or simply an opinion on where you should transfer or intern. Their skill set goes beyond the
classroom.

Students often come to their advisor or counselor to discuss an issue with an instructor. Generally, their
first question will be, “Have you spoken to the instructor about this?” Too frequently the answer is no.
Students are often hesitant to engage with faculty members outside of class. “They’re too busy.” “Their
time is too valuable.” “I wouldn’t know what to say.” Your counselor or advisor can help you best
determine how to interact and speak with your faculty. Practice conversations. Think about how you
became comfortable speaking with them and asking them questions. That can translate into
interactions you have with other instructors and staff as well. Here at PCC most of your classes will be
relatively small, giving you the chance to let your instructors know who you are, what your goals are in
college and in life, and to be open and honest with them about your strengths and your challenges.
Here are some ways to begin building professional relationships with your faculty.

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Utilize instructor office hours

All instructors are required to hold office hours – times outside of class where they are available to
discuss coursework and other matters with students. If you go to office hours, you are likely to get one-
on-one time to really be able to ask questions, get to know them, and let them get to know you. If going
on your own makes you nervous, take a classmate. Many instructors spend office hours with no visitors.
Make their day and drop in just to say hi.

Ask for transfer, career, and internship advice

All instructors have a wealth of experience in academics and the work environment. If you’re interested
in their field, they can provide you with connections, advice, and stories to help you network and move
forward towards your goals. But in order to provide strong recommendations, instructors need to know
who you are and what your story is. The more they know you, the more they can speak to your
strengths and connect you with others who can also support your dreams.

Connect through their story and past experiences

Instructors are often involved in activities and professional organizations outside of PCC. Ask them about
their experiences, see ways in which your stories might be similar, and let them help you broaden your
understanding of what is possible in your chosen field.

Maintain contact

Earlier you learned about professional communication and how to contact your instructors. Always
remember to be respectful of their time and their expertise. If you need to miss a class or an
appointment, let them know ahead of time. If you have completed a class with them and you built a
good rapport, stay in touch so you can reach out to them in the future.

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 Resolving Conflicts

In any friendship or relationship, conflict will eventually happen. This is natural because people are
different. If a conflict is ignored, or the partners argue without resolving it, it may simmer and continue
to cause tension, eventually weakening the relationship. It’s better to take steps to resolve conflict.

Conflict resolution is a process of understanding the underlying problem and then finding a solution.
The same general steps of conflict resolution can work to solve a conflict in a relationship or a conflict
between any people or groups. The following are the general principles of conflict resolution:

1. Allow things to cool off. It’s difficult to resolve a conflict while either party is still emotional. Wait a
few minutes (or longer) or agree to talk about it later.

2. Using “I statements” rather than “you statements,” each party explains what bothers him or her
about the cause of the conflict. For example, don’t say, “You’re always playing loud music when I’m
trying to study.” Instead, say, “I have difficulty studying when you play loud music, and that makes me
frustrated and irritable.” “You statements” put the other person on the defensive and evoke
emotions that make resolution more difficult.

3. Listen carefully to what the other person says. Restate the message in your own words to give the
other a chance to clarify their thoughts and feelings. Each party should listen to the other and restate
the other’s message to ensure the real issue is out on the table for discussion.

4. Accept responsibility for your role in the conflict, instead of blaming the other. A good example of
accepting responsibility is to say, “I know I’m always studying and need the quiet. I guess that makes
it hard for you to listen to your music.”

5. Brainstorm together to find a solution that satisfies both of you. Some compromise is usually
needed, but that is usually not difficult to reach when you’re calm and are working together on a
solution. In this example, you might compromise by going elsewhere to study at selected times when
the other has friends over and wants to listen to music, and the other may compromise by agreeing to
use headphones at other times and never to play music aloud after 10 pm.

6. Apologize, thank, and forgive. After reaching a resolution, emotional closure is needed to restore
your relationship and end on a positive, affirming note. When appropriate, apologize for your past
anger or arguing. Thank the other for being willing to compromise to resolve the conflict. In your
mind, forgive the person for past misunderstandings and actions so that you do not carry any grudge
into the future.

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Part 06 RESPECT FOR CULTURAL DIFFERENCES

Being aware of cultural differences will be

important to your success in college and in life.
Understanding cultural values can be helpful in
understanding the world. Showing respect for
these differences, and asking appropriate
questions, will help you to build trust with
others.
Think about traditional American values. Who
created these values? Who have traditionally
been the leaders of the United States? The
answer: old, white, educated, Christian men. In
recent years there have been some slight
changes; however, there is still significant
racism, sexism, bigotry, and homophobia that exist in our country and world. How do we go about
making change, especially as a young person? Incorporating the tips below can help you to further
develop as a more culturally responsible person.
Avoid making stereotypical statements. What does a stereotypical
“I see a huge irony.
statement look like? A stereotypical statement is a generalization of a
While hate crimes whole group of people. Some examples are, “women are…,” or
receive the most “Muslims are…,” or “rich people are…,” or “college instructors are…”
attention, the These statements are used to generalize a whole group of people into
one category. Stereotypes about any group deny the uniqueness of
greatest damage to individuals and are hurtful, no matter the intent.
the life experiences
Avoid microaggressions. Microagressions are brief slights and insults
of people of color is that send demeaning messages to members of minority groups. These
from racial actions can be toward any group of people based on any social identity
microaggressions.” (race, disability, gender, religion, etc.). For example, a black man walks
by a white woman and she holds her purse closer. Or, an Asian woman is
- Derald Wing Sue complemented for speaking English so well, when she is a third
generation American. A woman walks into a hardware store and when
she declines help, the clerk says, “I just figured you would need help.”
Or, a Mexican-American person is told, “I don’t think of you as Mexican.”
Microagressions do not have to be purposeful to be a microaggressions. Sometimes people are unaware
of their own bias. To address microaggressions, assertively communicate with the other person. If you
are the person who exhibited a microaggression and you are called out on it, listen to what the person is
saying and be open to changing your future behaviors.

105
In the graphic below, you will see a photo project completed by a group of students in the CG 190:
Intercultural Leadership class in Spring 2017 on the Rock Creek campus, highlighting microagressions
experienced by PCC students.

106
 Learn about cultural norms. You offer a
handshake to someone and they do not extend
their hand. The person you are speaking with
refuses to make eye contact with you. You
could take these as personal attacks or realize
that there may be a cultural meaning behind
another’s actions.

Name pronunciation. If someone has a name

that you have never seen or heard before, ask
them how to pronounce their name. Say, “I
want to make sure that I say your name
xxxiii correctly. Can you please tell me know to
pronounce it?”

Cultural group identity. Some people might read this next section and think, “We are trying too hard to
be ‘politically correct.’” Just as you would not want someone to misidentify you, you want to make sure
that you are using inclusive statements that make people comfortable. Using the correct gender
pronoun (he, she, they), using the correct cultural terms (Hispanic, Latino, Latina, Latinx), and using
inclusive language (partner, instead of husband or wife) make everyone feel respected. When in doubt,
use your assertive communication skills to find out what a person prefers.
Advocate for respect. This may be the hardest one
because you have to put yourself in an
uncomfortable position to help another person. If
you hear a comment that doesn’t sit well with you
in regards to someone’s gender, religion, sexual
orientation, disability, race, etc., don’t stay silent.
Others around you may interpret your silence as
agreement.

xiv
CALLING IN VERSUS CALLING OUT

(V Martin, Craig Leets, and Sheena Ino presentation, adapted from Calling In: A Less Disposable Way of
Holding Each Other Accountable by Ngọc Loan Trần, on the website blackgirldangerous.org)
What do you do when someone posts something offensive online? Or someone makes a comment in
class that targets a specific group unfairly? Or what if a friend or loved one makes a racist or sexist
comment? We are all confronted with these situations and it is often tough to know what to do.
Sometimes it may be helpful to call this person out – you let someone know that what they said was
oppressive and you want them to be held accountable in some way. This can be useful at times.
However, sometimes, it may cause you to lose a friendship or may be too confrontational. Sometimes it
may be helpful to use the strategy of “calling in” in a classroom setting, in a conversation with a loved
one, or in responding to an online comment.

107
Below, we will talk about the steps to “calling in.” These steps are not in any particular order, and can be
used all together or separately.
Step 1: Allow Mistakes to Happen

What happens when someone makes an offensive comment? Our initial reaction may be the most
appropriate response; however, thinking about the bullet points below can be helpful if you are working
to maintain (or build) a relationship and rapport with someone.
 Remember that we ALL make mistakes.
 We have been taught that reaction to oppression is shutting people out and shaming them, but
that may not be the world we all are trying to build.
 Think about how you would like to be treated when you make a mistake and consider that
heavily before choosing the words you will use.

What happens if I make a mistake and unintentionally cause harm?

 When we make mistakes, it’s important to apologize in a sincere and genuine way.
 Listen for critical feedback so you can avoid the mistake in the future. Not only does this allow
for learning and healing to take place, it sets an example to other people that they too can
acknowledge their mistakes without (hopefully) being shunned.
 This is not an excuse; educate yourself. No not continue to make the same mistakes.

Step 2: Think about the Relationship

Your reaction to an offensive comment or action may be determined by how this person is related to
you. Are they an acquaintance? A classmate? A family member? Assessing this before deciding on your
next step can help you make the best decision around whether to call someone out or call them in.
Some good questions to ask yourself:

 Do I trust this person?

 Will I work with this person again?
 What is important about the relationship I have with this person?
 Is there a power differential with this person? (such as a boss or professor)
 Is this person in my family? Or chosen family?
 Have I heard this person discuss accountability or justice before?

Step 3: Find Common Ground

When we interact with others, most of the time we have something in common. Think about what
connects you to this other person, even if they are a stranger.

 Are you taking a class together?

 Do you have similar politics?
 Are you related?
 Are you in the same friend group?
 How can you find out more information about why this person might be doing/saying the
oppressive thing?

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Step 4: Decide why you’re choosing to engage and consider time and place

Why is it important for you to call this person in? What is the end goal you hope to achieve at the end of
your interaction or conversation?

Step 5: Identify the behavior

Stay focused on the action/behavior and do not attack anyone personally. Not only is attacking
someone’s character ineffective as a social change strategy, it often enacts the same kind of verbal
abuse you are attempting to interrupt.

Step 6: Talk to each other with genuine care

“People will forget what you said, people will forget what you did, but people will never forget how you
made them feel” Maya Angelou

Step 7: Remember that we all make mistakes

Shaming people silences them and scares them; it rarely changes attitude or behavior. It leads to
policing and hoping you won't be the "next one" to mess up. Consider how you would like to be treated
when you are called in (which will continually happen to all
of us).

This is not an excuse to say "oops, oh well" when you are

called in. When you hurt someone: apologize in a genuine
“Without community,
and sincere way. Listen for feedback. Educate yourself on there is no
the issue- don't expect others to do it for you. Do not
continue to make the same mistakes. liberation...but
community must not
Step 8: Reaffirm the connection
mean a shedding of
 If appropriate, ask how they are feeling after you call our differences, nor
someone in.
 Remind them of your relationship and that it is
the pathetic pretense
important to you because _____. that these differences
 If you are not part of the marginalized community
that was specifically targeted, consider providing do not exist.”
additional resources for learning.

― Audre Lorde

109
Chapter 07: Awareness
Page 111 Student Letter
Page 113 Part 01: What is Emotional Intelligence?
Page 116 Part 02: What is Stress?
Page 122 Part 03: Failure
Page 125 Part 04: Gratitude
Page 126 Self-Assessment

110
Student Letter
“Whatever affects one directly, affects all indirectly. I can never be what I ought
to be until you are what you ought to be. This is the interrelated structure of
reality.” - Martin Luther King, Jr.

Dear students,
During each term, there
will be obstacles that
affect you and your
education. At times, I had
more obstacles than I
thought I could handle. You
may face this as well.
There may be times when
loved ones are diagnosed
with serious illnesses, and
your conscience forces you
to put the majority of your
attention to family,
leading you to forget about
important school
responsibilities and
eventually be put on academic probation. There will be times when you
are just mentally, physically and emotionally tired, and withdrawing
from your classes seems a lot easier than finishing up the term. You
would rather continue working the two-part time jobs, that are helping
you pay for all of your personal living expenses, than to go to any
tutoring. Your mental mindset will start to affect your health,
relationships, work and school responsibilities, to the point where
you wonder if everything you are doing is even worth the time.
Thoughts of dropping out are more frequent than the times you should
be spending studying. At this point, you are just completely drained
and overwhelmed by the thought of failure. You are lost, and asking
for help seems like a burden. It’s the fear of letting your parents,
your friends, and yourself down, which pushes you to try to get
through it on your own. Even with a great support system, with no

111
communication, you find yourself losing every bit of motivation, and
recognizing that you don’t know what you stand for anymore.
Sometimes the expectations we place on ourselves get so big that we
forget life isn’t linear. My counselor helped me realize that it’s
okay to make mistakes, but it’s not okay to neglect yourself. Finally
talking to someone helped me to breathe. It allowed me to take all of
the unwanted burden off my shoulders. It’s okay to fail a test, a
class, or even a term. I took in those failures, and learned from
them. I learned what I can do better, who to communicate with when I
find myself needing extra support, and I learned to give myself a
break and celebrate all of my successes, no matter how small they may
seem.

I just finished my last term at PCC, and I am proud saying this. I am

proud of seeing the growth I have made from when I first started
college to now. If it wasn’t for having a strong support network I
would never be able to say how proud I am of myself for overcoming
the challenges I have faced so far. “For every failure, there is
success;” my support system helps me see that. Knowing that I have
people who believe in me and who are rooting for my success helps me
know that I am not alone on my journey.

There will be times when you will find yourself in a new environment,
with new people, and feeling extremely independent and refreshed. You
may not need to always reach out for help, but know that there will
always be someone there for whenever you need support. Students don’t
just need financial assistance, but often need social, life and
academic support all together. Your resources are there to support
you for a reason. Believe in yourself and now that even in your
moments of complete self-doubt, you’ve come far and you have people
everywhere rooting for you.

Rosa Garcia
Roosevelt High School class of 2012
Portland Community College class of 2016
Portland State University School of Social Work class of 2018

112
Part 1: WHAT IS EMOTIONAL INTELLIGENCE?
Emotional intelligence is a vital part of your success in college. This chapter will focus on three areas of
emotional intelligence: stress management, opportunities that come from failure, and expressing
gratitude. You will be able to better identify stressors in your life and how to manage stress. We will also
examine how failure is an important part of success. Lastly, we will learn how expressing gratitude can
lead to a healthier and more fulfilling life.

Emotional intelligence, otherwise known as EI, is the ability to know yourself and others. People with
high emotional intelligence tend of have the following characteristics:

 Self-awareness: They know the emotions they are experiencing, are able to figure out why they
are experiencing those emotions, and are aware of others’ feelings.
 Self-regulation: They manage their emotions and think before taking action.
 Empathy: They see what others are experiencing and understand other perspectives.
 Positive social skills: They are good listeners and are able to relate to others in a positive way.
 Motivation: They are motivated to be a better person and are aware of areas of themselves
they need to improve.

xii

113
Recognizing your own emotions and learning how those emotions impact others is a vital part of being a
happy and healthy person. We do not live in a bubble and our actions affect the lives of others, both in
positive and negative ways.

Developing your EI (emotional intelligence) will help you in building and strengthening relationships,
getting and keeping a job, and being an asset to your community. In the figure below, you will see
information on why employers view emotional intelligence positively and value its importance in the
workplace.

xiii

How do we improve our EI?

Emotional intelligence can develop and improve over time. No matter whether you think that you have
higher or lower emotional intelligence, there are ways to improve your EI.
Psychologist Daniel Goleman said, “In a very real sense we have two minds, one that thinks and one that
feels.” According to recent findings, both of these minds can be improved, and the physical source of EI
is the communication between these two minds. With this in mind, when one trains their brain to use
new EI strategies, emotionally intelligent behaviors become habits.
First, to improve your EI it is important to identify what areas you may struggle in. Are you able to
recognize the emotions you are experiencing and can express this to others? Do you recognize what
others are feeling? Do you know what triggers your emotions – particularly anger, frustration, and
sadness? Being able to identify if you have deficits in specific areas will help you to improve your own
emotional intelligence.

114
Some actions to help you improve your EI include:
 Using nonverbal communication. Focus on what
your body language is saying. Are you showing
anger, sadness, or happiness? Make sure your
body language matches what you are feeling and
that you can control your body language during
times of stress.

 Conflict resolution. Be careful what you say and

how you say it. Using “and” instead of “but”
statements can be helpful. For example, saying,
“You’re a really good instructor, but I am
frustrated with how you taught this lesson,”
versus, “You’re a really good instructor and I am *
frustrated how you taught this lesson.” Using
“but” discounts the first part of the statement, while using “and” adds to the statement. Choose
your words carefully to avoid unnecessary conflict and during times of high stress, consider
taking a pause from difficult conversations.

 Find ways to reduce your stress. This can help with being able to be more in tune with your
emotions and that of others. Identifying what causes stress, finding ways to limit stress, and
learning to cope with stress once it happens will all help to improve your college experience.

 Staying connected to your emotions at all times. Even during times when someone makes you
really angry, are you able to recognize what you are feeling? Are you able to control negative
feelings and express this in a constructive way what you are experiencing? Are you able to
clearly express what you’re feeling?

 Staying positive. Focus on what a person is saying, not how they are saying it. Tone is important;
however, especially when someone is stressed or is feeling emotionally attacked, it is important
to listen to others’ words and not get overly negative. Focus on the resolution to the issue. We
cannot change our past and can only focus on changing our future behaviors and actions.

 Evaluating yourself. Ask yourself what your weaknesses are, and what you need to work on.
Accept the fact that you are not perfect, and be willing to improve your old ways. When you are
able to evaluate yourself honestly, you will change your own life.

Let’s think of an example. You are in your Writing 121 class and your instructor is 10 minutes late to
class. She comes in in a hurry and doesn’t apologize for being late. She puts down her bag and starts
handing back graded papers. When she gets to you, she says that she never received your paper, even
though you know you turned it in on time. How can you use emotional intelligence to work through this
situation?

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Thinking about your own emotional intelligence, reflect on how can you work to further develop your
EI. Be honest with yourself about which areas you may need to improve upon. Think aboout how
these characteristics have negatively impacted your life. Ask yourself: how can you work to improve
your EI so that you can be a better friend, partner, co-worker, student, and/or family member? Can
you visualize how your life will improve if you are able to make these changes?

Part 2: WHAT IS STRESS?

College is new, fun, challenging, interesting, and life

altering… and, it is also stressful. However, stress itself is
inevitable. So, what is stress? It is hard to define, but
stress can be thought of as our body’s response to having
many mental, physical, or emotional demands.
Stress can result in very different reactions depending on
the person and situation. Some people may withdraw
due to it, others may become more quick to anger,
others may become sad, and others may try to ignore
what they are experiencing all together. Everyone reacts
differently to stress but everyone has experienced some
level of stress. xv

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 *

A small to moderate amount of stress can both increase performance, meaning we work harder and
are more productive. Over time, too much stress though can also lead to poor health and an eventual
mental health breakdown. Learning how to balance stress is key to succeeding in college, and also in
life.
Stress can be positive and help people to live a healthier life. In small doses, stress has many
advantages. It can help you to get what needs to get done actually done. As seen in the diagram
above, there is a stress “c’ zone (creative calm).” Having some stress has even been shown to help
strengthen your immune system.1
Having too much stress can be damaging. In addition to the impact on mental health, too much
persistent stress can cause various diseases, such as ulcers, heart attacks, stroke, kidney disease and
rheumatoid arthritis2. College is a stressful experience and learning how to manage this stress is key to
your college success.
There are 3 overall categories of stress: acute stress, chronic stress and eustress. (stress.org)
 Acute Stress. Fight or flight response. This is what happens when the body prepares to defend
itself. It takes about 90 minutes for the metabolism to return to normal after an event.

 Chronic Stress. The cost of daily living: school, financial responsibilities, family, jobs. This is the
stress we tend to ignore or push down. Left uncontrolled this stress affects your health, both
physically and mentally.

 Eustress. Stress in daily life that is beneficial to us.

The stress that we will focus on in the text falls into the chronic and eustress categories. If you
experience an event that causes a high level of acute stress, please check in with your advisor and/or
the PCC counseling department to help learn strategies to work through this.

1
See Stanford University School of Medicine, Dr. Firdaus Dhabhar, 2012.
2
See http://www.stress.org/what-is-stress/

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11 things that can reduce or increase stress in college (and life)

1. Organization. Sometimes college can be overwhelming xviii

with the amount of work expected outside of the
classroom. Organization is key to reducing class-related
stress. Use your resources and the tips in this textbook to
help you come up with an organization system that works
for you. This may include using the calendar or reminders
in your phone, having a paper planner, using a binder to
keep track of all of your school work, or using an app that
will help remind you of due dates. It may also include all of
these strategies and takes experimenting to figure out
what works best for you.

2. Eating well. Sometimes, it seems like there is so much to do that there is no time to eat or take
care of our bodies. Eating a nutritious diet is so important to helping manage stress. Have you
ever seen those Snickers ads on TV where someone acts like someone else because they are
hungry? Or, have you ever spent time with a hungry 3-year-old? Not fun! Food and nourishment
are key to being able to focus and relieve stress. Be careful about your caffeine consumption
and avoid energy drinks in favor of a more balanced diet. Energy drinks will give you instant
energy, but there is always a crash.

3. Sleep. Just like with eating, sometimes college gets

so overwhelming that there seems like there is no
time for sleep. For people ages 18 to 25, it is
recommended that you get 7 to 9 hours of sleep
(National Sleep Foundation). You may look at this
number and think, “I can’t remember that last time
I got more than 7 hours of sleep. Between school,
work and trying to maintain relationship with
family and friends, there is no way I can get 7 hours
of sleep.” Or, you may look at this and say, “I need
at least 10 hours of sleep. I’m exhausted if I don’t
*
get at least 10 hours of rest a night.” Everyone is
different. It is important to have a sleep schedule
that works for you.

Consistency is also very important. If you have 9 am

classes two days a week and don’t have classes until 11 am another day, get into the habit of
getting up at the same time every day (even on weekends). A regular sleep schedule is vital to
reducing stress and can help you to be your best self.

4. Exercise. Finding time to take care of your body can be hard. Maybe you were an athlete in high
school. Or you have never exercised before. Exercise is key to alleviating stress. This can be
going for a walk around your neighborhood, going to the park with your younger siblings, going
for a bike ride, taking a PE class (yoga, weightlifting, Zumba, ballet, rock climbing, boot camp,
swimming, judo, etc), playing a pick-up soccer or basketball game, or visiting the PCC gym for a
cost of $12/term. Figuring out a way to be active in college will help reduce your stress levels.

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5. Technology. How many alerts do you have on your phone? Does it buzz every time a friend
tweets or posts a picture to Instagram? How many times a day do you check your social media
accounts? This constant interruption can lead to more stress. Having a time each day where you
are technology free can help you to reduce stress and creates more uninterrupted time to focus
on school. Make sure your phone is on airplane mode in class, or at least on sleep mode.
Consider turning off all but your most important alerts. What do you need to find out about
instantly and what can wait?

6. Workload. Why don’t

instructors understand that their
class is not the only one I am
taking? I can’t be expected to
write a 10-page paper, take a
math and chemistry exam, and
finish a 3-page reading reflection,
all in one week. College is hard
and it is important to prioritize.
Your instructors will give you a
syllabus in the first week of the
xviii term. Check this out and map out
The Cycle of Assignments in College when your busy times will be. Can
you start the reading required for
the reflection in the second week of school instead of waiting until the week it is due? Can you
visit the tutoring center more regularly the week before and of the exam? Can you submit your
10-page paper to an online tutor through PCC for review? Or visit the writing center? Or can a
friend review it before you turn it in? Think of strategies in advance of your busy times so that
you can be successful.

7. Social stress and relationships. Balancing relationships with college responsibilities is hard!
Figuring out how to help out your family, while maintaining friendships and romantic
relationships and needing to earn money is hard. How is someone supposed to balance it all?
Work with your loved ones to figure out a plan that works for you. Open and honest
communication is key and will help you navigate this balance.

8. Finances. Traditional universities are not designed for the working student. Universities expect
that students will be able to spend all of their time studying, and only need to work to have
spending money. Community college is designed to meet the needs of both traditional and non-
traditional students, but the workload can still be overwhelming. A lot of students are hesitant
to take out student loans and work too much to allow for them to be successful in college. Other
students have to pay their tuition out-of-pocket, without any support from grants or family.
How do you balance it all? Is it better to take out some loans and work 10 hours less per week
so that you can focus on school? Are there scholarships you can get for next year that will help
cover costs? Work with a PCC financial success coach to talk about the options for you.

9. Work. For a full-time student, working 15 to 20 hours per week is ideal (this includes caring for
family members, home obligations, etc.). Those students who don’t work and those who work
full-time struggle the most. It is actually good to work in college, both to get experience and
manage time better, but it is important to create a balance. Communicate with your boss as
soon as you have your school schedule and create a plan that will work for both of you. If you

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 have a boss or schedule that doesn’t work with your college schedule, it might be time to start
looking for a new job that will support you in your education. If you have home and family
obligations, have ongoing conversations with your family to find a schedule that works for
everyone.

10. Time management. It can be hard to have the time for all of your responsibilities. You have
classes and homework… Your mom needs you to pick up your sibling from school… Your co-
worker called out sick so you have to cover their shift… Your boyfriend wants to spend time with
you… Your friends who aren’t in college want to hang out… Creating a schedule to balance all of
life’s responsibilities will help you be a more successful college student and happier person and
help you know you have time for the things that are important.

11. Emotional health. Many students experience depression, anxiety, and other emotional changes
when in college. This is normal! For many students this is new. For others, this may be
something that you have experienced at other points or may be a continuous struggle. Do not
be afraid to reach out for help. There are many resources available to you at PCC and beyond.
Talk to your advisor, visit the counseling center on campus, talk with your doctor, and reach out
to family and friends. Build up a support system to help you through these times. Depression
and anxiety can be passing issues or can last a long time. It is important to talk with people
about what you are experiencing. You are not alone!

Other strategies to help to alleviate stress

Build a support system. There are many resources available to you on campus and throughout PCC.
Talk with your advisor, check-in with your instructors, talk to your peers, and let your family know
about the struggles and successes you are facing. Especially at a community college, it can be easy to
just come to classes and leave. How do you build community? Think back to what you did in high school
to build community. Did you make friends with people in your classes? Were you on a sports team? Did
you get involved with any clubs? Did you talk with your teachers after class? Did you study with friends
after school? Whatever worked for you in high school (or didn’t work), focus on this. Is

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there a club at PCC that interests you?3 Did you know there are resource centers at every campus?
There’s a women’s resource center, queer resource center, and multicultural center at every campus.
Are you interested in getting leadership experience? Consider joining the ASPCC and taking the CG 190
Intercultural Leadership Class. Are you interested in making more friends, try with CG 100. You have
something in common with all of the students who surround you – you are all starting college together
and many of you are the first person in your family to attend college. Get to know your peers and start
to build community. See chapter 8 for more ideas on how to get involved on campus.

Breathe. Taking time to breathe and meditate can

help reduce stress. You can meditate in as little as 60
seconds, or for hours. Just taking five deep breaths
can help to make you feel a little less stressed. In
addition to helping with chronic stress and eustress,
breathing can help with tackling acute stress as well.

Keep your passions at the forefront. College is just

one part of your life. What do you enjoy doing? Make
sure to continue to do what makes you happy. It is
ii hard to find balance, but finding time to do what you
love will help to alleviate stress and make college
more fun.

Don’t forget why you started college. Trying to get through classes that you are bored out of your mind
in or having to deal with a rude instructor is a part of college, and life. Getting through difficult situations
will better prepare you for life outside of college. Sitting through a boring meeting, dealing with a
difficult boss, and having to work with a rude coworker are all part of life. Keep reminding yourself
during these difficult times of why you started college in the first place. Was it to earn more money?
Find a job you love? Help improve the life of your family? Make the world a better place? Or, do you
have a very specific goal? No matter what it is, keep reminding yourself of why you are here and where
you plan to be in the near future.

3
Check out this website for more information on clubs at PCC: http://www.pcc.edu/resources/aspcc/.

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Part 3: FAILURE

“It is impossible to live without failing at something, unless you live so cautiously that you might as well
not have lived at all - in which case, you fail by default.” - JK Rowling

Why is failure important?

Failure is something that everyone experiences. To grow as a person, it is necessary to have setbacks.
What have you failed at? Maybe you failed an 11th grade science test? Or maybe you did not turn in a
paper in English class? Maybe you fell off a bike when you were learning? Failure is inevitable. It is part
of living.
What does failure teach us? Ideally to keeping working to improve and try again. Sometimes it is trying
harder. Sometimes it takes practice – even learning how to study effectively takes practice! Having an
attitude of learning from past mistakes and growing from this will make you a more successful student
in college and help you develop a growth mindset.

xx

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What is something that we have all failed at? There are many things, but let’s use learning to walk as an
example. Think back to taking your first steps (or that of a younger person in your life), as soon as you
took that first step, you fell. Maybe someone picked you up, maybe you pulled yourself up on a chair.
The important thing is that you got up again. And eventually, you learned how to walk, with many
months of practice. And, through the years, you learned to jump, skip, and run. Continuing to try in
college is the same as learning to walk in many ways. It will take practice, there will be some stumbles,
but in the end, you will be a college graduate if you keep trying. The important thing is to remember
that failure is a signal to keep trying or to try to succeed in a new way – not to give up.

Self-sabotage

There might be times in college that are so overwhelming that you feel like giving up. When students
worry they may not be able to achieve their goals, sometimes they will self-sabotage. Self-sabotage is a
behavior that damages our chances of obtaining long-standing goals by doing things that take us off the
pathway to that goal. For college students, the most common self-sabotaging actions are:
 Procrastination
xxi
 Not practicing self-care (sleeping, eating
well, exercising, etc.)

 Consistently being late to school

 Skipping class

 Spending hours on social media,

streaming TV, surfing the internet

 Lying and making excuses to friends, loved ones, teachers, etc.

 Not seeking help for depression, anxiety, and other life struggles

You might see some of these behaviors (or all of these) in your current life. Maybe you only struggle
with a few. Either way, let’s discuss how to overcome some of these self-defeating patterns. First, it is
important to recognize how you self-sabotage. Then, figure out what kind of language you are using and
actions you are taking that you want to change. Here are some cues that might help you to recognize
these behaviors:
1. Dwelling on the “If only…” These can be very dangerous thoughts. What if I would have studied
harder in high school? What if I would have not had absent parents? Dwelling on what isn’t or
what could have been will keep you stuck in the past. Changing your mindset to think instead of
“If only” to “this is the way it is and I can influence my future through conscious actions.”
Changing your language and mindset takes time.

2. Suppressing thoughts and feelings. We all experience feelings and emotions in reaction to an
event or series of events. Not letting yourself process this can be very dangerous. When you get
overwhelmed, talking with someone can be really helpful whether it is a friend, family member,
coach, teacher, advisor, or counselor.

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 3. Always saying “I’ll start tomorrow.” When you push something off until tomorrow, too often it
never happens. Every year, millions of people set New Year’s resolutions. You may be one of
them. But why wait? If you want to quit smoking, start now. If you want to do better in class,
start changing your self-sabotaging behaviors now. Making change is hard, especially for deeply
engrained habits. Use your support system, make small steps, and don’t beat yourself up if you
have a setback. Just keep moving forward and forgive yourself for missteps.

Learned helplessness

Learned helplessness is similar to self-sabotage in that it can

“Insanity: doing the cause people to struggle significantly in school. Learned
same thing over and over helplessness is when a person feels powerless to reach their goals
again and expecting and feels like they always fail at anything they try. This creates the
belief that they have no control and hence feel helpless. Because
different results.” of this, a person may stop trying at all.
- Albert Einstein An example of a student who has learned to be helpless would
say, “No matter how hard I study for a test, I will always get a bad
grade.” What do you think the consequence is of having this mindset? Studies show that this student
will continue to earn poor grades. But why? Likely this student will continue to do the same things they
have always done and expect to get a different result. They have taught themselves that no matter what
they do, nothing will work. In turn, their motivation goes down, they doubt their own abilities, and their
effort goes down because they are seeing self-anticipated results.

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 Part 4: GRATITUDE

What is gratitude?
Generally, gratitude is
thought of as giving
Ways to express
thanks or appreciating
gratitude
someone for
something they gave
or did to help you out. Talk with your
This could be an instructor after class
ongoing relationship or to let them know
simply saying thank how much you
you to someone who enjoyed a specific
holds a door for you. lesson
xxii
Bring a thank you
note on the last day
Why is gratitude important? of class
Gratitude is a way of showing appreciation to others. In the college If your parent pays
atmosphere, your instructors have many students each term, sometimes rent, give thanks
hundreds. How can you stand out in a positive way? Besides showing up with your words and
on time and turning in quality work, you can express gratitude. actions
Make dinner for
If forgiveness is medicine for the soul, your family so that

then GRATITUDE is vitamins

they don’t have to
when they get home
-Steve Maraboli from work
If you get a refund,
take your little
sibling to a movie
Take your significant
other out to a nice
meal and let them
know how much
they mean to you
Write a note of
gratitude to
someone that you
care for
Incorporate saying
“thank you”
throughout your day
to all who are kind

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Self-Assessment
Earlier this term you completed an assessment in Chapter 2 to help you identify
areas of your life which you wanted to change to achieve your goals. Now you will
re-take the assessment to see in what ways the strategies you've learned in this
class have changed you in a positive way. You will find another copy of the
assessment you completed earlier this term in the next page. Complete it and
score it in the same way you did the Chapter 2 assessment. Save your responses
since you will need them to complete your final assignment.

126
Seven Metrics of Successful College Students
Self-Assessment

Instructions
01.Starting with Assessment 1, read each question in the first column. To the
right of each question, mark with an “x” your best response to each question.
Make sure you select only one response for each question and that you
choose the most honest response. Answer how you truly feel, not how you
would like to feel.
02.Count the number of “x” marks in each column. Multiply that number by the
amount indicated towards the bottom of each column. Enter the total for each
column in the space provided at the bottom of the assessment.
03.Add the totals for each column. Enter the total amount in the space labeled
“Total 1.” This number will be a number between 0-20.
04.Repeat the same steps for Assessments 2-7.
1. Choose one response
per question.
Example:
Never Seldom Sometimes Often Always
Do you feel that you are in control of your
X
personal success?
Do you take positive actions to find solutions
X
to challenges or problems?
If you earn a bad grade in school, do you
X
accept responsibility for it?
When making an important choice, do you
analyze possible solutions and consider their X
outcomes before deciding?
Multiply 'x' marks by: X0 X1 X3 X4 X5 Total 1

Total for each column: 2 3 4 9

2. Multiply column totals

by amounts shown. 3. Add and enter
total of all columns.

127
Assessment 1 Never Seldom Sometimes Often Always
Do you feel that you are in control of your
personal success?
Do you take positive actions to find solutions
to challenges or problems?
If you earn a bad grade in school, do you
accept responsibility for it?
When making an important choice, do you
analyze possible solutions and consider their
outcomes before deciding?
Multiply 'x' marks by: X0 X1 X3 X4 X5 Total 1

Total for each column:

Assessment 2 Never Seldom Sometimes Often Always

Do you recognize the value of pursuing a
college education?
Do you feel that you will do well in college?
Do you believe your college education will get
you closer to achieving your goals?
Do you set short and long-term goals to help
you stay motivated?
Multiply 'x' marks by: X0 X1 X3 X4 X5 Total 2

Total for each column:

Assessment 3 Never Seldom Sometimes Often Always

Do you spend your time focusing on matters
that are important to you?
Do you feel like you are organized?
Do you use a time management system that
helps you meet deadlines and stay on task?
Do you feel like you are in control of your
time?
Multiply 'x' marks by: X0 X1 X3 X4 X5 Total 3

Total for each column:

Assessment 4 Never Seldom Sometimes Often Always

Do you have a network of support that you can
rely on for help and assistance?
Do you listen to others and pay attention when
they speak to you?
Do you show respect to people who may be
different from you (race, sexual orientation,
political affiliation, etc.)?
Do you seek a study partner or group to
prepare for difficult classes?
Multiply 'x' marks by: X0 X1 X3 X4 X5 Total 4

Total for each column:

128
Assessment 5 Never Seldom Sometimes Often Always
When you lose focus on your goals and
dreams, do you realize this right away?
Are you aware of beliefs or values that get in
the way of your success?
Are you aware of habits that may sabotage
your success?
Do you choose to change habits, beliefs, or
values that get in the way to your success?
Multiply 'x' marks by: X0 X1 X3 X4 X5 Total 5

Total for each column:

Assessment 6 Never Seldom Sometimes Often Always

Do you recognize actions that will help you live
a happier life?
Do you choose to do schoolwork instead of
doing something fun?
If you are feeling sad, angry, or fearful, are you
able to take control of your emotions?
Do you feel truly happy?
Multiply 'x' marks by: X0 X1 X3 X4 X5 Total 6

Total for each column:

Assessment 7 Never Seldom Sometimes Often Always

Do you feel like you will do well in a
challenging task or test?
Do you feel as worthy as others?
Do you accept yourself as you are, even your
faults?
Do you keep promises to others or to yourself?
Multiply 'x' marks by: X0 X1 X3 X4 X5 Total 7

Total for each column:

Enter the total for each assessment in the table below:

Accountability Total 1 = Scoring Scale

Motivation Total 2 = 0-6: You rarely engage in this habit,
Time Management Total 3 = behavior, or practice.

Interdependence Total 4 = 7-13: You sometimes engage in this habit,

behavior, or practice.
Self-Awareness Total 5 =
14-20: You frequently engage in this habit,
Emotional Intelligence Total 6 =
behavior, or practice.
Self-Belief Total 7 =

129
Supplemental Materials
These online materials are supplements to the following chapters in ​College Survival and
Success: A Toolkit for College Students

Chapter 03: Personal Responsibility

How to Curb Self-Defeating Habits

How Distorted Thinking Increases Stress and Anxiety

Self-esteem, Self-efficacy, and Locus of Control

Chapter 04: Time, Goals, and Motivation

Mastering Motivation

Top 12 Time Management Tips

7 Strategies to Stop Procrastinating

Chapter 06: Connecting

The Power of No

130
Citations and Attributions
College Survival and Success: A Toolkit for College Students was adapted from two texts:

Your Future Is Now: A Toolkit for College Success by Future Connect, LINKS Department,
Portland Community College, which is licensed under a Creative Commons Attribution-
NonCommercial 4.0 International License.

and

College Success produced by the University of Minnesota Libraries Publishing

(http://open.lib.umn.edu/collegesuccess/), which is a derivative of COLLEGE SUCCESS by a
publisher who has requested that they and the original author not receive attribution, which
was originally released and is used under CC BY-NC-SA.

Additional content by Roberto Suarez, licensed under a Creative Commons Non-Commercial 4.0
International License.

This work, except as noted below, is licensed under a Creative Commons Attribution-
NonCommercial-ShareAlike 4.0 International License.

Unless otherwise indicated, all photographs are used with permission of PCC Links Programs

Cover art by Marcos Garcia, used with permission from the artist.

1Downing, S., (2017). On course: Strategies for creating success in college and in life, 8th ed.
Boston: Cengage Learning.
* From “https://pixabay.com,” image is in the Public Domain, CC0
i "Fixed Mindset and Growth Mindset" by Katherine Lynas is licensed under CC BY-NC-ND 4.0
ii“https://www.maxpixel.net/Impossible-Possible-Classroom-Opportunity-Education-953169” is
in the Public Domain, CC0
iii
“https://www.flickr.com/photos/38299630@N05/26059872040” is licensed under CC BY-NC-
SA 2.0
iv “It Will All Be Worth It” by Marcos Garcia, used with permission from the artist
v "SMART goals.png" is licensed under CC BY-SA 4.0
vi "You must persist despite setbacks" by laurakgibbs is licensed under CC BY-NC-SA 2.0

131
vii “Only You Can Prevent Distractions” by Win Nguyen, used with permission from the artist
viii “Time 4 Management“ by Win Nguyen, used with permission from the artist
ix “I Need to Do This Now“ by Win Nguyen, used with permission from the artist
x “Planner” by Sage Kenyon, used with permission from the artist
xi “Emotional Intelligence Helps” by Win Nguyen, used with permission from the artist
xii “Don’t Skip Class” by Win Nguyen, used with permission from the artist
xiii “We R All The Same” by Marcos Garcia, used with permission from the artist
xiv "Respect" by Nick Youngson, Alpha Stock Images is licensed under CC BY 3.0
xv "Emotional Intelligence Helps" by Win Nguyen, used with permission from the artist
xvi "Emotional Intelligence Components" by Win Nguyen, used with permission from the artist
xvii "Stress" by Nick Youngson is licensed under CC BY-SA 3.0
xviii "School Break Calendar With Blue Pencil" by Marco Verch is licensed under CC BY 2.0
xviii "The Cycle of Assignments in College" by Win Nguyen, used with permission from the artist
xix“https://www.maxpixel.net/Impossible-Possible-Classroom-Opportunity-Education-953169”
is in the Public Domain, CC0
xx "Failing vs Being a Failure" by Win Nguyen, used with permission from the artist
xxi “Self-Sabotage” by Marcos Garcia, used with permission from the artist
xxii "Gratitude changes the way we look at the world" by BK is licensed under CC BY-SA 2.0

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