Dixie State University Student Life

Larkin Square 600 E. CAMPUS MAP Health & Wellness Center 34 N. Information Technology 50 N.

225 S. University Ave. St. George, UT 84770

BURNSM

Hurricane Center Lot G 112 S. 700 W. Hurricane, UT

0 100 200 300 400 Feet

Russell C. Taylor Health Science Center 1526 Medical Ctr. Dr. 2016-2017 Edition

HOW TO SURVIVE AND THRIVE AT DIXIE STATE UNIVERSITY DIXIE STATE STUDENT GUIDEBOOK

Sarah Black First Year Experience

All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means — electronic, This text was prepared on the basis of the best information available at the time of publication, and every effort has been mechanical, photocopying, recording, or otherwise — without the prior written made to ensure the accuracy of its content. Because Dixie permission of the copyright holder. Printed in the United States. State University reserves the right to change its policies, rules, regulations, requirements for graduation, course offerings, and any other content that has been the basis of this text at Fifth edition printed June 2016 any time, information contained in this book may be rendered First published August 2012 out of date without notice. PRESIDENT’S MESSAGE

Dear Students:

Welcome to Dixie State University!

We are thrilled to have you at Dixie State and hope you have a wonderful educational experience. The next few years will change the rest of your life. Whether you have come for a certificate, an associate’s degree, or a bachelor’s degree, you will find state-of-the-art facilities, unique experiential learning opportunities, dedicated professors, and helpful staff members to assist you.

Our purpose is to help you achieve your educational and life goals. You are starting an educational journey that can improve your life in many ways, and it is our hope that you will take advantage of the many resources found at Dixie State.

We hope you will read this book, understand the resources available, seize every opportunity afforded to you, and take charge of your future. We believe in you and we believe in your future.

You can do it!

Sincerely,

Richard B. Williams Ph.D. President, Dixie State University

CONTENTS

1 FIRST THINGS FIRST 6 Important Dates 9 Campus Procedures 17 First Week Checklist 18 Using Your Course Syllabus 21 Semester Calendars 23 Making the Transition to College Life 29 RESOURCES AT DIXIE STATE UNIVERSITY Academic Resources 31 Tutoring Center 32 Writing Center 34 Library Services 36 Academic Advisement Center 40 Testing Center 42 Career Center 45 Honors Program 46 Computer Services 48 The Campus Stores At DSU 50 Army ROTC 52 Undergraduate Research Student Resources 54 Dean of Students 55 Registrar’s Office 56 Financial Aid and Scholarships 57 Dental Hygiene Clinic 58 Health and Wellness Center 60 Campus Dining 62 Disability Resource Center 64 Housing and Resident Life 66 International Student Services 68 Multicultural/Diversity Center 70 Women’s Resource Center 72 TRiO Student Support Services Student Life 75 Dixie State University Student Association 79 Service Center 80 Campus Recreation 83 Athletics 84 Dixie Forum 85 Art Gallery 86 Cultural Arts 87 Media 89 Study Abroad 90 Academic Policies 91 Rights and Responsibilities 100 COLLEGE SURVIVAL SKILLS 102 Staying Safe on Campus 105 Managing Your Time 113 Staying Healthy in College 118 Managing Your Money 125 Staying Motivated 127 Building a College Network 131 Dealing with Stress 138 ACADEMIC SKILLS 140 College Classroom Etiquette 143 How to Succeed in Online Courses 146 Using Your Learning Style 155 Taking Notes in College 159 How to Read a College Textbook 162 How to Talk to Your Professors 168 Handling Writing Assignments 171 Effective Study Habits 175 Active Study Techniques 177 Using Study Groups Effectively 180 Dealing with Test Anxiety 182 Test-Taking Strategies 185 Academic Integrity 192 Final Exams 198 WORKING TOWARD GRADUATION 200 Fulfilling General Education Requirements 205 Registering for Classes 209 Building a Graduation Plan 221 Becoming a Successful Student

IBC Contact Information INSIDE BACK COVER

IMPORTANT DATES

Take note of these important dates in the Fall, Spring, and Summer Semesters for the 2016- 2017 school year. This information can also be found at dixie.edu by clicking on [Class Schedules] in the left-side menu, then [Academic Calendar] in the left-side menu.

FALL SEMESTER 2016 MON, APR 11 Fall Registration Open to Seniors (90+ credits) TUES, APR 12 Fall Registration Open to Juniors (60+ credits) WED, APR 13 Fall Registration Open to Sophomores (30+ credits) THURS, APR 14 Fall Registration Open to All Students WED, JULY 15 Fall 2016 Application Deadline for International Students MON, AUG 22 Tuition and Fees Due MON, AUG 22 Fall classes begin THURS, AUG 25 Last day for waitlist FRI, AUG 26 Courses dropped for nonpayment FRI, AUG 26 Last Day to Add Without Signature TUES, AUG 30 $50 Late Registration/Payment Fee WED, AUG 31 Drop/Audit Fee Begins ($10 per class) WED, AUG 31 Residency Application Deadline FRI, SEP 2 End of 100% Refund Period MON, SEP 5 Labor Day (no classes) TUES, SEP 6 Beginning of 50% Refund Period MON, SEP 12 Pell Grant Census MON, SEP 12 Last Day for Refund MON, SEP 12 Last Day to drop without receiving a “W” grade FRI, SEP 16 Last Day to Add/Audit MON, OCT 3 Associate’s Degree Graduation Application Deadline for Fall 2015 WED, OCT 12 Mid-Term Grades Due THURS-FRI, OCT 13-14 Semester Break (no classes) MON, OCT 17 Last Day to Drop an Individual Class MON, OCT 24 Spring and Summer 2016 class schedules available online MON, NOV 1 Bachelor’s Degree Graduation Application Deadline for Spring 2016 FRI, NOV 11 Last Day for Complete Withdrawal NOV 14–17 Spring Registration Opens [Seniors, Juniors, Sophomores, All Students] WED-FRI, NOV 23–25 Thanksgiving Break (no classes) FRI, DEC 9 Last Day of Classes MON-FRI, DEC 12–16 Final Exams

6 *See the Academic Calendar on the DSU website for more deadlines related to block classes. SPRING SEMESTER 2017 MON, NOV 1 Bachelor’s Degree Graduation Application Deadline for Spring 2017 MON, NOV 14 Spring Registration Open to Seniors (90+ credits) TUES, NOV 15 Spring Registration Open to Juniors (60+ credits) WED, NOV 16 Spring Registration Open to Sophomores (30+ credits) THURS, NOV 17 Spring Registration Open to All Students MON, JAN 9 Tuition and Fees Due MON, JAN 9 Spring Semester Classes Begin THURS, JAN 12 Last Day to Waitlist FRI, JAN 13 Courses dropped for non payment FRI, JAN 13 Last day to add classes without signature MON, JAN 16 Martin Luther King Jr. Day (no classes) WED, JAN 18 $50 Late Registration/Payment Fee WED, JAN 18 Drop/Audit Fee Begins ($10 per class) WED, JAN 18 Residency Application Deadline MON, JAN 23 End of 100% Refund Period TUES, JAN 24 Beginning of 50% Refund Period MON, JAN 30 Pell Grant Census MON, JAN 30 Last Day for Refund MON, JAN 30 Last Day to drop without receiving a “W” grade WED, FEB 1 Associate Degree Graduation Deadline Spring 2017 FRI, FEB 3 Last Day to Add/Audit MON, FEB 20 President’s Day (no classes) WED, FEB 27 Midterm Grades Due TUES, MAR 1 Bachelor’s Degree Graduation Application Deadline for Summer 2017 MON, MAR 3 Last Day to Drop an Individual Class MON-FRI, MAR 13–17 Spring Break (no classes) MON, MAR 20 Fall 2017 class schedule available online MON-FRI, MAR 20–23 Summer Registration Opens [Seniors, Juniors, Sophomores, All Students] FRI, APR 3 Bachelor’s Degree Graduation Application Deadline for Fall 2017 FRI, APR 7 Last Day for Complete Withdrawal MON-THURS, APR 10–13 Fall Registration Opens [Seniors, Juniors, Sophomores, All Students] WED, APR 26 Last Day of Classes THURS, APR 27 Reading Day FRI-THURS, APR 28-MAY 4 Final Exams MON, MAY 1 Associate’s Degree Graduation Application Deadline for Summer 2017 FRI, MAY 5 Commencement

7 *See the Academic Calendar on the DSU website for more deadlines related to block classes. SUMMER SEMESTER 2017 MON-THURS, MAR 20-23 Summer Registration Open MON, MAY 8 First 14-Week block classes begin* MON, MAY 8 First 7-Week block classes begin* MON, MAY 29 Memorial Day (no classes) FRI, JUNE 23 Last Day of First 7-Week block classes MON, JUNE 26 Second 7-Week block classes begin* TUE, JULY 4 Independence Day (no classes) FRI, AUGUST 11 Last Day of Second 7-Week block classes FRI, AUGUST 11 Last Day of 14-Week block classes

NOTE: There are 4 different schedules on which summer courses are taught: • 14-WEEK BLOCK: Mon, May 8 – Fri, Aug 11 • FIRST 7-WEEK BLOCK: Mon, May 8 – Fri, June 23 • SECOND 7-WEEK BLOCK: Mon, June 26 – Fri, Aug 11

*See the Academic Calendar on the DSU website for more deadlines related to block classes.

8 CAMPUS PROCEDURES

This section is a list of questions and answers about some of the important stuff you need to know to be a successful student at Dixie The Topics Covered State University. Study it carefully! Dates given in ( ) are for Fall 2014 and Spring 2015 semesters. 1. Emergency Contact Information 1. EMERGENCY CONTACT INFORMATION 2. Parking Who should I contact if I have an emergency? 3. Class Schedule Call 911 to contact Campus Police. 4. Adding Classes 5. Dropping Classes How do I contact Campus Police for a non emergency 6. Tuition and Fees situation? 7. Major Call the Campus Security Office at (435) 652-7515. To contact the 8. Canvas Instructure on-duty officer, call (435) 619-1144 or (435) 619-1145. 9. Dmail How will I be contacted in case of a campus-wide emergency 10. DixieOne card or alert situation? 11. Final Exams You will receive a call or text message on the cell phone number listed 12. Withdrawing from DSU on your MyDixie account. Bulletins will also be posted on the wide- 13. Applying for Graduation screen TVs across campus. How do I update my cell phone number?

1. Go to dixie.edu 2. Click on [MyDixie] in the upper right-hand corner. 3. Enter your Dixie ID and PIN. 4. Click on [Personal Information]. 5. Click on [Update Address and Phone Information]. 6. Click on [Current]. 7. Update your local address if needed. 8. Under “Phone Numbers,” select [cell phone] and enter your phone number. 9. Click [submit]. How will I be contacted with non emergency information? An e-mail message will be sent to your Dmail account, or in some 9 cases, a letter will be sent to your current address. 2. PARKING Will parking regulations be enforced as soon as classes begin? Where do I purchase a parking sticker? Yes. You should have your parking sticker as soon Parking stickers may be purchased online (see as you need to park on campus. www.dixie.edu/parking) or at the Cashiers Office, first floor Holland Centennial Commons. Will I be issued a warning instead of a ticket They are valid for one year (from July 1 to July 1). for a first offense? No. You are responsible to understand and follow How much do they cost? parking regulations. Your first violation will result Students pay $40 for parking stickers in normal in a ticket. lots; $20 for parking stickers in economy lots. If I get a ticket, how can I pay it? Can I get a parking sticker for more Follow the instructions on the ticket. than one vehicle? Any additional stickers are $40 each. What happens if I don’t pay a ticket? You must pay a ticket or appeal it within 10 days; What if I replace a window or buy a new car if you do not, a $20 late fee is added. If it still is not during the year? paid, registration and transcripts will be blocked. A replacement sticker is $10. Tickets don’t just go away! The consequences can Where should I put my parking sticker? become much greater than the original citation if All parking stickers should be placed on the in- you don’t pay it. side of the rear window of the vehicle on the lower How can I appeal a citation? driver-side corner unless this is not possible; then To appeal a citation, go to www.dixie.edu/ place the sticker in the lower driver-side corner of parking/appeals.php and fill out the appeal form. the front window. Where can I find more information? What if I buy the parking sticker but don’t Go to the Parking Department website at place it in my car? www.dixie.edu/parking You will be cited for “Failure to Display Parking Permit Properly.” This citation cannot be appealed. 3. CLASS SCHEDULE Which parking stalls can I park in with a How can I get a copy of my class schedule? student parking sticker? You can print a class schedule on your own com- You can park in any parking stall outlined in white puter, in the library (HCC) or the Smith Com- (there are 2,160 of these on campus). There are puter Center. nearly always stalls available, though not always 1. Go to dixie.edu next to the building you have a class in. Cars with a handicap/disabled insignia may park in handi- 2. Click on [MyDixie] in the upper right-hand cap stalls. Motorcycles and scooters may park in corner. motorcycle stalls. 3. Enter your Dixie ID and PIN. Where am I not allowed to park? 4. Click on [Student]. You may not park in the faculty/staff parking 5. Click on [Registration]. stalls, which are outlined in yellow or have signs 6. Click on [Student Schedule by Day and (there are 325 of these on campus). You also may Time] or [Student Detail Schedule] and select not park in a handicap stall unless you have the the correct semester. proper insignia. You may not park in a fire lane, 7. Print a copy of your schedule. driving lane, sidewalk, sidewalk access ramp, or on the grass. You can be ticketed for any of these violations, some of which can be up to $160. 10 When should I check my schedule? 5. DROPPING CLASSES 1. Every time you drop or add a class, you If I didn’t attend class on the first day, why should check to make sure the change has was the class dropped from my schedule? been made. If you don’t attend class on the first day, the 2. It is also a good idea to check your schedule professor MAY drop you to make room for other before the last day to add and before the last students. However, not all professors will do so. day to drop. Dropping a class is your responsibility — don’t 3. Once or twice during the semester, you assume you’ll be dropped! If you want to drop a should check to make sure your schedule is class, do it yourself on your MyDixie account! still correct. How can I drop a class?

Who should I ask for help if there is a 1. You can drop a class online using MyDixie problem with my class schedule? 24 hours a day, 7 days a week up to the last If you have a problem, contact the Registration day to drop individual courses. You should Office on the HCC first floor, call (435) 652-7708, or print your schedule as proof of the change. e-mail [email protected]. ~ OR ~ 4. ADDING CLASSES 1. Get a DROP card from Registration or any department office. When is the last day I can add a class online using MyDixie? 2. Fill it out and sign it. (Your professor does not need to sign it). You can add a class online 24 hours a day, 7 days a week up to the fifth day of classes (Aug 29; Jan 3. Take the card to Registration to be pro- 16). You should print your schedule as proof of the cessed. They will drop the class and print change. out your new schedule. Keep this as proof of the change. How can I add a class after this day? Why is it important to drop a class as soon as 1. Get an ADD card from Registration or any I have decided I do not want to take it? department office. 1. Other students may be waiting for a spot to 2. Fill it out. open so that they can add the class. 3. Take the card to class or the instructor’s 2. The longer you wait, the more chance there office and ask the instructor if he/she will is that you will forget and end up with a fail- allow you to add the class; if so, ask the ing grade in that class. instructor to sign the card. 3. If you wait until the last minute and then 4. Take the card to Registration to be processed. get sick or your Internet is down, etc., you They will add the class and print out your could miss the deadline and not be able to new schedule. Keep this as proof of the drop the class. change. Why should I seek help when dropping a When is the last day that I can add a class class that has a co-requisite? using an ADD card? If you drop a class that has a co-requisite (for ex- The last day to add classes is the last day of the 4th ample, Chem 1110 and Chem 1115), you will au- week of classes (Sep 19; Feb 6). tomatically be dropped from both classes! If there is a waitlist, you will not be able to add it back — you will have to go to the end of the waitlist. 11 Please ask Registration for help when trying to to drop a class after the deadline. The petition form change between two lab sections or other classes can be found at www.dixie.edu/reg/forms/ with co-requisites. exception-to-policy.pdf. What is the first day that there is a fee to What happens if I simply stop attending drop or audit a class? a class? If you drop or audit a class starting the first day of You will get an “F” or “WF” on your transcript the second week of classes (Sep 4; Jan 20), you will depending on the last date you attend. You will be charged a fee of $10. It pays to make a decision not get a refund for the class. You may even owe as soon as possible! money back for financial aid or veterans benefits!

When is the last day I can change a 6. TUITION AND FEES class to audit? The last day to change a class to audit is the fourth When are my tuition and fees due? week of classes (Sep 16; Feb 3). Tuition and fees are due on the first day of class ( ) What does it mean to change a class to audit? Aug 22; Jan 9 . You still have to pay for it, but you won’t get a grade. When is a late fee added if I haven’t paid my Once you have changed to audit, you cannot change tuition and fees? back to taking the class for credit. You will not get a If you haven’t paid by the first day of the third refund for changing to audit. Courses that you audit week (Aug 30, Jan 18), a $50 nonrefundable late fee will appear on your transcript, but you will not get will be added to what you owe. credit toward graduation, fulfill program require- When can my courses be dropped if I ments, or receive financial aid for them! haven’t paid? When is the last day that I can drop a If you haven’t paid or set up a payment plan by class without having it show up as a “W” the Friday of the first week (Aug 26; Jan 13), your on my transcript? courses may be dropped. You will not be able to The last day of the third week of classes (Sep 12; access Canvas until you have paid, and you will Jan 30). Note that a “W” doesn’t affect your GPA. have to register for all of your classes again once Your transcript will show that you started the class you have paid. but withdrew. You will not receive credit towards How can I check my balance to make sure graduation or financial aid for this class. my tuition and fees have been paid? When is the VERY LAST DAY that I can drop 1. Go to dixie.edu an individual class? 2. Click on [MyDixie] in the upper right-hand The last day to drop an individual class is the last corner. day of the eighth week (Oct 20; Mar 6). The last day to withdraw from DSU is later than this, but 3. Enter your Dixie ID and PIN. this is only for completely withdrawing from the 4. Click on [Student]. University for the semester. 5. Click on [Student Records]. What happens if I miss the drop date? 6. Click on [Account Summary]. The charges, You can submit a written appeal for an “Exception credits and payments, and account balance to Policy.” However, these appeals are only granted are at the bottom. with unusual or extenuating circumstances that ~ OR ~ you can document. Unless this exists, there is no way to drop a class after the drop date. “I forgot” 1. Go in person to the Cashier’s Office on the or “I didn’t know” will not be accepted as a reason HCC first floor. 12 If I can’t pay my tuition before the deadline, 7. MAJOR what should I do? Why is it important to declare a major? Set up a payment plan. This allows you to divide Once you have decided on the degree you want to what you owe into the remaining months of the pursue, it is important that you officially declare it. semester. There is a $40 processing fee for this service. Go to dixie.edu and click on Tuition & 1. You can then meet with an advisor to create a Fees in the menu on the left or visit the Cashier’s plan for successful completion of your degree. Office on the HCC first floor. 2. Department scholarships are only available If I add a class, could I owe more money? to students in that major. Even if you’ve already paid your tuition and fees, 3. Funds are distributed to departments partly you may owe more money if you add a class and on the basis of how many students have there is a class fee, or if you were below 12 cred- declared that major. its before you added a new class. Make sure to How can I find out what major I am check your account balance every time you make a currently listed as? change to your schedule! 1. Go to the dixie.edu When is the last day that I can drop a class and still get a refund? 2. Click on [MyDixie] in the upper right-hand corner. If you drop below 12 credits before the first day of the fourth week (Sep 12; Jan 30), you can get a 3. Enter your Dixie ID and PIN. refund. If you are on Financial Aid, you will need 4. Click on [Student]. to meet with an advisor to discuss repayment of the 5. Click on [Student Records]. aid. If you are still above 12 credits, you won’t get a refund or need to repay financial aid, as tuition is 6. Click on [Unofficial Academic Transcript]. the same for 12-18 credits. 7. Click on [Submit]. Where will my refund show up? 8. Look at what is listed after the heading Your refund will appear on your DixieOne card or “Major and Department.” it will go straight to your bank account if you set If you have questions, contact the Registration of- this up on your DixieOne account. fice in the HCC 1st floor, or call (435) 652-7708. If I drop a class, go below 12 credits, and then How can I declare a major or change add a class to go back up above 12, will the my major? money automatically be transferred back? No. You’ll need to go to the cashier and pay the 1. Request the change online by going to money back unless you drop and add on the www.dixie.edu/registration and same day. clicking on [change majors] in the left menu. Who can I talk to if I have problems? ~ OR ~ If you have any problem with tuition, con- 1. Talk to a program advisor. tact the Cashier’s Office on the HCC first floor, Are there any majors that require you to or call (435) 652-7605. If your problem is related to apply and be accepted to a program? financial aid or a scholarship, contact the Office of Some majors can be self-declared. Others require Financial Aid and Scholarships on the HCC first you to fulfill prerequisites, meet certain require- floor, or call (435) 652-7575. ments, fill out a form with an advisor, or apply and be admitted to the program before declaring this major. For these majors, you can declare a pre-major. 13 For a list of majors in each category, see Making a Graduation Plan in this book. 8. CANVAS INSTRUCTURE 3. Click on [Add contact method] in the right menu. What is Canvas? 4. Type in your cell phone number and select Canvas is an online system for students and in- your carrier. Then click on [Register SMS]. structors to share information. Course syllabi, course materials, assignments, quizzes, discus- 5. Go to your phone and find the message that sions, and many other things can be posted by Canvas sent. Type the verification code from your professors on Canvas. the text into the computer box.

Will all of my classes use Canvas? You can turn off and on the type of messages No. Most online courses are on Canvas, but lecture Canvas sends by going to [Settings] as above, then and other courses only use Canvas if the instructor clicking [Notifications] in the left menu. Click on the chooses to do so. Check your syllabus! frequency and e-mail or cell number for each type of message. Just be sure to check for messages often. How can I access Canvas?

1. Go to dixie.edu 9. DMAIL 2. Click on [Canvas] in the left-hand menu. How can I access my Dmail account? 3. Enter your Dixie ID and PIN. 1. Go to dixie.edu 4. Select your courses from the upper left hand 2. Click on [Dmail] in the left-hand column. menu “Courses and Groups.” ~ OR ~ Who can I contact for help with Canvas? 1. Use the Dmail activation link that was sent to For help, visit an IT Help Desk at the Smith the account you put on your registration. Computer Center, the second, third, and fourth floor of the HCC, or on the main floor ofthe For help, go to any IT helpdesk in the HCC, HAZY, HAZY. A lot of information is also available on or Smith Computer Center, call (435) 652-7960, or the Helpdesk website at www.dixie.edu/ e-mail [email protected]. helpdesk. You can also call (435) 652-7960, or Why is it important to frequently check my e-mail [email protected]. Dmail account? How can I set my Canvas messages to come University personnel, including professors, Finan- to my phone or to an e-mail address other cial Aid advisors, and the Cashier’s Office, will than my Dmail? send important messages to your Dmail. This is To add another e-mail account: an official method of communication with you — 1. Log in to Canvas (see above). check it often! 2. Click on [Settings] in the upper right-hand How can I get my Dmail messages forwarded corner. to another e-mail address? NOTE: 3. Click [Add e-mail address] in the right Forwarding is not always reliable with menu. time-sensitive messages such as waitlist notices — check your actual Dmail account if you are on a 4. Type in the e-mail address, then click waitlist! [Register Email]. 1. Go to mail.dmail.dixie.edu 5. Go to your e-mail and click on the link. 2. Login to your account with your username To add a cell phone number to receive texts: and password. 1. Log in to Canvas (see above). 3. Click on the icon in the upper right corner 2. Click on [Settings] in the upper right-hand and then [Mail Settings]. corner. 14 4. Click on [Forwarding and POP/IMAP]. Are all exams held during the final exam days? 5. Select [Forward a copy...] and enter the Nearly all final exams are held during final exam desired email address. days. Certain types of classes, such as science labs, hold their finals on the last day of class, but this is 6. Click [Save] at the bottom. an exception. 10. DIXIE ONE CARD How do I find out when my final exams are? What do I need to do to activate it? 1. Look at your course syllabus. It should give Go to the website: dixieonecard. the date, time, and location of the final exam higheroneaccount.com. There you will find for that course. more information about how to use it. If you need ~ OR ~ help, contact the Cashier’s Office on the HCC first 1. Go to dixie.edu floor, (435) 652-7708. 2. Click on [Class Schedules] on the left-hand If I accidentally throw it away or lose it, how menu. much will it cost to replace it? 3. Click on the icon for the semester you want The replacement cost is $20. (for example, Fall 2014). Where can I use it to withdraw cash? 4. Scroll down until you see the Final Exam There is an ATM in the Student Activities Center Schedule. Match the time and day that the (Old Gym). If you or your parents have put money course is taught with the day and time the on your card, you can withdraw it. final exam will be given. How can I avoid debit charges? Can I take my final exams early? What about Always run it as a credit card to avoid debit taking them late? charges. However, this is not a credit card, and you Instructors are discouraged from allowing early or can only spend money you have put on the card. late final exams — students agree to the published Why is it important to watch my balance? date when they register for a course. In order to It can overdraft, and you can incur overdraft fees. take a final exam at a different time, a student Don’t spend more than you have! must write a 250-word, typed petition, and have their instructor sign the Early/Late Final Exam If I don’t want to use it for money, do I still Permission Form with the new date and time. have to keep it? The form must then be taken to the department Yes — it’s your student ID card! You will need it chair for a signature. This form can be found at at all student services offices (such as Registration www.dixie.edu/humanres/examform.doc or Financial Aid), in the Testing Center, to check out books at the Library, to get into the Student 12. WITHDRAWING FROM DSU Activities Center, to go to athletic events at no charge, and more! What should I do if I need to leave school before the semester has ended? 11. FINAL EXAMS If you need to leave Dixie State University, don’t just walk away! This will have financial as well as When are final exams? grade consequences, both now and in the future. Final exams are held for five days following the Go to Registration and fill out a withdrawal form last day of classes. Most are scheduled to be on to avoid these problems. one of the same days of the week as the course, but may not be at the same time. Most final exams are given in the classroom that you took the class in. 15 What is the last day I can withdraw 4. At the scheduled appointment, you and your from DSU? advisor will complete a degree audit and You can withdraw from DSU up to the last day of review your academic progress, including the 12th week (Nov 11; Apr 7). any remaining requirements. What is the difference between dropping a When should I start this process? class and withdrawing from DSU? The deadlines to apply are listed below. However, Withdrawing from school means dropping ALL of you should start this process early — if you wait, your classes, not just one or more. If you decide to you may not be able to get an appointment before do this, you will be asked to give the reason you the deadline. are withdrawing. To graduate at the end of Fall 2016: Can I drop all of my classes online or use a • Bachelor’s degree deadline: April 1, 2016 DROP card to drop all of my classes? • Associate’s degree deadline: Oct 3, 2016 No. Registration will not be able to drop all of your To graduate at the end of Spring 2017: classes with a DROP card, and the computer system • Bachelor’s degree deadline: Nov 1, 2016 will not let you drop all of your classes online. If • Associate’s degree deadline: Feb 1, 2017 you need to withdraw, go to the Registration Office and complete the withdrawal form. To graduate at the end of Summer 2017: Will I receive a refund? • Bachelor’s degree deadline: March 1, 2017 • Associate’s degree deadline: May 1, 2017 If you withdraw before the refund date (Sep 12; Jan 30), some or all of your tuition and fees may be re- If I apply to graduate, but then drop or funded. If you withdraw after this date, no refund fail a required class, will I have to apply will be given, but you will not earn failing grades to graduate again? in your classes. Yes. You will need to fill out the application and pay the fee again in order to graduate. 13. APPLYING FOR GRADUATION When I finish all of the required courses for a degree, will I automatically graduate? No. You must apply for graduation and pay the fee in addition to completing all of the requirements for a degree. What steps do I need to complete in order to apply?

1. The graduation application process must be completed by the deadlines. 2. Complete the online graduation application and pay the nonrefundable graduation fee. 3. Schedule a graduation appointment with your academic advisor. Failure to meet with your advisor may delay your graduation and/or prevent your name from appearing in the commencement program. 16 FIRST WEEK CHECKLIST

Do each of the following, then check them off. For instructions in doing each of these things, see Campus Procedures on the pages given. If you have problems with any item, contact the office shown.

COMPLETED WHAT TO DO WHERE TO FIND WHO TO ASK IF YOU INSTRUCTIONS HAVE A PROBLEM Purchase a parking sticker and attach Parking Parking Office, Burns Arena it in the correct location (if you have a pg 10 1 vehicle).

Add your local address and cell Emergency Registration, HCC 1st floor phone number to your DSU account. Contact (435) 652-7708 Information [email protected] 2 pg 9

Get your picture taken for your DSU DixieOne Card Registration, HCC 1st floor ID if you haven’t already and pay the pg 15 (435) 652-7708 [email protected] 3 fee for adding a photo.

Program the Campus Security phone Emergency Campus Security Office: numbers into your cell phone. Contact (435) 652-7515 Information Duty Phones: 4 pg 9 619-1144, 619-1145, or 619-1146

Check your class schedule on Class Schedule Registration, HCC 1st floor MyDixie to make sure it is correct. pg 10 (435) 652-7708 5 [email protected]

Check your Dmail account to see if you Dmail IT Help Desk, Smith Computer have any messages. Forward it to an pg 14 Center or HCC 2nd, 3rd, 4th floors e-mail address you check regularly (if (435) 652-7960 6 [email protected] desired). Check your account balance on MyDixie Tuition Cashier, HCC 1st floor and make sure your tuition and fees and Fees (435) 652-7605 7 have been paid or that you have set up a pg 12 [email protected] payment plan.

Check to see what your major is Major Registration, HCC 1st floor listed as on MyDixie, and change it pg 13 (435) 652-7708 [email protected] 8 if it is not correct.

Log in to Canvas and check to see if any Canvas IT Help Desk, Smith Computer of your classes have information posted. Instructure Center or HCC 2nd, 3rd, 4th floors Change your display name and pg 14 (435) 652-7960 9 notification preferences (if desired). [email protected]

Activate your DixieOne card and DixieOne Card Cashier, HCC 1st floor look at the web page to see how to pg 15 (435) 652-7605 10 use it. Go to: https://dixieonecard. [email protected] higheroneaccount.com USING YOUR COURSE SYLLABUS

A course syllabus is an important tool for success in college. You should have received a syllabus in each of your courses — the professor probably went over it during the first day of class. It is important not to throw your syllabi away or lose them. You should keep them handy throughout the semester and refer to them often.

A syllabus is a contract between you and the professor explaining what you can expect from the course and what will be expected of you. It sets out the guidelines for the class, and can help you avoid the confusion and frustration that can come from not understanding how the class is set up. It will tell you when assignments are due, when exams will be given, and so on. You can think of it as the road map that the instructor has set out for the class — it can help you stay on track with the course and know what’s coming up. You can even think of it as a treasure map explaining how to obtain the grade you want.

At the beginning of the semester, you should review each of your syllabi carefully. It is your responsibility to know what is in the syllabus for each course. Professors appreciate students who consult their syllabi when they have a question rather than using class time to ask.

As you review your syllabi, it can be helpful to underline, highlight, star, or otherwise draw attention to important information. Look for the items on the following page.

18 Required materials and resources • Are there any other activities involved in • What materials are required for the course, the course (field trips, service learning, and where can you get them? etc.)? • Does the course use Canvas? • How much time should you expect to spend • Is there a website or any other resources outside of class (assignments, studying, available (tutoring, old exams, books on etc.)? reserve at the library, etc.)? Grades Professor contact information • How will your grade be determined? • Where is the professor’s office? • Does attendance and/or participation count • What are the office hours? toward your grade? • What is the professor’s e-mail address? • Is there a penalty for arriving late to class? • What is the professor’s office phone number? • What kinds of assignments are required? Course schedule • Are details of the assignments in the syllabus or will they be discussed later? • What subjects are covered on what days? • Where are assignments to be turned in? • When are assignments due? • Are late assignments accepted? • When will exams be given? • Where are exams given? Expectations • Do the exams have a time limit? • Are any behaviors specifically forbidden for • Are make-up exams permitted? this course (use of cell phones, eating, etc.)? • Is the final exam comprehensive? • Are there health or safety issues that you • Is there any extra credit possible? should know about? • How can you find out your grade during • Are there reading assignments or other the semester? preparation to do before you come to class?

19 SYLLABI WORKSHEET For each of your courses, fill out the information below, using the sample course as a guide.

Course name and number SCI 1001

Teacher’s Name Dr. Sarah Black

What materials Dixie State are required? Student Guidebook

What is the professor’s name? Sarah Black

Where is the professor’s office? NIB 202A

What are the professor’s office 11–12 M-Th hours?

What is the professor’s e-mail [email protected] address?

What is the professor’s office 879-4342 phone number? What is your grade based on? attendance, assignments, midterm and final

Where are exams given? in the classroom

Is extra credit possible? no

When is the final Thurs., Dec 12 exam? 11 am – 1 pm CALENDAR FOR FALL SEMESTER 2016

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY 21 AUG 22 23 24 25 26 27 Classes Begin

28 29 30 31 SEPT 1 2 3

4 5 6 7 8 9 10 Labor Day

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 1 OCT

2 3 4 5 6 7 8

9 10 11 12 13 14 15 Semester Break Semester Break

16 17 18 19 20 21 22

23 24 25 26 27 28 29

30 31 1 NOV 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19 Career Day

20 21 22 23 24 25 26 Thanksgiving Thanksgiving Thanksgiving Break Break Break

27 28 29 30 1 DEC 2 3

4 5 6 7 8 9 10 Classwork Ends

11 12 13 14 15 16 17 Final Exams Final Exams Final Exams Final Exams Final Exams CALENDAR FOR SPRING SEMESTER 2017

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY 8 JAN 9 10 11 12 13 14 Classes Begins

15 16 17 18 19 20 21 Martin Luther King Jr. Day

22 23 24 25 26 27 28

29 30 31 1 FEB 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18 President’s Day

19 20 21 22 23 24 25

26 27 28 1 MAR 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18 Spring Break Spring Break Spring Break Spring Break Spring Break

19 20 21 22 23 24 25

26 27 28 29 30 31 1 APR

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29 Classwork Reading Final Exams Ends Day

30 MAY 1 2 3 4 5 6 Final Exams Final Exams Final Exams Final Exams Commencement MAKING THE TRANSITION TO COLLEGE LIFE

Going to college can be a big transition. Dixie State University is a unique environment with its own rules, challenges, and opportunities. There are different expectations and requirements than in high school or the working world. There are many new social opportunities. You may be in a new living environment and learning to deal with roommates. You may have to cope with different weather and cultural environment. Some students even have to speak a new language.

These changes are part of an exciting new step in your life, but they can also be stressful. Learning to adapt to a new environment requires patience, perseverance, and, sometimes, even courage. Understanding some common stages that people go through when making this kind of a transition can help you recognize where you are on this path. It can also help to realize that you are not alone — many others around you are feeling the same way you are.

EXCITEMENT The first stage of a transition is typically excitement. Everything is new and interesting, and you relish the amazing opportunities in front of you. You focus on the advantages of your new situation and the ways it is better than what you were doing before. You are excited to be making progress toward your educational and career goals and enjoy the new level of independence. There is also some concern about making friends and living up to the expectations placed on you, but you generally feel that you will be able to succeed.

TRANSITION SHOCK Soon enough, however, you get hit with a “what have I done?” feeling. Everything starts to seem overwhelming and difficult. You may miss your family and friends and long for the ease you felt in more familiar circumstances. You may feel depressed, discouraged, impatient, irritable, homesick, and disenchanted with college in general and DSU in particular. You focus on the problems you are having and criticize the university, your professors, and your roommates. You may find others to complain with, or you may feel isolated and alone. You may find yourself not wanting to go to class, sleeping in late, playing video games, eating a lot of junk food, or spending too much time texting or on Facebook with old friends. You may have trouble controlling your temper or feel like crying all the time. You may want to start making fun of things around you to make yourself feel better. You may even have physical symptoms like an upset stomach, headaches, etc.

ADJUSTMENT After a while, you start to realize that things are not so bad. You make a few friends and solve some of the problems that you were having earlier. You realize that the things that were really bugging you before don’t seem like such a big deal now. You begin to be able to make more reasonable judgments, neither seeing things with rose-colored glasses or being overly critical. You have found a routine that feels comfortable. You start to find where you fit in.

INTEGRATION One day you wake up and realize that you feel at home in college. You recognize there are reasons for the ways things are done. You have become reconciled to the things you don’t like, or see how to make a difference and change them. You know the ropes and have some skills and resources you can count on. You have learned a lot, risen to the challenges before you, and made some friends. You feel adapted to college life and even reluctant for the semester to end. You realize that you have changed as a result of your college experience and wonder if you will be able to fit in again at home or still be able to relate to family, old friends, and co-workers. You realize you will have to start the process of transition over again once the year has ended.

Do you recognize these stages? Chances are, you’ve gone through them before without even realizing it. Knowing these stages and how to handle them can help minimize the discomfort of transitions.

WHAT TO DO TO MAKE TRANSITIONS EASIER

Everyone reacts to big transitions a bit differently. It is normal to switch back and forth between stages. However, you can make the most of your experience by rolling with the punches and knowing what to do during the different periods of transition.

While you’re in the excitement stage, use this positive energy to get a good start on your college experience. Start good habits like going to class every day, reviewing your notes afterwards, and getting started early on assignments. Be adventurous! Smile at everyone you meet, make an effort to be friendly to people in your classes, and do things that get you out and around. Dive in and solve whatever problems come your way.

When you hit the transition shock stage, realize what is happening. These feelings and reactions are normal, and if you just keep going, it will get better. Your emotions are real, but the cause is sometimes hidden; little things that upset you are often just an outlet for the stress you are feeling. How you deal with this stage can determine how long it lasts. Here are some suggestions for dealing with the 24 negative feelings that can come during the transition to college. 1 GO TO CLASS! As soon as you stop going, you unhappiness so much that you don’t appreciate lose contact with your professor, other students, friendly gestures that others make toward you. and the course material. You worry about what MAKE SMALL GOALS AND CELEBRATE YOUR you missed and are afraid to go back and try to 5PROGRESS. Treat yourself to occasional breaks, catch up. The more classes you miss, the bigger the including things that made you happy before problem becomes. The very time when you hate you started college: a favorite food, a hobby, a TV the class, hate the professor, and hate everything show, etc. about it is the most important time to be there. DON’T SUCCUMB TO VICTIM MODE. If you USE CAMPUS RESOURCES TO DEAL WITH 6 2 find yourself in “complaining mode,” where your PROBLEMS. If you are struggling in a class, form mind keeps running through a litany of all of the a study group, talk to your professor, or go to things that are going wrong, don’t let it take over! the Tutoring Center or Writing Center for help. If Break the cycle by taking action to deal with one you are having trouble with financial aid, go the of the things that is bothering you. Don’t succumb Financial Aid office and get help to resolve it. If you to thinking of yourself as the victim all the time — just need to talk to someone, go to the Academic this kind of thinking can be addictive. It makes you Advisement Center or the Health & Wellness feel a little better, but it doesn’t solve the problem, Center — having someone else listen and help you so you end up doing it more. figure out what to do can make all the difference. DON’T QUIT! USE HEALTHY STRATEGIES FOR DEALING 7 If you start thinking about quitting 3 school, don’t take the easy way out without giving WITH STRESS. Get some fresh air, make exercise a yourself more time. If you stick with it, the rewards daily part of your routine, eat healthy food rather will be significant! If you quit every time you try to than junk food, drink lots of water, and get the right do something difficult, you won’t get very far in amount of sleep. Try some relaxation or meditation life. Talk to an advisor in the Academic Advisement exercises. For more ideas on this, see the chapter on Dealing with Stress in this book. Center or the Health and Wellness Center to see if you can get some help to push forward instead. 4 DON’T LET YOURSELF GET ISOLATED. Build on the friendships you have. Don’t wallow in

As you reach the adjustment and integration stages, take note of the fact that you have survived a transition stage! Your life will contain many opportunities to practice making transitions. Starting a new job, getting married or divorced, returning from a church mission, becoming a parent, moving to a new location, and so on will all involve these stages. The more transitions you experience and successfully navigate, the better you will be able to handle them, and the more resilient you will be!

25 ~Section Notes ~ ~Section Notes ~ ~Section Notes ~

ACADEMIC RESOURCES THE TUTORING CENTER

WHO CAN RECEIVE TUTORING? CONTACT INFORMATION All registered DSU students are welcome to come to the Tutoring Center! Located on the 4th Floor, Room 431 There is no charge to use these services. Holland Centennial Commons Phone: (435) 879-4731 IN WHAT SUBJECTS MAY I GET ASSISTANCE? Email: [email protected] This varies each semester by student demand and tutor availability. Tutors are always scheduled for math and science courses and for other subjects HOURS such as psychology, statistics, languages, and accounting as needed. For Mon-Thur: 9 a.m. to 8 p.m. a detailed schedule, stop by the Tutoring Center or visit the Tutoring Fri: 9 a.m. to 5 p.m.

Center website. Just locate the subject in which you are interested, find Sat: 1 p.m. to 4 p.m. the times tutoring is scheduled, then choose the time that is best for you. Sun: closed

The Tutoring Center is happy to meet as many individual requests as COORDINATOR possible, so students are encouraged to let the Center know if you have Rowena Thiess tutoring needs that don’t appear to be met on the schedule! We make every effort to accommodate as many students in as many disciplines as possible. Call or visit the director or any staff tutor.

WHAT CAN I EXPECT WHEN I GO TO THE TUTORING CENTER? When you come in for drop-in tutoring, you will sign in on the computer and have a seat at one of the tables in the Center. The first time you enter the Tutoring Center, you will need to enter your student ID number, along with your name and email address. Thereafter, only a scan of your student ID card is required.

After signing in, you will work on assignments independently and have tutor assistance when needed. You can also get together with other students working on the same assignments. Tutors circulate through the Center, answering student questions as they arise. They address questions on a first-come, first-served basis, but there is always time to address everyone’s questions. Tutors are a valuable learning resource! They will not do your homework for you, but will help you to understand the concepts and guide you through challenging assignments. FIND US ON THE INTERNET www.dixie.edu/tutoring 31 THE WRITING CENTER

SERVICES The Writing Center at Dixie State University is supported by student fees and provides tutoring services to all DSU students. Our mission is to help you become a better writer by approaching your assignments as a process of invention, writing, and revision. Specifically, we help students with: • Writing assignments for DSU courses (essays, research papers, lab reports, etc.) • PowerPoint presentations • Graduate school application essays • Résumés and job cover letters

Our staff is made up of experienced student tutors who offer sug- CONTACT INFORMATION gestions and instruction to help you improve your writing skills. Located on the 4th Floor, Room 421 We can assist with both MLA and APA styles. One-on-one tutoring Holland Centennial Commons sessions give students the opportunity to work with an experienced writer during any stage of the writing process. Rather than providing Phone: (435) 652-7629 a proof-reading and editing service, we work to equip writers with the Facebook:DSU Writing Center tools they need in order to write, organize, and edit their own papers Instagram: DSUWriting in the future. Twitter: DSUWriting APPOINTMENTS COORDINATOR Students can make appointments to meet with a tutor by calling or Lauren Sypniewski visiting the Writing Center. Walk-ins are also welcome if tutors are Office: HCC 422 available, but priority will be given to those who have an appoint- Phone: (435) 879-4353 ment. Please don’t wait until just before your paper is due to come to Email: [email protected] the Writing Center for help with it!

HOURS Please bring with you to the Writing Center the assignment instruc- Mon-Thurs: 9 a.m. – 8 p.m. tions you received from your professor as well as the current draft

Fri: 9 a.m. – 5 p.m. of your paper, either printed or on a flash drive. Be prepared to let Sat and Sun: closed

FIND US ON THE INTERNET www.dixiewritingcenter.com 32 the tutor know what questions you have regarding your paper. If you have concerns with organization or creating a topic sentence, for example, please let us know so that you can receive specific help with these concerns.

SUBMITTING PAPERS ONLINE Face-to-face consultations are the most beneficial form of tutoring; however, for those unable to come into the Writing Center, we also offer an Online Writing Lab (OWL), which can be accessed by e-mailing [email protected]. You may e-mail your paper as an attachment, along with the assignment instructions and your questions. A tutor will review the paper and return it to you via e-mail. Please allow a few days for your paper to be reviewed. For example, if a paper is due on Friday, you should not wait until Thursday night to submit the paper to the Writing Center.

ONLINE RESOURCES For additional help with your writing, please visit our website. Under “Resources” you will find information about: prewriting, MLA citation, APA citation, apostrophes, capital letters, commas, compound sentences, sentence fragments, colons and semicolons, subject-verb agreement, transition words, numbers in writing, how to write different kinds of essays, and more.

WRITING WORKSHOPS Come join us for our Fall 2016 and Spring 2017 Writing Workshops to learn how to improve your academic writing! See our website dixiewritingcenter.com or our Facebook page (search for DSU Writing Center) for times and dates. Topics may include: • Writing Process • Appropriate Voice • Effective Introductions • Thesis Statements • Body Paragraphs • Conclusions • Sentence Errors • Locating and evaluating sources • MLA documentation • APA documentation

We look forward to helping you at the Writing Center. Please let us know how we can improve our service to you and to DSU.

33 LIBRARY SERVICES

The Dixie State University Library serves DSU students through two impressive locations, the physical library and the online library.

THE ONLINE LIBRARY library.dixie.edu The online library provides students with 24-hour access to the library’s catalog, electronic databases, e-books, online assistance through Research Guides (LibGuides), FAQ’s through Research Guides (LibGuides), library hours, staff/librarian contact info, and our free Ask-A-Librarian chat/text message service.

THE PHYSICAL LIBRARY The physical space of the library is housed in the Holland Centennial commons on the second, mezzanine and third floors. This is a comfortable, inviting, and exciting space designed to support your academic studies! The Holland Centennial Commons is located south of the Gardner Student Center and west of the Udvar Hazy Building and Encampment Mall. You may walk directly into the library at the north end of the building (just south of the Gardner Center). The South entrance to the building is on the first floor (through the student services area.)

34 SERVICES ON EACH SERVICES AVAILABLE FLOOR OF THE LIBRARY THROUGHOUT THE LIBRARY HCC Second Floor (the first floor of PRINTERS are available on every floor. On the sec- the library) ond floor, your prints will go to the first available On this floor, you will find: printer. On other floors, your prints will be sent to • Circulation Services Check materials in and the nearest printer. Prints are charged to your print out and find books placed on reserve by account. If you don’t have money on your account faculty. or you are not a DSU student, faculty or staff mem- • Reference Services Ask reference librarians ber, go to the IT desk on the second floor and the to help you with research projects and the assistant will help you. LIB 1010 course. WIFI is available throughout the building. If you • IT Help Desk Put money on your print need help connecting your laptop or device to account or ask IT questions. WIFI, talk to one of the IT support people (in the • Information Commons Use your dmail red vests). user name and password to log in to any computer. SELF-CHECKOUT STATIONS are available on • Library classroom the second and third floors and near the elevator • Presentation study room Book it online. on the first floor. Use your Dixie One card as your • DVDs, videos, CDs, and maps library card to check out books. Instructions are on • Recreational reading materials the screen to assist you. • Comfy furniture! HELPFUL STAFF MEMBERS are ready to assist HCC Mezzanine Floor (the second floor of you throughout the building. The employees at the library) the Circulation Desk and Reference Desk and the On this floor, you will find: IT staff on various floors are here to assist you. Do • Print versions of magazines, newspapers, not hesitate to ask for help from them or from any periodicals Remember, most of your staff member. magazine and journal research will be done COMFORTABLE FURNITURE and a variety of through online databases. study spaces area are provided on all floors. There • Group study rooms Accommodate large is even FOOD available in the Holland Centennial and small groups. You will enjoy the jewel Commons. You can purchase food from Stacks café box study rooms that hang out over the on the second floor, Infusion beverage and snack balcony. bar on the first floor, or vending machines located • Computers Use your DSU login. on any floor. NOTE: You are expected to remove food • Counter workspace Stations overlook the and trash before leaving any area of the library. This balcony and feature plugins for your laptop. special space belongs to all of us — we all must work to HCC Third Floor (where the books are kept) keep it clean! The third floor houses the largest part of the li- RECYCLING STATIONS are found on all floors. brary’s book collection in compact shelving. It also Place recyclable materials in the recycle bins, and all houses the Juvenile Collection (children’s books) other trash (including food items) in the second bin. and the Curriculum Collection. On the north end of this floor, you will find the Special Collections HYDRATION STATIONS BY BRITA™ are area and the Faculty Support area. There are also available near the restrooms on all floors. Fill your two classrooms on the third floor. water bottle with filtered water.

The LIBRARY WEB PAGE is available from any computer at any time. Stop at the Reference Desk 35 for a personalized tour of this special resource. ACADEMIC ADVISEMENT CENTER

CONTACT INFORMATION WHAT IS ACADEMIC ADVISEMENT? Located on the 1st Floor The academic advising relationship entails mutual responsibility Holland Centennial Commons on the part of the advisor and the student. It is a relationship that Phone: (435) 652-7690 will assist students with various aspects of their college experiences e-mail: [email protected] starting with freshman registration, continuing with career/major exploration, and culminating in graduation. DIRECTOR Mike Olson HOW CAN YOUR ADVISOR HELP YOU? Office: HCC 141 Your advisor can assist you in many ways, including the following: • Assisting you with course scheduling HOURS • Choosing a major Mon-Fri: 8 a.m. – 5 p.m. • Mapping out your educational plan Sat and Sun: closed • Improving your study skills • Referring you to helpful university services • Applying for graduation

WHEN SHOULD YOU MEET WITH YOUR ADVISOR? Meeting with your advisor regularly will reduce the risk of you taking unnecessary courses or otherwise straying from your desired educational plan. Ideally, you will meet with your advisor at least once per semester, just before registration begins for the next semester. Of course, we encourage you to meet with your advisor more often should you need help choosing a major or have issues that you do not know how to solve. Finally, make sure to meet with an advisor the semester before you plan to finish your degree requirements.

WHAT CAN YOU EXPECT WHEN YOU MEET WITH YOUR ADVISOR? Your advisor will: • Attempt to understand your college and life responsibilities and assist you in balancing them. • Assist you in choosing a major by providing intentional processes that will assist you in clarifying your values, educational goals, and life goals. • Provide you with accurate, up-to-date information regarding the requirements of the degree you plan to pursue. • Assist you in selecting courses. • Orient you to university policies and procedures pertinent to your issues/concerns. 36 • Challenge you to develop strong decision-making and self- advocacy skills. • Promote self-directed learning. • Refer you to the appropriate campus resources when necessary. • Educate you about online advisement resources. • Attempt to create a rapport with you based on open communication and mutual respect.

Your advisor will not: • Make your decisions for you. • Register you for courses or make changes to your schedule (although we will be happy to teach you how to do these things online or through the Registrar’s Office). • Approach professors or university administrators on your behalf to resolve an issue. • Speak to anyone (including parents/guardians) about your records (i.e. grades, academic progress) unless you provide written authorization that allows us to share this information.

WHAT WILL YOUR ADVISOR EXPECT FROM YOU? Your advisor is available Because the advisement relationship is a mutual endeavor, you will need to be prepared to do the following to get the most out of your to help you successfully meetings: • Know who your advisor is and keep in touch with him/her. complete your college • Initiate advisement appointments and seek campus mentors to assist you in navigating through your higher courses. education experience. • Openly share information about your career and educational goals, your responsibilities outside of college, and your particular skills and challenges. • Take a proactive approach in investigating and eventually choosing a major, with guidance from your advisor if necessary. • Do all that you can to be academically successful, including approaching professors periodically to go over progress and seeking assistance when performing poorly in a course. • Be knowledgeable about your progress toward graduation, review your transcripts for accuracy, and apply for graduation before the published deadlines.

FIND US ON THE INTERNET www.dixie.edu/advisement 37 WHO IS MY ADVISOR? Students who are seeking an Associate of Arts or Associate of Science degree (AA/AS) or who have not yet chosen an area of study should see a first or second year advisor.

Students who are seeking a Bachelor of Arts or Bachelor of Science degree (BA/BS), Associate of Applied Science degree (AAS), or a certificate should see the appropriate program advisor.

Students who fit one of the following categories are also encouraged to seek out the appropriate advisors in the table below: • Multicultural students • International students • Veterans • Intercollegiate athletes • Students who qualify for Student Support Services

DEPARTMENT PHONE CONTACT EMAIL OFFICE Advisement Center 652-7690 Mike Olson (Director) [email protected] HCC 130

First Year Advisors: Madison Bromstrom [email protected] HCC 137 Christian Wright [email protected] HCC 132 Second Year Advisors: Katie Armstrong [email protected] HCC 139 Summer Fackler [email protected] HCC 131 Multicultural Diversity 652-7753 Adam Ross [email protected] Multicultural Center 652-7733 Lahela Manning [email protected] Diversity Center International Students 652-7689 Carole Hulet [email protected] International Joyce Meyer [email protected] Student Services Allison McMullin [email protected] (SAC) Veterans 652-7699 Steve Roberts [email protected] HCC 184 NCAA 879-4693 Dabney McIntyre [email protected] HCC 131 Student Support Services 652-7656 Jonathan Morrell [email protected] BROWN 119 652-7660 Mace Jacobson [email protected] BROWN 120 652-7649 Larry Esplin [email protected] BROWN 106 PROGRAMS PHONE CONTACT EMAIL OFFICE Automotive Technology 652-7695 Chris Gifford [email protected] HCC 138 Art 652-7979 McGarren Flack [email protected] NPLAZA 108 Business 652-7693 Van Mangus [email protected] HAZY 347 Accounting 879-4301 Katie Adolpho [email protected] HAZY 348 Finance General Marketing Biology 879-4282 Doug Sainsbury [email protected] SCI 131 Certificates (all) 652-7695 Chris Gifford [email protected] HCC 138

PROGRAMS PHONE CONTACT EMAIL OFFICE Chemistry 879-4284 Dave Burr [email protected] SNOW 225 38 Communication 879-4279 Terri Metcalf-Peterson [email protected] JEN 147 879-4278 Bryan Jacobs [email protected] JEN 148 Computer Science 652-7886 Carol Stander [email protected] HAZY 327 Computer & Info 879-4672 Danielle Poulsen [email protected] HAZY 329 Technology Criminal Justice 879-4424 Lindsay Huber [email protected] UPLAZA-D Dental Hygiene 879-4809 Joni Hale [email protected] TAYLOR 254 Early Childhood Ed 652-7866 Linda Wright [email protected] NIB 110 Elementary Education 652-7846 Terry Young [email protected] NIB 101 Emergency Medical 652-7695 Chris Gifford [email protected] HCC 137 Services Engineering 879-4284 Dave Burr [email protected] SNOW 225 English 879-4294 Joy Cooney [email protected] HCC 448 General Technology 652-7695 Chris Gifford [email protected] HCC 138 History MCDON 217 Integrated Studies 879-4290 Charles Cornwall [email protected] NPLAZA 125B 879-4770 Janet Walker [email protected] NPLAZA 125A Mathematics 879-4253 Kathie Ott [email protected] SNOW 136 Medical Laboratory 879-4809 Joni Hale [email protected] TAYLOR 254 Science Medical Radiography Music 652-7804 Grace Burgess [email protected] ECCLES 106 Nursing 879-4813 Alice Clegg [email protected] TAYLOR372 879-4803 Kaylie Romney [email protected] TAYLOR306 Operations Mgmt 652-7695 Chris Gifford [email protected] HCC 137 Physical Science 879-4284 Dave Burr [email protected] SNOW 225 Composite Teaching Physical Therapist 879-4809 Joni Hale [email protected] TAYLOR 254 Assistant Psychology 879-4292 Aaron Combs [email protected] MCDON 218 879-4358 Deborah Decker [email protected] MCDON 214 879-4292 Justin Nuckles [email protected] MCDON 218 Respiratory Therapy 879-4809 Joni Hale [email protected] TAYLOR 254 Secondary Education 652-7854 Woody Odil [email protected] NIB 139 Social Sciences MCDON 217 Composite Teaching Spanish 879-4202 Ron Gill [email protected] UPLAZA B 118 Theatre 879-4346 Brian Grob [email protected] ECCLES 103

39 DSU TESTING CENTER

CONTACT INFORMATION The Testing Center at DSU is comprised of 3 separate testing operations: Located in the NE corner of the • THE CLASSROOM TESTING CENTER is used by Dixie North Plaza Building State University students who need to take a classroom test Phone: (435) 652-7696 and anyone wanting to take a college placement test. See the Fax: (435) 656-4016 Testing Center website for current hours. Email: [email protected] • THE PROMETRIC CENTER is a partnership between Prometric and DSU, where many different certification exams HOURS & DATES CLOSED can be taken. See the Testing Center website • THE PROFESSIONAL TESTING CENTER can be used by students and professionals for various paid tests as well as OTHER proctored tests for other colleges and universities. Check DSU Testing Services offers exams from the Testing Center website for information about taking the following professional vendors and organizations: Accuplacer Placement Tests professional exams. ACT Residual Testing ATI (TEAS) Testing RULES AND REGULATIONS BYU (FLATS language exams and off-site academic exams) 1. All DSU classroom tests are free. Castle Worldwide CATS 2. To take a DSU classroom test, you will need to know Certiport your instructor’s name and class subject (i.e., Dr. Walker, CLEP anatomy). Compass and Compass ESL Criteria 3. You must have a DSU ID card and/or Driver’s License Electronic High School plus a DSU student number. One must be a picture ID. EMT ETS 4. If a scantron is needed for the test, you will need to FAA provide one. We sell them for 25 cents. GED HOBET 5. If you are taking a test with a fee involved, we accept cash ISO Quality Testing or check at the Testing Center, or you can use the online Kaplan payment system linked on our webpage to pay with a deb- Kryterion it card, credit card, or online check. We require a printed Major Field Test, Business MAT receipt for online payments, except when using the pay- MELAB ment kiosk at the front desk of the Testing Center. ParaPro 6. When you check in, you will need to put all belongings Pearson Vue POST in a red bag located on the table by the entrance. You will Praxis take this bag with you and put it by or under your desk. If Prometric you have a cell phone, you must turn it OFF and put it in PSB a small zipper bag located on the table by the red bags. TEAS Western Governors University FIND US ON THE INTERNET 40 www.dixie.edu/testing 7. You will be given a seat or computer 9. The Testing Center is generally open number designating where you should seven days a week for DSU classroom sit. testing. (Hours may be changed due to 8. We will check your photo ID twice each summer, holidays and school vacations.) time you test: first when you check in, 10. Check our website for open days and and then again when you either have a for testing information (scroll down to password entered or turn in your paper the bottom of the page): dixie.edu/ test. testing/

ACCUPLACER PLACEMENT TESTS Accuplacer Placement Tests cost $10 for a single exam, or $20 for two or more at the same time. Accuplac- er Diagnostic Tests are also available at the same price, and help students discover what specific areas in math, reading, and grammar that they need to improve. Accuplacer tests are offered in the Classroom Testing Center on a walk-in basis whenever the center is open.

COLLEGE LEVEL EXAMINATION PROGRAM (CLEP) TESTS DSU now accepts 22 different CLEP exams, most of which allow a student to earn three credit hours in a specific subject. Each test costs $105 and can be taken in the professional testing center. CLEP tests may not be taken for courses you have already enrolled in.

CLEP TEST CLEP SCORE CREDIT DSU CREDIT AWARDED American Government 50 or higher 3 POLS 1100 Analyzing & Interpreting Literature (w/essay) 50 or higher 3 ENGL 2200 Biology 50 or higher 3 BIOL 1010 Calculus 50 or higher 3 MATH 1030 Chemistry 50 or higher 3 CHEM 1010 College Algebra 50 or higher 3 MATH 1030 College Composition 50 or higher 3 ENGL 1010 Financial Accounting 50 or higher 3 ACCT 2010 History of the US to 1877 50 or higher 3 HIST 2700 History of the US 1865 to present 50 or higher 3 HIST 2710 Human Growth & Development 50 or higher 3 FCS 1500 Humanities 50 or higher 6 HUM 1010 & ART 1010 Introductory Business Law 50 or higher 3 MGMT 2050 Introductory Psychology 50 or higher 3 PSY 1010 Introductory Sociology 50 or higher 3 SOC 1010 Precalculus 50 or higher 3 MATH 1030 Principles of Management 50 or higher 3 MGMT 2620 Principles of Macroeconomics 50 or higher 3 ECON 2020 Principles of Marketing 50 or higher 3 MKTG 2550 Principles of Microeconomics 50 or higher 3 ECON 2010 Western Civilization I 50 or higher 3 HIST 1100 41 Western Civilization II 50 or higher 3 HIST 1110 CAREER CENTER

CONTACT INFORMATION CAREER CENTER EVENTS AND ACTIVITIES Located on the 5TH floor, Room 523 CAREER CONVERSATIONS Holland Centennial Commons In partnership with the Student Alumni Association, Career Con- Phone Number: (435) 652-7737 versations is a degree-specific forum in which students listen to seasoned employers share their stories and advice about preparing for the work place.

CAREER INNOVATION LAB iLab is a come-as-you-are opportunity for students from all over campus to explore their personal career motivations and share their passions with other students, faculty, and visiting professionals. We explore a different theme each week via inspiring conversation, interesting guest speakers, and cool projects. And we nearly always have lunch!

CORPORATE NIGHT Gain career insights, explore internship and job opportunities, and make connections once each semester with high-profile companies. Dinner too!

EMPLOYMENT FAIRS Career Fair and Employment Fair are a great way for students to learn about job opportunities and hiring companies and for employers to recruit awesome talent right here on campus.

Career Center Events Page: www.dixie.edu/career/events.php

FIND US ON THE INTERNET www.dixie.edu/career

42 CAREER CENTER FREE SERVICES

• Help finding student jobs • Career assessments • Assistance defining career goals • Resume and cover letter reviews • Teaching interview skills • Advice about preparing for employment • Help in creating and implementing job search plans • Providing graduate school information

CAREER EXPLORATION AND PREPARATION Can’t decide on a major? Not sure what to do with the major you chose? The Career Center can help you determine your skills, abilities, aptitudes, and experience, and help you match them to a variety of career opportunities. Every degree has a wide range of career options!

STUDENT JOBS Looking for a job? Go to the DSU Student Job Board for a listing of current part-time and full-time employment opportunities on campus and in the community.*

STUDENT JOB BOARD:

http://career.dixie.edu/employment/student-job-listings/

*NOTE: Work study positions (for students who have been awarded federal student aid (Pell Grants, Stafford Loans, etc.) are available through the Financial Aid Office.

http://financialaid.dixie.edu/work-study-program/ INTERNSHIPS Looking for an internship? They are the number one way new graduates obtain their first jobs! Earn college credit while gaining experience in your field and get a foot in the door to a company you may want to work for. Internships can be paid or unpaid, depending on your situation. Current internship opportunities are listed on the DSU Internship Board at http://career.dixie.edu/employers/post-an- internship/student-internship-listing/ internships and on CareerCon- nection. Questions about choosing an internship, applying, or negoti- ating a new opportunity? Give the DSU internship coordinator a call at (435) 879-4737.

Degree + EXPERIENCE+ Career CAREER FIT = 43 Success COOPERATIVE EDUCATION Cooperative Education relates the classroom to the employment community. Those with a designated major and a vocational or career interest may be encouraged to locate employment that relates to classroom studies. If a student has approved employment, he or she may be eligible for academic credit based upon the completion of structured learning objectives. Cooperative Education is available in most majors and areas of study and is also available for students who are uncertain about their major, and want to explore their options.

Permission must be obtained from the director of cooperative education before registration. The General Cooperative Education course COOP 1800 is open to all students who are working but undecided in a major and/or want to explore different types of work and receive on-the-job training.

Eagerness, dependability, willingness, attitude, and human relation goals will be set along with other skills that would transfer to most any career or field of work. The same is true with students enrolled in discipline-specific co-op courses. Students in all co-op classes meet with the instructor and employer at the beginning of the course to determine objectives, number of credit hours and hours to work, and to sign a Work Agreement Form. Contact CO-OP director Karl Hutchings at (435) 652-7668 for more information.

CAREER CONNECTION Visit CareerConnection on the Career Center website and log in with your student ID and password to find listings of professional positions that require at least a Bachelor’s degree. You can search by career field, employer and/or location, and upload your resume, cover letter, transcripts, portfolio, etc., so employers can find you. It’s also a great way to explore career options.

CareerConnection: https://www.myinterfase.com/dixie_career/Account/ LogOn?ReturnUrl=%2Fdixie_career%2Fstudent%2F

RESUMÉ & COVER LETTER REVIEW Need help with your resumé and cover letter? Come get a sample resumé or bring in your rough draft and recieve help in making it as up-to-date and effective as possible. Most employers at all levels request a resume as part of a job application.

GRADUATE SCHOOL Thinking of applying for graduate school? The graduate school advisor can help you choose programs that meet your goals. Assistance is available as you apply, including information about entrance exams, completing the application, and gathering required materials, such as transcripts, letters of recommendation, and portfolios. 44 HONORS PROGRAM

The mission of the DSU Honors Program is to attract a diverse com- CONTACT INFORMATION munity of highly capable and motivated individuals who challenge Located on the 4th Floor, Room 487 each other in the life-long pursuit of learning. The Honors Program Holland Centennial Commons provides an intensive and rigorous curriculum to motivated students Director: Mark Jeffreys, Ph.D. who want a more challenging classroom experience that focuses on E-mail: [email protected] problem solving, critical thinking, leadership, and social responsibil- Phone: (435) 652-7815 ity. The DSU Honors Program is a member of the National Collegiate Assistant Director: David W. Jones, M.S. Honors Council. E-mail: [email protected] WHAT ARE THE BENEFITS OF THE HONORS PROGRAM? Phone: (435) 652-7632 • Priority Registration Advisor: Beth Axelgard Personalized mentoring by honors faculty E-mail: [email protected] • Small classes Phone: (435) 879-4487 • Challenging coursework • Opportunities for undergraduate research HONORS REQUIREMENTS • Honors recognition at graduation Students will be admitted to the Honors • Program based on a 3.5 GPA or a 28

HOW DO I APPLY TO THE HONORS PROGRAM? ACT Score/1250 - 1280 SAT score. Applications are available online at https://old.dixie.edu/academics/honors_program.php

BACCALAUREATE DEGREE WITH COURSE OFFERINGS: HONORS PROGRAM GRADUATES Lower Division Courses Students who complete the Honors Program at the baccalaureate level will have “Honors HON 1010: Honors Methods Program Graduate” added to their transcripts - Spring (3 credits) in addition to receiving Latin Honors as appro- HON 2010: Honors Reading priate. - Fall (3 credits) In addition to other institutional graduation requirements, honors students must: • Be enrolled as a full-time student at Upper Division Courses DSU HON 3010: Honors Topics • Meet and maintain a 3.5 GPA or better. - Fall and Spring (3 credits) repeatable • Complete at least 18 hours of Honors over 3 semesters classes, including at least 12 hours of upper-division honors classes HON 4010: Honors Thesis (3000-level or above), preferably spread - Spring (3 credits) across several semesters.

FIND US ON THE INTERNET 45 https://old.dixie.edu/academics/honors_program.php CAMPUS COMPUTER SERVICES

INSTRUCTIONAL SERVICES COMPUTER LABS Jared Johnson, There are two major computer labs on the DSU campus. They are Director of IT Instructional Services located in the Smith Computer Center and Holland Centennial E-mail: [email protected] Commons. Phone: (435) 652-7950 Students log in to computers in all labs using their DixieID # and IT OPERATIONS PIN/Password. Arlene Sewell, THE SMITH COMPUTER CENTER is the largest computer lab on Director of IT Operations campus with 153 computer stations available for student use. As E-mail: [email protected] of Fall 2013, all computers in this lab run the Windows 7 operating Phone: (435) 652-7940 system. Also within this lab is the Testing Center for the CIS courses taught on campus and there are 21 computer stations within that area HELP DESK of the lab. The lab is staffed with a lab assistant and at various times of Email: [email protected] the day CIS faculty also assist students. The Smith Computer Center Phone: (435) 879-4357 also has three computer classrooms just off the main lab area. These classrooms each have 26 computer stations available for classes and student use when not scheduled with classes.

During fall and spring semesters, the Smith Computer Center hours are: • Monday–Thursday: 7 a.m. - 11 p.m. • Friday: 7 a.m. - 6 p.m. • Saturday: 9 a.m. - 1 p.m. Hours during summer semesters and between semesters differ.

THE HOLLAND CENTENNIAL COMMONS contains 126 computer work stations with a lab assistant available during most hours of operation. During fall and spring semesters, the Holland Centennial Commons hours are: • Monday–Thursday: 7 a.m. - 12 a.m. (midnight) • Friday: 7 a.m. - 6 p.m. • Saturday: 9 a.m. - 6 p.m. • Sunday: 3 p.m. - 10 p.m.

Hours during summer semesters and between semesters differ. Check with the Holland Centennial Commons Library.

FIND US ON THE INTERNET dixie.edu/helpdesk 46 IT HELPDESK COMPUTER SERVICE CENTER

The IT Helpdesk is available to meet the techno- We offer DSU students, faculty and staff technical logical needs of students, faculty, and staff, and support for personal computers. You must show provide assistance with Canvas, Dmail, Online your DSU ID card. We service both Apple and Student Services, and RedStorm wireless configu- Windows computers. ration. LOCATIONS: Holland Centennial Commons, Services provided to students, faculty, and staff in- second floor at the Library entrance clude: HOURS: Monday–Friday: 10 a.m. - 5 p.m. during • Instructure Canvas: answer all student fall and spring semesters; hours at other times inquiries and help troubleshoot computer will vary. issues. PHONE: • Dmail: assist with account access and (435) 879-4444 creation problems REPAIR COST: $30 initial evaluation (first hour) • Campus Wireless Access: assist in + $30 per hour thereafter (plus sales tax). connecting various mobile devices to the TECHNICAL SERVICES RedStorm wireless network • Laptops: help installing programs, • Software Installs: Purchase software from removing viruses and general the DSU Bookstore or bring in your own troubleshooting and we will install it. • Online Course Support: troubleshoot • Virus Removal: We will remove virus/ computer problems associated with the malware from your computer or laptop and online course tools (Turn-It-In, Mediasite, install MS Security Essentials if needed. etc.) • Hardware Install: Bring in hardware and we will install it. LOCATIONS & HOURS: • Hardware Repair: We will repair hardware Smith Computer Lab Center, Northwest corner (quote of costs will be given first). • Monday–Thursday: 8 a.m. - 8 p.m. • Computer Tune Up: We will optimize PC • Friday: 8 a.m. - 6 p.m. hardware and software functionality.

Holland Centennial Commons, second floor at the DATA SERVICES Library entrance • Data Backup: we will backup your data on • Monday–Thursday: 8 a.m. - 10 p.m. hard drive or external media. • Friday: 8 a.m. - 6 p.m. • Data Recovery: We will recover deleted files • Saturday: 11 a.m. - 7 p.m. from a drive that is in working condition. • Sunday: 3 p.m. - 10 p.m.

EMAIL: [email protected] PHONE: (435) 879-4357 WEBSITE: dixie.edu/helpdesk

The IT Helpdesk website is a student resource for access to tutorials, FAQs and other troubleshooting materials.

A live chat room is available to assist students via chat or remote desktop.

47 THE CAMPUS STORES

The Dixie State University Campus Stores offers students a convenient source for textbooks, general books, a variety of office, school, and art supplies. The Campus Stores are the official source for DSU Red Storm clothing. Our technology department offers educational discounts on software and computer supplies. Great savings are available for students on Apple computer products, as the campus store is an Apple Authorized Campus Store.

DIXIE STATE UNIVERSITY CAMPUS STORE The DSU Campus Store, a modern 8,000 square foot retail store, is located on the second floor of the Kenneth N. Gardner Student Cen- ter. Students, alumni, and the public are always welcome to shop. We have all things Dixie State: memorabilia, gifts, apparel, new technology and teacher-approved textbooks.

Hours: Mon-Thurs 7:45 A.M. - 6:00 P.M; Fri 7:45 A.M. - 5:00 P.M. Phone: (435) 652-7644 Find us on the web campusstore.dixie.edu

DSU APPLE AUTHORIZED CAMPUS STORE The Apple Authorized Campus Store is the only location in St. George to buy tax free, student–priced Apple computers. The Apple Autho- rized Campus Store is located in the DSU Campus Store in the Ken- neth N. Gardner Student Center. Our knowledgeable staff is here to help you find the right computer for you. Come in and see what your Campus Store and Apple can do for you. Phone: (435) 652-7644

FIND US ON THE INTERNET campusstore.dixie.edu/

48 DIXIE STATE UNIVERSITY APPLE SERVICE CENTER The Apple Authorized Service Center is available to all students at Dixie State University. Located on the second floor of the Holland Centennial Commons at the help desk our certified and trained Apple technicians are here to help you through the stressful tech problems that every student faces. Hours vary.

Phone: (435) 879-4444

DIXIE STATE STORE

The Dixie State Store, a beautiful store located just northeast of campus at 1037 East 100 South, caters to the alumni and general public. The Dixie State Store has a variety of Dixie State apparel from Hurley, Under Armour, Champion and Gear clothing lines. The Dixie State Store is the official carrier of Dixie State gifts and memorabilia for every Dixie State Fan.

Hours: Monday-Friday 10:00 AM - 6:00 PM, Saturday 9:00 AM - 3:00 PM

Phone: (435) 879-4644

THE END ZONE The End Zone is located at the Hansen Stadium on the south end of the field, next to the DSU Dining Services Concessions stand. Shop during the next game and grab your Dixie State foam fingers and mega- phones! Open during Football Games.

CENTER COURT Center Court is located on the northeast corner of the Burns Arena. Like the End Zone, you’ll find the latest DSU clothing and memorabilia to help feed your DSU spirit. Open during Basketball Games

TRAIL TRACKER The Trail Tracker is the Dixie State trailer that you may see at DSU tailgate parties, baseball games, and other events. We have everything Dixie State from memorabilia, Dixie State noisemakers, apparel and more! Open during tailgates parties, baseball games, and other events.

49 ARMY ROTC

CONTACT INFORMATION CROSS-ENROLLMENT AGREEMENT Located in ROTC Building DSU offers ROTC through a cross enrollment agreement with Brigham (south of the Burns Arena) Young University (BYU). The Military Science courses are taught at E-mail: [email protected] DSU. Compliance with BYU standards, as listed in the current BYU Phone: 435-652-7627 catalog, is an obligation while participating in ROTC activities and at all times while on the DSU and BYU campuses. More detailed infor- STAFF mation is available in the appropriate BYU catalog listing. APMS: Major Justin Smith Major (Ret) Jim Dupras GENERAL INFORMATION Instructor: SFC Jeremy Later The DSU ROTC program is designed to produce highly qualified Instructor/Recruiter: Jim Dupras commissioned officers for the U.S. Army, Army Reserve, and Army National Guard. The traditional ROTC program extends over four years of college and consists of two phases: a two-year basic course during the freshman and sophomore years, and a two-year advanced course covering the junior and senior years of college.

To receive a commission as a second lieutenant in the U.S. Army, Army Reserve, or Army National Guard, students must earn a baccalaureate degree prior to age 30. An exception will be made for prior service, which may extend the age limit to 34. Students must be citizens of the United States to be commissioned. Physical and academic standards for the basic course are the same as for those of all ROTC programs nationwide.

To qualify for the advanced program, students must pass a mental and physical examination during the year preceding entry into the advanced course. At the beginning of the fall semester of their junior year, students are sworn in and sign an agreement to complete the last two years of ROTC and to serve on reserve or active duty upon graduation. Students incur no military obligation prior to contracting to join the military.

FIND US ON THE INTERNET dixie.edu/rotc 50 PROGRAM OF INSTRUCTION The ROTC program is designed to complement each student’s goal of acquiring a baccalaureate degree in a personal course of study while enabling the student to develop the knowledge, skills, and abilities for transition into the United States Armed Forces upon commission- ing and fulfill a military obligation as a reserve or active duty officer. Students do not major in military science but may receive a minor in these areas upon their request and depending upon certain requirements. ROTC military and leadership training provides ROTC graduates with many special skills and experiences that will enable them to compete as leaders in the military and/or business, civic, and community affairs.

SCHOLARSHIPS ROTC offers many two-, three-, and four-year scholarships, awarded on merit, for which students may compete. The scholarships pay full tuition, textbook costs, lab fees, other required university fees, related education expenses such as classroom materials, and a $350-500 per month subsistence allowance. ROTC scholarships are offered on a competitive basis and applications must be submitted through Army ROTC Detachments.

In most cases, the deadline for scholarship applications is January of the year prior to enrollment; however, it is suggested that interested parties check with specific ROTC departments, as deadlines may vary. ROTC scholarships are not affected by other grants, loans, or VEAP. To be eligible for a scholarship, a student must be eligible to receive a baccalaureate degree by his or her 30th birthday, be a U.S. citizen, be at least 17 at the time the scholarship is to be used, and willing to serve on active duty for a period of four years. There are also Reserve Component Scholarships awarded each year for National Guard and Reserve duty.

ROTC (ARMY) A five-week Advanced Leadership Course is required in the summer between the junior and senior years. All Army ROTC students are required to attend a leadership laboratory for two and a half hours each week. Practical experience in leadership applications such as small unit tactics, repelling, weapons familiarization, etc., is emphasized during laboratory periods. Cadets are also required to participate in scheduled morning fitness training.

51 UNDERGRADUATE RESEARCH

CONTACT INFORMATION What does “undergraduate research” mean? Located on 4th floor, Room 488 All undergraduate students constantly conduct research, using li- Holland Centennial Commons brary holdings, laboratory experiments, clinical studies, and inter- Phone: (435) 652-4488 views with experts to complete the projects their professors assign Email: [email protected] them each semester. The Undergraduate Research Committee at DSU encourages undergraduate students to conduct involved research on single topics over extended periods of time and then present their findings in formal settings, such as conferences and other events.

Typically, students pursuing these projects work closely with faculty mentors who not only provide their scholarly expertise in areas ranging from the sciences and the humanities to economics and criminal justice, but also offer practical advice about preparing and delivering conference presentations. While students may develop the initial ideas for these projects in the classes they take at DSU, they frequently conduct their research on their own time, individually and sometimes in small groups. How can undergraduate research help me? When a student pursues a demanding research project and presents his or her findings to an audience, this student will typically develop an expert’s knowledge about the topic he or she has ex- amined. In addition, the student will learn and adopt a set of skills that can help him or her successfully pursue and investigate other academic challenges as an undergraduate now and perhaps as a graduate student later. Working on research projects enables students to network with others who share their interests, prompting them to establish relationships that may lead to new academic and professional opportunities, including internships, grant funding, publications, and even employment.

52 What can I do to get involved with undergraduate research at DSU? If you have a good idea for a research project, and you think you would eventually like to present your work to an audience, approach a faculty member whose scholarly interests intersect with yours. Should this individual find merit in your idea, she or he may be willing to serve as a mentor and help you see the project through to completion or, at least, direct you to another faculty member who can provide you with similar assistance. Please note, though, that mentors to DSU students must be regular faculty or employees who are designated as faculty instructors.

As your project evolves, you’ll want to find conferences where you can present your work, like the National Conference on Undergraduate Research, the Utah Conference on Undergraduate Research, the annual conference of the Utah Academy of Sciences, Arts, and Letters, and the annual DSU Student Research Day. Your mentor will help you craft something called an abstract, which is a proposal that briefly summarizes the research you’ve done for your project and the findings it has produced.

You can also approach members of the DSU UR Committee for recommendations concerning projects, mentors, research methods, preparation of abstracts, and conference presentations. Helpful information may also be found on the DSU UR Committee’s website. What does the Undergraduate Research Committee at Dixie State University do? The UR Committee promotes, coordinates, and celebrates undergraduate student research achievements across campus. To draw attention to outstanding student accomplishments, it hosts an annual Student Research Day. The committee also assists with and recommends student proposals for inclusion in the annual Utah Conference on Under- graduate Research.

FIND US ON FACEBOOK You can also connect with us on Facebook at facebook.com/ DixieStateUniversityUndergraduateResearch.

FIND US ON THE INTERNET www.dixie.edu/urc/

53 STUDENT RESOURCES DEAN OF STUDENTS

Welcome to Dixie State University! Students come to Dixie from many different places, with differing backgrounds, and having a variety of needs. We endeavor to provide the best and most comprehensive resources possible for a student’s academic and personal success. It takes a team of creative and dedicated individuals to make Dixie an invigorating and inspiring place to foster lifelong learning and personal development.

As dean of students, I work to provide support and advocacy on your behalf, assist with the resolution of problems, and provide information about campus resources and programs available to help you succeed in college. If you are experiencing difficulties, need someone to talk to about a problem you are having, or want to share your successes, please contact my office for an appointment.

For assistance, or to learn more about the various services, programs, CONTACT INFORMATION and resources we offer, I invite you to visit, call or e-mail me. Del W. Beatty To get an answer to your question within 24 hours, go to Ask the Dean Located on the north end at http://deanofstudents.dixie.edu/ask-the-dean/ of the second floor, Gardner Student Center Email: [email protected] Phone: (435) 652-7514 FIND US ON THE INTERNET dixie.edu/deanofstudents/

54 REGISTRAR’S OFFICE

WHAT IS THE REGISTRAR’S OFFICE? CONTACT INFORMATION The Registrar’s Office is responsible for maintaining and keeping Located on the 1st floor your student records secure. Holland Centennial Commons

WHAT CAN WE HELP YOU WITH? HOURS: Lots! We have many answers to the questions you will encounter dur- M-F 8am - 5pm ing your time at Dixie State University. Our office works with: Sat & Sun : Closed • Registration • Grades PHONE NUMBERS • Proof of enrollment (435) 652-7708 • Major changes • Transfer credit FAX: • Leave of Absence 435-879-4005 • Veterans services • Campus policies E-MAIL: • Complete withdrawals for a semester [email protected] • Degree Works (electronic degree progress) • Academic appeals, graduation applications and diplomas MAIL: WHAT ELSE DO WE DO? Dixie State University Post your transfer (i.e., Advanced Placement, FLATS) credits. Most Enrollment Services of our forms are available online or at our office to add/drop/audit 225 S University Ave classes, to ask for Exceptions to Policy, Academic Renewal, Informa- St. George, UT 84770 tion Change forms (name and ID# changes), just to name a few.

FIND US ON THE INTERNET dixie.edu/registration/

55 FINANCIAL AID & SCHOLARSHIPS

CONTACT INFORMATION The purpose of the Office of Financial Aid and Scholarships is to Located on the 1ST Floor assist you in financing your education. We offer a comprehensive and Holland Centennial Commons varied program of financial aid. The purpose of financial aid is to help Phone: (435) 652-7575 eligible students bridge the gap between what they and their families Fax: (435) 879-4087 can be expected to pay and what it will cost to attend Dixie State. Email: [email protected] In addition to money you or your family can provide, there are several Hours: 8 a.m. to 5 p.m. sources of money to help finance your education. Monday through Friday SCHOLARSHIPS are awarded by Dixie State University as well as Closed Saturday and Sunday many other organizations, each of whom establish the criteria that MAILING ADDRESS recipients must meet. It is a student’s job to find out what scholarships DSU Financial Aid & Scholarships he or she may be eligible for and apply for them, then use any money 225 East University Ave. awarded to pay for tuition and other financial needs. To find out more about scholarships, visit the DSU Scholarship web page at the St. George, UT 84770 following address: dixie.edu/financial/scholarships/index.php

FINANCIAL AID is awarded on the basis of need and other eligibility criteria established by the U.S. Department of Education and other state agencies. There is no discrimination based on race, color, religion, age, sex, national origin, pregnancy-related condition, handicap, or status as a veteran. It may consist of a grant, which does not need to be repaid, or a loan, which must be repaid. There are several types of both grants and loans, each with their own eligibility requirements, applications, rules, and repayment requirements.

The 2016-2017 Dixie State University Students’ Financial Aid Handbook is available on the DSU website at the following address: www.dixie.edu/financial/handbook.php

This handbook contains information about the financial aid programs available at Dixie State University, including summaries of important policies and procedures. If you have questions or need information not found in this handbook please call, write or come into the Financial Aid Office and visit with us.

56 DENTAL HYGIENE CLINIC

Invest time instead of money to get your teeth and mouth healthy! Visit CONTACT INFORMATION the DSU Dental Hygiene Clinic for the most thorough, professional Located in Taylor Health oral hygiene care you will ever receive. The services we provide cost Science Buidling, 1st floor approximately $250 to $1,200 in a private practice. Our dental hygiene 1526 Medical Center Dr., St. George students, under the guidance and supervision of licensed hygienists Contact: Elyse Perkins and dentists, can offer the same services at greatly discounted fees Phone: (435) 879-4900 with your commitment of time. Please contact our clinic at (435) 879- Hours:8–5 M–Th 4900 for more details.

PROCEDURE COST DSU Students/Staff/Faculty (Active DSU ID Required) Full Mouth X-rays Screening Exam $25 Package Deal Cleaning (any type necessary) Fluoride Varnish Non-DSU Students/Staff/Faculty (Family & Friends)

Full Mouth X-rays $20 Adults/$10 Children Panoramic X-ray $15 Bitewing X-rays (4) $10 Adult Cleaning $20 “Deep Cleaning” $20 first quadrant (Therapeutic Period Cleaning) $10 each additional quadrant Child Cleaning $13 Fluoride Varnish $5 Additional Services Sealants $7 per tooth Bleach Trays and Bleach (Full Mouth) $60 Mouth Guard $35 Nitrous Oxide Sedation* $10 per hour

*May be used for anxious patients who have no contradictions

57 HEALTH AND WELLNESS CENTER

MEDICAL EMERGENCY The mission of the DSU Health and Wellness Center is to promote a climate If you have a medical emergency, please where students, faculty, and staff can become more engaged in healthy lifestyle call 911 or visit the IHC Emergency behaviors through health and wellness resources, information and services. This program encourages the campus community to strengthen their health Department at 1380 East 480 South and well-being through educational opportunities and self-improvement in St. George, UT. with a staff of nurse practitioners and therapists available for appointments as needed. Taking responsibility for one’s health and well-being is an essential HEALTH & WELLNESS CENTER part of a person’s ability to contribute to the work and mission of DSU. The Conveniently Located Next to Campus Health and Wellness Center offers the latest health information regarding 34 North 600 East sexual responsibility, alcohol and other drug use, tobacco cessation, nutrition, and other basic health issues. Condoms are also available for free at the front Hours 8 a.m.–5 p.m. Mon.–Fri. desk. Closed Saturday and Sunday Summer Hours 9 a.m.–4 p.m. Mon.–Fri. MEDICAL EMERGENCY Call for an Appointment (435) 652-7756 If you have a medical emergency, please call 911 or visit the IHC MEDICAL CARE INFO Emergency Department at 1380 East 480 South in St. George, UT.

Hours: Mon-Fri. 1 p.m.–5 p.m. LAB SERVICES COST AND PAYMENT The DSU Health and Wellness Center offers various laboratory tests, Students: $10 per visit including urinary infections, strep, mononucleosis, glucose, hemoglo- This includes the cost of most basic testing. bin, women’s tests, and pregnancy tests. * Some services are referred to an outside IMMUNIZATION clinic/hospital, in which case additional DSU does not require immunization for admission, and at this time charges may accrue. we do not offer immunizations. Immunization requests are referred to * No discount vouchers are available, and the Southwest Utah Public Health Department at 435-673-3528. only cash or check are accepted. * Payment is due at the time of service. PRESCRIPTION ADVICE Healthcare providers at the DSU Health and Wellness Center can MENTAL HEALTH INFO

Hours: Mon–Fri: 8 a.m.–5 p.m. Cost to Students: First visit free, DISCLAIMER $10 after that The materials contained within these pages are presented by Dixie State University for informa- tional purposes and not intended to be used as medical treatment.The resources presented are not a substitute for professional care or attention by a qualified practitioner, nor should they be inferred as such. DSU is not responsible or liable, directly or indirectly, for any form of damages resulting from the misinterpretation of information contained or implied herein. Always check with a medical professional if you have questions or concerns about your condition. 58 prescribe pharmaceuticals, as well as answer ques- like to quit, the Health and Wellness Center tions you might have regarding your medications offers a comprehensive smoking cessation program. or over-the-counter products. Many medications are very expensive. Speak with a DSU nurse prac- 2. Establish a habit of exercise and maintain a healthy weight. titioner for details or programs that can help you 3. Eat balanced meals with plenty of fruits, obtain your needed prescriptions. vegetables and whole grains. The Health and Wellness Center DOES NOT stock 4. Try to get 7-8 hours of sleep per night. narcotics or other controlled substances. 5. ALWAYS wear your seat belt. General guidelines when taking prescribed 6. ALWAYS apply sunscreen (at least SPF 30 or medications: greater) when outdoors. 7. Keep your immunizations up to date. • Follow directions exactly • Finish ALL the medication as instructed 8. Get regular blood pressure checks (this is a free service at the Health and Wellness • Do not remove medication from the labeled Center — no appointment necessary). container 9. Protect against STIs. If you are sexually • Report any side effects to your health care active, use condoms. provider immediately 10. Females — perform monthly breast self • Disclose any allergies exam, and a yearly professional breast exam • Disclose use of any over-the-counter, (free in October). herbals or illegal substances you may be 11. Males — perform monthly testicular self taking prior to starting any new medication exam, and a yearly professional exam (free in November). • Never share medications • Never take antibiotics unless instructed by 12. If you choose to consume alcohol after you are of legal age, do so responsibly and only your health care professional in moderation. STUDENT HEALTH AND 13. Get an eye exam once per year and a dental ACCIDENT INSURANCE exam every six months. Dixie State University does not provide health in- UNDER AGE STUDENTS surance for students or require proof of insurance The DSU Health and Wellness Center provides for registration. However, students are strongly services to currently enrolled DSU students. How- encouraged to consider having health insurance ever, on occasion, these students may be under the coverage while attending school. Students may age of 18. In this case, a consent for treatment form contact the insurance company/agent of their must be submitted to the Health and Wellness Cen- choice to inquire about insurance products that ter prior to an exam. Call 435-652-7756 for details. would help protect them from catastrophic health costs while attending Dixie State. St. George Blvd. DSU Health Currently, the DSU Health and Wellness Center & Wellness does not accept insurance payments and requires Center that medical health charges ($10 per visit for students and $20 per visit for faculty and staff) to be paid at the time of service. DSU partners with Tabernacle St. several insurance providers who offer discounted student health insurance plans. Information can be St. George 600 E. obtained at the Health and Wellness Center. City Cemetery 800 E. University Ave. University GENERAL HEALTH TIPS 100 S. 59 1. DO NOT smoke. If you do smoke and would DSU Campus DIXIE STATE DINING SERVICES

Dixie State Dining Services takes pride in EXCELLENCE. We strive to surpass your expectations through excellent customer service, diverse catering options and exceptional quality.

It is our sincerest hope to meet your dining and nutritional needs through a variety of meal plans and menu options. We are here to serve you. Your satisfaction is our number one priority. Dining on campus is a wonderful way to meet and make new friends.

Let us do the preparation and clean up so you’ll have more time to enjoy being a student. Our declining balance Meal Plan is a program which allows you to select and purchase the food items you want. All items are priced individually. When you purchase a meal plan (or deposit money onto a meal plan account), your University Student ID Card becomes your key to Campus Dining. You pay for any food simply by presenting your ID card to the Dixie State Dining Services cashiers. Our electronic card readers automatically deduct the cost of your purchase from your meal plan account. Enrolling in a meal plan gives you the best value dollar for dollar! Your purchase becomes tax- exempt AND you will receive a 5% discount off of the posted prices!

We have numerous food areas located throughout campus, in order to serve our customers:

RED ROCK CAFE Located on the first floor of the Gardner Student Center, the Red Rock Cafe is our food court on campus, which offers a wide variety of food and beverage options.

60 THE MARKET AT DIXIE Also located on the first floor of the Gard- ner Student Center, The Market at Dixie is a fully stocked convenience store, with lots of scrumptious items to select throughout your day.

STACKS Located on the second floor of the Jeffery R. Holland Centennial Commons. Stacks offers both hot and cold sandwiches along with freshly baked cookies, smoothies, drinks, and so much more.

INFUSION A full-service beverage shop is located on the first floor of the Jeffery R. Holland Centennial Commons. Infusion offers coffee brewed using only the freshest ground beans, teas, hot chocolate, freshly-squeezed orange juice, specialty latte drinks, and much more.

CATERING The catering department caters all official university events throughout southern Utah, as well as catering for any group which comes to campus. As a catering service, our main function is FOOD! Our well-trained and professional production and service staff is dedicated to quality customer service and taking care of the details of your event so you don’t have to worry about anything other than being there and enjoying your event. Our chefs can make just about any dish you desire as well as suggest creative menus to suit your special occasions.

CONCESSIONS We provide concession snacks and beverages for various events at the following locations: Burns Arena (Basketball and Concerts), Hansen Stadium (Football & Soccer), the Hurst Fields (Baseball & Softball) and the Eccles Fine Arts Center (Plays and Concerts).

VENDING We offer beverage, snack and ice cream machines which are located in various buildings throughout campus.

61 DISABILITY RESOURCE CENTER

DISABILITY The Disability Resource Center (DRC) serves enrolled Dixie State RESOURCE CENTER University students who have qualifying disability. The DRC works Located in the North Plaza Building to ensure equal access to DSU programs and services to students who have documented disabilities. A qualifying student is a student Phone: (435) 652-7516 with disability who also meets the academic and technical standards Hours: 8 am – 5 pm required for admission or participation in DSU educational programs Email: [email protected] and services.

If you have a disability or suspect you have a disability, please contact us. We can help provide you equal access and reasonable accommodation to enjoy your college experience at DSU.

STUDENT RESPONSIBILITY AND APPLICATION PROCESS To be eligible for reasonable accommodations under the Americans with Disabilities Act a student must do the following: 1. Self-identify as a person with a disability. 2. Contact the Disability Resource Center by phone (435) 652-7516 or in person (North Plaza Building) for application packet. 3. Complete and return application along with appropriate documentation. 4. Meet with DRC staff to discuss eligibility and accommodation options available.

Have a disability or suspect you have a disability? Contact us and we will help the university provide you equal access and reasonable accommodation.

62 FREQUENTLY ASKED QUESTIONS

When should I notify the Disability Resource Center about my SOME ACCOMMODATIONS disability? AVAILABLE TO ELIGIBLE STUDENTS: Although you need not disclose a disability during the Transportation to classroom and admission process, it is advisable to disclose as soon as parking lot possible after applying and being accepted. This will permit Early registration the DRC to assist in arranging reasonable accommodations for Computer lab you before classes start. Adaptive Equipment: • Digital voice recorder What accommodations will I receive? • Comtek (FM system) for hearing Accommodations are determined case-by-case based on the impaired documentation and the nature of the disability. In all cases, a • Page magnifier for visually determination of eligibility for accommodations is dependent impaired upon the documentation supporting a significant limitation in • Video phone for deaf students • CCTV for visually impaired a major life function. In all cases, accommodations will not be • Specialized calculators given if they alter the essential elements of a course. Alternative text: If I had IEP in high school, will the same accommodations be • Audio materials for CD player, provided? MP3 player • Brailed text Although 504 plans and IEPs are helpful in understanding Assistive technology: the history of the disability or disorder, they are not adequate • Dragon Naturally Speaking to implement accommodations in a college environment. At (voice recognition software) the post-secondary level, supporting documentation through • JAWS (screen reading software) an evaluation done within the past three years or using adult • Zoom text (screen enlargement norms would be required. software) Examination Accommodations: How will I notify my professors about my need for • Alternate testing site accommodations? • Extended testing time The DRC staff will provide you with a letter or form tobe • Alternative test formats given to each professor. In order to activate the document, the • Testing aids (readers, scribes, student must have appropriate documentation on file and will interpreters) • White board then deliver the document to the professor to affix his/her Adaptive Furniture: signature and any other needed information giving approval. • Chairs Will faculty and other service providers know my disability? • Adjustable tables • Other specialized furniture as No. All information related to reported disability is confidential. needed It will not be made available except to ensure that appropriate Sign Language Service: accommodations are provided. • American Sign Language • Transcriptionist Note-taking Assistance: • In-class peer note-taker Other Accommodations as needed

63 HOUSING AND RESIDENT LIFE

CONTACT INFORMATION The department of Housing and Resident Life provides on-campus Located in the housing facilities to meet the needs of both single students and Housing and Resident Life Building students with families. All housing facilities are conveniently close Phone: (435) 652-7570 to classes and campus activities. The Housing and Resident Life Fax: (435) 656-4050 staff endeavors to provide a safe, fun, and educational environment Email: [email protected] conducive to student success.

HOUSING OFFICE HOURS SINGLE STUDENT HOUSING 8 a.m. to 5 p.m. Single student housing facilities are close to classes, have live-in stu- Monday – Friday dent staff members, and are monitored by Dixie State University’s Campus Security Department. Student staff members serve residents as referral agents to campus resources, mediators in resolving conflicts, and friends as they build rapport with residents and facilitate an array of social and educational programs. Single student housing at Dixie State University includes both dormitory and apartment-style resident living units.

DORMITORIES are traditional sleep/study living areas. They are structured to encourage student interaction and facilitate a traditional on-campus living experience. A sense of community is established among all dormitory residents as they interact at the café, community laundry room, and resident life lounge. Shared and private rooms are available. There are two dormitory options on campus for single students: • Nisson Towers meal plan required • Shiloh Hall men only, meal plan required

APARTMENT-STYLE units offer contemporary living spaces for students. Close-knit bonds are established among roommates as they interact daily in the living room and kitchen areas. Shared and private rooms are available. There are two apartment options on campus for single students: • Abby Apartments • Chancellor Apartments upperclassmen are given priority

63 64 FAMILY STUDENT HOUSING Family student housing at Dixie State University is available to married couples (with or without children) and single parents with children. Campus Security personnel monitor the family student housing areas, and a resident manager works closely with residents to address facility issues and other concerns germane to family community living. Residents of family student housing enjoy a safe and clean family living environment. There are two apartment options for students with families: • Dixie View Apartments 3-bedroom, one-and-a-half bath • Morgan Apartments 2-bedroom, 1 bath

HOW TO APPLY All applications are processed online at www.dixie.edu/ housing/application.php. Students must have a student identification number in order to apply. To be eligible for on-campus housing, students must be enrolled in at least nine credit hours. For current rates, please visit www.dixie.edu/housing/rates.php.

FIND US ON THE INTERNET www.dixie.edu/housing

65 INTERNATIONAL STUDENT SERVICES

CONTACT INFORMATION The International Student Services (ISS) office at Dixie State Univer- Located in the Lower Level sity welcomes International Students from around the world! Under- Student Activity Center (Old Gym) standing the unique challenges of studying in a foreign country, the E-mail: [email protected] trained staff is available to personally assist navigation at DSU. Phone: 435-879-4687 All DSU students and members of the St. George community who have Hours are 8 a.m. to 5 p.m. international ties or are interested in connecting with international Monday through Friday students are welcome to stop by the ISS office. Closed Saturday and Sunday

FIND US ON THE INTERNET dixie.edu/international

66 SERVICES ISS PROVIDES

ADMISSIONS ESL Tutors (SHELL tutors) • Process all DSU international student ORIENTATION COURSE inquiries and applications • ASC 1000/ESL 1000 - International ORIENTATION Student Academic Success • Assist with international student ACADEMIC ADVISEMENT arrival & housing • Unconditional and conditional • Student emergency issues student status • DSU International Student Orientation • English proficiency testing • Cross-cultural adjustment • College Placement Testing (CPT) US IMMIGRATION COMPLIANCE • Facilitation of DSU academic advisement • Issuance of I-20 documents • Assist with class registration • Maintain SEVIS records • DSU academic standing issues • I-20 travel endorsement • Release of student information • International student employment documentation • TB testing ACTIVITIES • Health insurance • Activities and Excursions • Department of Motor Vehicles • Weekly shopping (limited assistance) (See ISS office for times & details) ENGLISH LANGUAGE LEARNING

• Accredited English as a Second Lan- guage (ESL) program

67 MULTICULTURAL/DIVERSITY CENTER

CONTACT INFORMATION The Multicultural/Diversity Center (MCDC) is a student support Located in the Lower Level service established to provide services to students with various Student Activities Center (Old Gym) backgrounds and increase diversity at Dixie State University. The Phone: 435-652-7730 MCDC operates under the principle that every person’s unique life Hours: experiences enrich campus life and add a profound element to a true education. We invite all DSU students to participate in the MCDC 8 a.m. to 8 p.m. Mon - Thurs events, promote diversity though awareness and acceptance, and 8 a.m. to 5 p.m. Fri celebrate their own cultural identities as well as those of others. Closed Saturday and Sunday OUR MISSION COORDINATORS Kristine Whittaker The Multicultural/Diversity Center is committed to adding diversity to Dixie State University and the surrounding community by promot- phone: (435) 652-7753 ing an atmosphere of acceptance, awareness, and inclusiveness. We e-mail: [email protected] encourage and promote social engagement, leadership opportunities, Adam Ross personal development, and academic excellence in order to give all phone: (435) 652-7733 students at Dixie a grounded education. e-mail: [email protected] Please take time to explore the center’s website, and feel free to contact us with any questions, concerns or suggestions. They also invite you to stop by the MCDC to see how they can assist you.

SERVICES Advisement • Applying for admission to DSU • Registering for classes and financial aid/scholarship assistance • Student advocacy Mentoring • Tutoring services • Latinos in Action (one-credit class) • Peer advisor training • Leadership Development • Textbook Checkout

FIND US ON THE INTERNET www.dixie.edu/diversity 68 Orientation EVENTS • Program Orientation Each year, the Multicultural/Diversity Center • Recruitment of Students of Color sponsors a series of campus-wide events that are • College-Preparatory Workshops open to all students, faculty, staff and community Personal Counseling members. These events are created to promote an atmosphere of acceptance, awareness and • Cultural and Ethnic Issues inclusiveness while fostering a unique educational • Diversity Issues Related to Race, Gender, experience at Dixie. See updated events at Age, Religion, Sexual Orientation, Etc. www.dixie.edu/diversity Clubs and Organizations • Leadership Retreat • Pacific Islanders Student Association • Academic Success Workshops • Black Student Association • Diversity Week • Latinos in Action - Cultural Education Booths • Native American Student Association - “Who Am I?”Discussion • Gay Straight Alliance - Native American Celebration • International Club - Taste Around the World • Pagan Ideology Club - Luau and Fiesta • Japanese Culture Club - Black Out Dance • Take Back the Night Club - International Movie Festival - Multicultural Extravaganza MULTICULTURAL SCHOLARSHIP • Community Service Projects Dixie State University recognizes that a culturally • Diversity Forums diverse student body benefits and enriches the educational experience of all students, faculty and staff. Thus, we strive to assist students who will enrich this cultural diversity and make every attempt to support their academic success. The presence and the success of these students at DSU benefit each student individually, but also enhances the experience of the entire DSU community at large. The recipients of the Multicultural Scholarship must demonstrate academic merit, outstanding leadership, and financial need in order to qualify. If awarded, he/she must take an active part in the MCDC by giving service. Scholarship priority deadline is Mar 1st. For more information visit www.dixie.edu/diversity Criteria • U.S. Citizen & Legal Resident of Utah • Must Have and Maintain a Minimum 2.5 GPA • Enrolled Full-Time (min. 12 credits) • Enrolled in a Degree-Seeking Program • Exemplify a Multicultural Background

69 WOMEN’S RESOURCE CENTER

CONTACT INFORMATION WHAT IS THE MISSION OF THE WOMEN’S Located on the 4th floor, Room 489 RESOURCE CENTER? Holland Centennial Commons The Women’s Resource Center is dedicated to serving all female col- Phone: (435) 879-4489 lege students of Dixie State University. The center’s goal is to facili- Email: [email protected] tate access to resources, mentoring, and support available to women across disciplines. They organize campus events with female profes- Florence Elizabeth Bacabac, Ph.D. sionals as resource speakers to help inspire other women in meeting their academic and professional goals. Director

FIND US ON FACEBOOK HOW CAN THE WOMEN’S www.facebook.com/dsuwomensre- RESOURCE CENTER HELP ME? source Female college students sometimes face challenges in balancing school, work, and family life. They may often wonder how other

women survived and continue to climb the ladder of success.

The center wants to help you succeed in college by connecting you with other women who “made it.” There are two things you can do to learn the secrets of success: (1) find a professional female mentor in your field; and (2) attend campus events organized by the Women’s Resource Center.

WHAT TYPE OF CAMPUS EVENTS DOES THE WOMEN’S RESOURCE CENTER ORGANIZE? Since the launching event in March of 2013, the center has had several activities that cater to women in STEM (Science, Technology, Engineering, Math), politics, business, education, and many other programs. They have also offered practical workshops on balancing school, work, and family life for success; women’s self-protection; and resources for non-traditional female students. Finally, they have collaborated with other campus entities for support, including Dixie State Mother-Daughter Weekend, Women’s Achievement Conference, Utah Women in Higher Education Network, etc.

70 WHY PROFESSONAL FEMALE MENTORS? DSU Women’s Resource Center’s campus activities are meant to supplement the center’s focus on the power of professional female mentoring. Usually distinct from peer-to-peer mentoring or having a course advisor, the program encourages all female students to identify a female faculty or staff member who can serve as role model and nurture their academic and professional success.

WHERE CAN I FIND MORE INFORMATION ABOUT THE WOMEN’S RESOURCE CENTER? The center’s website ( www.dixie.edu/wrc) contains a list of upcoming events, staff, and semester office hours. It also contains other information about the center and more resources for women’s success.

If you have any questions, please feel free to contact us. We look forward to hearing from you!

FIND US ON THE INTERNET www.dixie.edu/wrc

71 TRiO STUDENT SUPPORT SERVICES

CONTACT INFORMATION Student Support Services (SSS) is a federally funded program designed Located in the Browning Learning to provide a variety of free services to help 200 eligible students Resource Center complete an Associate’s Degree. Offices 106, 119, and 120 FREQUENTLY ASKED QUESTIONS Phone: 435-652-7656 E-mail: [email protected] Where is the Student Support Services office located? Facebook: DSUTRIO The Student Support Services office is located in the Browning Twitter: @DSUTRIO Learning Resource Center, in offices 106, 119 and 120. What is the Student Support Services program? STAFF Student Support Services is a federally funded TRiO program Jonathan Morrell, Director designed to provide additional academic support for students Mace Jacobson, Advisor who have academic need. Larry Esplin, Advisor What is TRiO? TRiO is the title for five federally funded programs. The title was coined by the U.S. Congress to refer to the first three programs established in 1965, 1966, and 1967. What are the admission requirements to the SSS program? A student must be an American citizen or permanent resident of the U.S., must be registered as a student attending classes at DSU, must demonstrate an academic need for services, and must meet at least one of the following criteria: 1. Low income: determined by federal guidelines based on family size and income 2. First generation: neither parent has a four year college degree 3. Documented disability: learning, emotional or physical What are the services provided by the Student Support Services program? Some of the services provided by SSS are academic advising, course selection, tutoring, financial aid planning, study skills instruction, math instruction, and major/career advising.

FIND US ON THE INTERNET http://trio.dixie.edu/student-support-services/ 72 Is there any financial support from the SSS program to SSS participants? The SSS advisors work with the Financial Aid office to make sure that all the eligible program participants are receiving full financial support, including the federal Pell Grant, college work study, SEOG and the state UCOPE grant. In addition, the SSS program provides Pell Grant recipients with limited financial support from the SSS Participation Grant. How and when can a student apply to the SSS program? The student must fill out the SSS Intake Form (found on the SSS website) and turn it into an SSS advisor. The student will then be contacted to attend a SSS orientation during the summer to learn more about the program. At the orientation, students will fill out an application and have an interview with an SSS advisor. What are the student’s responsibilities once accepted? The student must maintain regular contact with program advisors throughout each semester, at least two visits a semester, and use tutors and/or labs if assigned by an instructor or advisor. Students will follow a prescribed course of study and student graduation plan, attend workshops on special topics, and update their file each semester.

SERVICES If you are a participant in the Student Support Services program, you are eligible to use the services listed:

ACADEMIC ADVISING Student Support Services provides an advisor in addition to the major advisor assigned through the academic departments. The SSS advisor meets with you to assess and develop educational plans, review academic progress and provide academic and moral support. You receive personalized advisement regarding your career and academic goals. SSS advisors assist you in selecting classes and registering for these classes. SSS advisors keep a detailed personal file of your progress toward graduation. The SSS advisor is a great resource for up-to-date information regarding university policies and procedures, educational programs and campus and community resources. There are three full-time SSS advisors for the 200 SSS participants.

COURSE SELECTION Assistance with selecting appropriate courses is available. You will be able to make informed decisions regarding class registration after considering prerequisites, college study requirements, degree requirements, class schedules and a good balance of course work. MAJOR/CAREER ADVISING Assistance is available to help you identify resources available to choose a major and make career decisions considering your interests, talents and resources.

ACADEMIC TUTORING Upon request and availability, SSS provides quality tutoring in a variety of subjects, including math and science. Tutoring may be assigned on a one-on-one basis or in small groups. This tutoring is available without cost to SSS participants. Tutorial services are authorized and arranged by a program advisor.

TUTORING LAB A tutoring lab is available to all SSS students in the Browning Learning Resource Center, room 105. You can avoid the crowds of large labs by working in the lab designated for Student Support Services participants. Computers are also available in the lab along with a printer, on which SSS students can print for free.

FINANCIAL AID PLANNING The program staff works with the Financial Aid office to ensure all Student Support Services participants have been offered sufficient aid, including grants to lessen students’ dependence on loans.

STUDENT GRADUATION PLAN Students work with SSS advisors to come up with a Student Graduation Plan. This enables you to know which classes you need to take each semester to graduate as quickly as possible.

NEWSLETTERS Each month a newsletter is mailed to every SSS student. The newsletter is filled with vital information to assist in academic success.

TRANSFER INFORMATION As you pursue your bachelor’s degree, SSS advisors provide valuable information to make your transfer from Dixie State to any other institution of higher education go smoothly. SSS also aids you in your future academic plans by providing free campus tours to other Utah colleges and universities.

SMART START SEMINAR (SSC2001) Smart Start Seminar is a repeatable one-credit course designed to help you acquire the necessary skills to have a successful college experience. You analyze your current academic and personal skills and determine the areas in which you can improve. A combination of in-class activities and outside activities present strategies such as effective note taking, test-taking tips, time management, financial aid advisement and literacy, learning styles, scholarships, and more interesting and helpful topics.

SEMESTER GRADE CHECK Each semester you must turn in a Mid- Semester Grade Check. This allows SSS advisors to see how each student is doing.

74 STUDENT LIFE DIXIE STATE UNIVERSITY STUDENT ASSOCIATION

STUDENT INVOLVEMENT If you are like many college students, you might feel there is simply no time for extracurricular activities. However, there is so much more to your college experience than merely attending classes. The goal of the Dixie State University Student Association (DSUSA) is to engage students in co-curricular and extracurricular activities that enhance your overall experience at DSU. Meaningful involvement has been proven to strengthen students’ commitment to education, the institution, and their community. Furthermore, research confirms that students who are actively engaged: • Receive higher grades • Transfer less • Gain skills that lead to better jobs • Obtain increased networking opportunities • Discover their passions • Make more friends • Are substantially more satisfied with their college years

No matter what level of involvement you want to achieve, there is a place for you. You can join a club, run for student body office, or engage in any number of ways. On the next page is a description of DSUSA, the biggest student group on campus and a group of which you are ALREADY a member. If you would like to know more or have specific questions on how to get involved, please stop by the Student Involvement and Leadership Department on the second floor of the Gardner Center, office 208, or check outour website at: dixiestudentlife.com

75 Every fee-paying student at DSU is a member of DSUSA. The mission of DSUSA is to provide students with learning, service and extracurricular opportunities, offer leadership training, promote school spirit, create unity and a unique Dixie culture, link Dixie traditions with new students, and offer a voice to the student body. The leadership branches of DSUSA include: the Executive Council, Academic Senate, Clubs & Organizations, Student Life, Public Relations, and Service.

EXECUTIVE COUNCIL The Executive Council includes the student body president, vice president of academics, vice president of clubs & organizations, vice president of student life, vice president of public relations, and vice president of service.

ACADEMIC SENATE The vice president of academics and the Student Senate assist students in achieving educational and life goals. The Senate funds academic pursuits such as research and conference presentations. The delegation consists of student representatives from the eight major academic schools on campus. The Student Senate is a mouthpiece for students and an advocate for the students’ collective academic interests at Dixie State University.

76 CLUBS & ORGANIZATIONS The Clubs & Organizations branch currently houses approximately 60 active clubs on campus. The vice president of clubs & organizations and seven club representatives collectively manage club funds, oversee club bylaws, distribute club merit monies, and support club growth. Clubs & Organizations serves many purposes including the cultural, intellectual, professional, recreational, service, and social needs of students. Joining a club is the easiest and most personal way to get involved, meet other students, and truly enjoy your time at college. If there is not a club that interests you, it is easy to start your own.

STUDENT LIFE The Student Life branch of DSUSA oversees activities and campus life under the direction of the vice president of student life and three event managers. Student Life aims to maintain Dixie traditions such as Homecoming, D-Week, white washing the D, the Great Race, Dixie Awards, carnivals, etc., while continually adding new and improved activities like the Foam Dance, concerts, and comedians. There is a weekly DSUSA event during the fall and spring semesters. CLUBS ON CAMPUS

• Army ROTC • Extreme Hiking • Music Club • Rural Health Scholars • Accounting Club • Film Club • Native American Student • Sewing Club • • Association Association of Computing Fishing Club • SHE Club Machinery • FreeStyle Club • Natural Science Club • Sigma Tau Delta (English • Ballroom Dancing Club • Fun Fitness Club • Outdoor Club Honors Society) • Black Student Association • Futbol Club • Pagan Ideology Club • Skimboard Club • Campus Christian • Gamers Club • Paintball Club Connection • Gay-Straight Alliance • Phi Beta Lambda • Snowboard Club • Circle K International (Professional Business • German Club • Student Alumni • College Democrats Leaders) • Harry Potter Club Association • • Photography Club Collegiate DECA • Hispanic Student • Polynesian Club • Student American Dental • Criminal Justice Club Association • Pre-Professional Club Hygienists’ Association • D Crew • Humans vs. Zombies Club • Psychology Club • Student Government • Dance Team • Idea Network • Raging Red (Show Choir) • Swim Club • Digital Crime Scene • Improv Comedy Club Investigation Club • Reach • International Club • Swing Club • Dixie Education Student • Red Rock Outdoors Club • Intramural Association • Take Back the Night Club Association • Rep Yo Step/Hip Hop • Latter-Day Saint Student • • Dixie Reason Inquiry and Club Technology and Association Free Thought • Reserve Officer Training Entrepreneurship Club • Le’ Culinary Arts Club • Dixie Serves Corps (ROTC) • Theatre Club • Life Long Learners Club • • Dodgeball Club Rock Climbing Club • Tie Dye Club • • Longboarding Club • Rodeo Club DSU Republicans • Vocational Industrial Clubs • Math Club • Rotaract Club • DSU Ultimate Frisbee of America Club • Men’s Club Soccer • Running Club • Women’s Soccer Club • Dungeons & Dragons • Men’s Volleyball • Rough and Rowdy Reds Club • Men’s Rugby Club Club • X Club 77 PUBLIC RELATIONS The Public Relations Department promotes and advertises all events sponsored by DSUSA, under the direction of the vice president of public relations and four public relations chairs. It is the mission of this branch to inform the campus community of all DSUSA happenings through print advertising, social media networking, a weekly radio program, TV broadcasting, the Dixie Sun, the Red Storm Roll and other marketing techniques.

SERVICE The DSUSA Community Engagement and Service Center encourages lifelong learning and service by providing opportunities to serve on campus and within the community. The vice president of service and three service leaders make up the Service Council and together they seek opportunities that build upon the core values of service, citizenship, diversity, ethics, and collaboration that create an enduring service oriented mentality. The Service Council plans and organizes a major monthly service project and two large- scale Campus to Community service projects. Every week of the semester the Service Council provides service with at least one of our 13 community partners.

Again, to find out more information about DSUSA and how toget involved please stop by the Student Involvement and Leadership Department on the second floor of the Gardner Center office 208, or visit our website at: dixiestudentlife.com

78 SERVICE CENTER

At the Community Engagement and Service Center, we encourage lifelong learning and service by providing opportunities to serve on campus and within the community. We seek out opportunities that build upon core values of service, citizenship, diversity, ethics, and collaboration that create an enduring service oriented mentality.

The DSUSA Community Engagement and Service Center is a branch of student government led by an advisor with four student leaders: a vice president of service and three service leaders that make up the Service Council. The Service Council plans and organizes a major monthly service project and two large-scale Campus to Community service projects during the semester. Every week of the semester the Service Council provides service with at least one of our 13 community partners.

The Community Engagement and Service Center is primarily for students but all community members are welcome to get involved. Our service and volunteer opportunities range in commitment from just a couple of hours to year long commitments with organizations such as United Way Dixie, Habitat for Humanity, Big Brothers and Big Sisters, Dixie Care and Share, and Fridays Kids Respite.

To find out more information about the Service Center and how to get involved, please stop by the Student Involvement and Leadership Department on the second floor of the Gardner Center office 227, or visit our website at: dixiestudentlife.com. As you get involved in service and volunteer opportunities, you can track all of your projects and hours through Orgsync, a program that keeps track of all the clubs and organizations on campus. Through this program you can be notified of service opportunities happening on a daily, weekly, and monthly basis.

79 CAMPUS RECREATION

Welcome to Dixie State University Campus Recreation! The Campus Recreation Department is comprised of six different offices that can provide you with a multitude of diverse offerings of recreational No matter what activities to get involved with on campus. No matter your interests, your interests, Campus Campus Recreation can provide you with the facilities, equipment Recreation can provide and programming to meet your recreational needs. The divisions include: the Fitness Center, Intramural Sports, Outdoor Recreation, you with the facilities, the Student Activities Center (SAC), Club Sports, and Aquatics. There equipmentand programming are also other informal opportunities and facilities that can be used on to meet your a drop-in basis; tennis courts, sand volleyball, the President’s running recreational needs. loops, outdoor basketball hoops, open field space, frisbee golf course, and the D-circuit. These places allow you to exercise and get active around campus.

FITNESS CENTER The Fitness Center, located on the southwest corner of campus, can offer you a great place to meet all your exercise needs. Whether you are training for a triathlon or just looking to keep in shape, the Fit- ness Center can meet your needs. We have a friendly and qualified staff that can help you get started and answer any of your training questions. Semester memberships can be purchase directly in the Fit- ness Center for $40 a semester (average of $10/per month) or students can also enroll in PEHR 1088 to receive credit for working out. Come check us out!

80 INTRAMURALS CONTACT INFORMATION The Intramural sports program offers a wide variety of individual, Assistant Director of Intramurals: dual, and team sport activities. Some of these sports include flag foot- David Howell ball, sand volleyball, soccer, tennis, basketball, softball, dodge ball Email: [email protected] and ultimate frisbee. Intramural leagues and tournaments are open to Office Phone: (435) 879-4263 every current DSU student or faculty/staff member. There are multiple skill levels, so if you are a first time player looking to learn a sport Assistant Director of Outdoor or a former high school athlete looking to stay physically active and Recreation: competitive, we have programming for you! Stop by the Intramural Luke Wilkins office located in the southeast corner of the Student Activities Cen- Email: [email protected] ter (SAC). To learn more visit our website at www.dixie.edu/ Office Phone: (435) 652-7986 intramurals or call at (435) 879-4263. To register you and your team, follow these simple steps: Coordinator of Club Sports: 1. Go to www.dixie.edu/intramurals and click the Register Here button. Kasey Winters 2. Fill out all information making sure to use your Dmail address. Email: [email protected] 3. Go to your Dmail account and open the message from Office Phone: (435) 879-4263 ImLeagues. 4. Follow the link to activate your account. Assistant Coordinator of SAC: 5. Now you can create a team, join a team, become a free agent, Lindy Stephens see the standings for each sport, look up your schedule, and Office Phone: (435) 879-4263 much more! 6. To sign on in the future, click the login link on the intramural Aquatic Manager: web page, or on the Dixie ImLeague website click the login Julia Bell button in the upper right-hand corner. Office Phone: (435) 652-7989

CLUB SPORTS Dixie State University Club Sports are student-run organizations that arrange activities of a competitive nature. Club teams represent Dixie State University by competing in tournaments or games against other teams or individuals from other colleges, universities or like organizations. DSU currently charters several club sports that welcome all willing and interested students. Whether it be rugby, wrestling, cycling, bass fishing or ultimate frisbee, we can help you feed your competitive spirit by joining one of our club teams. We are always looking to expand clubs offered on campus. If you would like to start a new club, bring your idea to us and we will help you make it happen. Check out the list of clubs below, join one and GET YOUR GAME ON!!!

Men’s Rugby, Women’s Rugby, Wrestling, Cycling, Ultimate Frisbee, Bass Fishing, FIT Club, Rock Climbing, Futbol, Rodeo, Paintball, Dodgeball

*See page 122 for a map of the D-Circut* 81 OUTDOOR RECREATION Are you interested in seeing Dixie from a different perspective? Dixie’s Outdoor Recreation and Adventure Center (ORAC) can provide you with that opportunity. The ORAC opens up a gateway to southern Utah by providing bi-monthly activities for students, faculty, and staff members as well as rentals to outfit yourself for adventure. They are located on the south side of the Student Activity Center (SAC) and can be reached by phone at (435) 652-7986 or email odr@dixie. edu and can be found on Facebook at Dixie ORAC.

STUDENT ACTIVITY CENTER Come check out the Student Activities Center (SAC) if you’re looking for the hub of campus life. Because it has something for everybody, this is the perfect spot for you and your friends to spend time. We have a great facility designed for students to enjoy a wide variety of activities, including pool, basketball, ping-pong, volleyball, and much more. And don’t worry, we have all the equipment available for you to checkout with your student ID. We also have a great video game lounge with several different gaming systems (and the games to go with them), a TV lounge with several big-screens, and a newly updated study room for when that big test comes up. We also house the Intramurals Office and the Outdoor Recreation Center. The SAC is open Monday through Friday: 7-10 p.m., Saturday: 10 a.m-5 p.m, Closed Sunday. All you need to do is bring your student ID with you to get in and you can enjoy all that the SAC has to offer. Hope to see you around!

AQUATICS Love swimming or just like laying out by a pool? No matter your preference, come and check out the Dixie State University Pool. It can be found in the southwest corner of campus, just north of Hansen Stadium, part of the Eccles Fitness Center facilities. This outside pool has a spectacular view overlooking the football stadium. It is a nice, quiet, secluded place to hang out and enjoy the beautiful weather of southern Utah. You can purchase a semester aquatic membership, enroll in any of the aquatics courses offered, or even purchase an aquatics day pass with your current DSU student ID card. Activities provided are lap swim, open swim time, water aerobics, intramural activities, Triathlon training clinics, pool rentals, etc. Courses taught in the pool are beginning and Intermediate Swimming, Beginning and Intermediate Water Aerobics, SCUBA, and Lifeguarding.

FIND US ON THE INTERNET dixie.edu/rec 82 ATHLETICS

Dixie State University Red Storm Athletics is a member of the National CONTACT INFORMATION Collegiate Athletic Association (NCAA) at the Division II level. We Located in the Burns Arena strive to help student-athletes define, shape and achieve educational Phone: 435-652-7525 and life goals, contributing to the university’s personalized and Facebook: DixieStateAthletics excellent teaching in a learning environment where all student- Twitter: DixieAthletics athletes can become passionate about their individual educational Teams:

and athletic endeavors. Athletic teams and programs are designed Baseball (men’s) to fuel students’ desire to succeed on their various fields and courts Bruce Hurst Field of play, excel in the classroom while progressing toward achieving Basketball (men’s and women’s) academic success, all while becoming and serving as outstanding Burns Arena and exemplary members of the community. In essence, we strive Cross Country (men’s and women’s) to build champions in the classroom, in athletic competition, in the Football (men’s) community, and in life. Hansen Stadium DIXIE STATE STUDENTS GET INTO ALL Golf (men’s and women’s) HOME ATHLETIC CONTESTS FOR FREE! Soccer (men’s and women’s) Take a look at our website (see below), for all Red Storm sports Hansen Stadium information such as schedules, interviews, game recaps, player and Softball (women’s) coach bios etc. Karl Brooks Field

Tennis (women’s) Bell Tennis Courts GAME SCHEDULES AVAILABLE ONLINE AT Volleyball (women’s) Student Activity Center www.dixieathletics.com

83 DIXIE FORUM

JOIN US AT THE DIXIE FORUM FOR FREE CONTACT INFORMATION Located in the Dunford Auditorium Interested in extending your learning outside the classroom and meeting incredible people pursuing excellence in a variety of sub- John Burns jects, disciplines, and professions? If so, The Dixie Forum is for you. [email protected] Maybe you are an art major who wants to broaden your horizons and Phone: (435) 879-4712 be inspired by the world of science and technology. Or maybe you are studying business and want to cultivate an understanding and HOURS: appreciation of the arts. Maybe you want to take a sneak peak at the Tuesdays next step out of school and into your career. The Dixie Forum covers noon - 12:50 p.m. many topics of interest from guests that are experts in their fields. Bring a friend or two with you and let us help you enjoy a “Window on the World.”

Need a one-credit course? The Dixie Forum also offers a one-credit course in conjunction with the lectures. Sign up for HUM 1000R when you register for classes and earn credit for attending the Dixie Forum and completing required course work. This course can be repeated up to four times.

The Dixie Forum is a free lecture series held on the DSU campus on most Tuesdays during the Fall and Spring Semesters. The forum is held in the Dunford Auditorium in the Browning Learning Resource Center from noon – 12:50 p.m.

Visit www.dixie.edu/humanities/dixie_forum.php for all the details including the schedule for the semester and an archive of previous forums in past semesters. For information, please contact John Burns, chairman of the Dixie Forum Committee, at 435-879-4712 or e-mail [email protected].

FIND US ON THE INTERNET www.dixie.edu/humanities/dixie_forum.php

84 SEARS ART MUSEUM GALLERY

CONTACT INFORMATION Did you know we have a world-class gallery on campus? It exists Kathy Clement Cieslewicz, Curator for you. It is free and a great place to bring a date, to discover [email protected] meaningful connections with artistic expression, to have some time Phone: (435) 652-7909 for contemplation, and educate yourself in an awesome artful space! It is located in the Dolores Doré Eccles Fine Arts Center (EFAC). Make sure you check the dates for the artist receptions. There will be music HOURS: and treats. It is the “in” place to be! Regular Hours: Also, take some friends to the north side of the EFAC and walk through Monday-Friday, 9am to 5 pm the Kathryn Lloyd Richards Sculpture Garden. It is a great place to Open during DSU performances. relax, enjoy the Dixie sunshine, and explore the sculptures. Go on a Closed during school holidays. treasure hunt to find all of the exciting sculptures on campus.

GALLERY EVENTS SCHEDULE AVAILABLE ONLINE http://www.searsart.com/gallery-schedule www.facebook.com/SearsMuseumGallery

85 CULTURAL ARTS

The School of Visual and Performing Arts at DSU is a cultural center for Southern Utah. Come and join us for art shows, concerts, plays, and other artistic endeavors that are recognized as the finest in the area. Whether you are on stage, back stage, or in the audience, you’ll appreciate the great cultural heritage of southern Utah with the immediacy of live performances and original art work.

Many events are free of charge (see the starred items on the schedule). For ticketed items, contact the Box Office at (435) 652-7800 or online at www.dsutix.com. Student tickets are only $1 for many events.

CONCERT & PLAY ETIQUETTE Going to a play or concert is a special experience, one that you will remember for a long time. Ev- eryone in the audience has been looking forward to seeing the performance. A production team puts in many long hours and a lot of hard work to mount a performance for an audience. If you keep in mind common courtesy for the performers as well as your fellow audience members, everyone’s theatre experience will be optimized. What follows are a few reminders for attending the theatre.

1. Arrive 15-30 minutes early and take your seats before the doors close. 2. TURN OFF ALL cell phones and anything that can disturb the production, actors and audience members during the performance. Texting is very impolite during the show. 3. Avoid talking or whispering during the performance. The people around you and the actors on stage can hear you. Laughter and applause are welcome at appropriate times. 4. Dress appropriately. Business casual is the standard for most theatre organizations. You may wish to bring a jacket or wrap in case the theatre is cool, but remember, once the stage lighting is on the temperature may increase considerably. 5. No children under the age of 7 will be permitted in the theatre. We are sorry for any inconvenience but for the enjoyment of the audience and the focus of the actors, we ask that you do not bring babies or toddlers under 7 with you to the theatre. Thank you very much and we’ll see you at the Theatre!

FIND US ON THE INTERNET www.dixieculturalarts.com 86 MEDIA

THE STORM:RADIO We Are 91-3 The Storm! We are the Dixie State University radio station, run by students, for students. Tune in for tons of great music and shows like “1Voice,” “Red Storm Sports Report,” “Sacred Sundays,” and the “Dixie State University Student Association Show.”

THE STORM: KXDS FM 91-3 or http://913thestorm.com

CLASSICAL DIXIE ONLINE: mms://144.38.155.3:8080/STORM

To get behind the scenes, sign up for COMM 2380 or COMM 3380 to learn the basics of radio broadcasting on a real live FM radio station. Any DSU student may sign up for the radio program with the instructor’s permission with an add card (Jennings 103).

DSU TV BROADCASTING CEC is located on campus, operating as a not-for-profit government and educational cable access TV station broadcasting on Baja channel 22 and worldwide available by streaming. We represent St. George, Washington, Ivins, Santa Clara, Hurricane, the Washington County Commission, the Washington Coun- ty School District, Dixie Applied Technology College, and Dixie State Universi- ty. Four full-time employees work alongside faculty and students at Dixie State to produce many events, including high school and college sports, city council meetings, county commission meetings, and chamber of commerce meetings, and other cultural and special events. Tune in for “Southern Utah Chef,” “The New You” (with certified Pilates instructor Lorri Soqui), “A Story to Tell,” local sports, and more.

DIXIE SUN: SCHOOL NEWSPAPER Dixie Sun News is your source for Dixie State news, sports, opinion, and fea- tures. Dixie Sun News is conveniently available in print in buildings across campus, on demand at DixieSunNews.com and through the SUN News Mobile App available in both the Apple and Android app stores.

87 DOCUTAH ACADEMIC COMPONENT DOCUTAH is presented by Dixie State University and reaches out to students and the community with filmmaker seminars and panels. Students and residents are invited to attend and learn more about the art of filmmaking and gain insight into the subject matter chosen for the film.

LOCATION Our tagline – Come for the films, stay for the scenery — invites festival attendees to witness the brilliance of the magnificent red rocks of southern Utah. The close distance to six state and national parks makes DOCUTAH a unique place to present a film festival.

EVENTS AND FILMS Documentary films engage our minds and have the potential to educate and entertain. Categories like music, environment and art lend themselves to us and we therefore plan events for the DSU students, festival attendees and residents of Southern Utah and beyond. DOCUTAH isn’t just a film festival… it’s a five day party and every event is one not to be missed.

RAVEN AWARD Legend and mythology state that Norsemen believed ravens sat on the god Odin’s shoulders and saw and heard all. Ravens are intelligent, playful, curious, observant, and creative. Ravens are also highly opportunistic and have learned to adapt to take advantage of whatever their environment offers. Thus, DOCUTAH gives out “The Raven Award” because these same traits are also exhibited by many documentarians as they create their films. Documentary film makers try to provide “the whole picture” of the subject of their film. Ravens are found throughout the world, thus representing the international scope of DOCUTAH.

OUR MISSION DOCUTAH will inspire a global connection through documentary films and intellectual discussion. In doing so it will enhance the education of students and citizens of the Southern Utah Community.

88 STUDY ABROAD

CONTACT INFORMATION Studying outside the U.S. affords students the opportunity to expand Located in the Student their academic, cultural and personal horizons. Different people, Activity Center lifestyles, and ideas challenge and stimulate participants in these Phone: (435) 652-7689 programs. Life-changing experiences abound. Dixie State University offers a variety of travel study programs to meet students’ educational and personal goals.

TRAVEL STUDY Summer travel programs are available, offering students the opportunity to experience foreign countries while immersed in college courses. Recent examples of travel study courses available to DSU students include:

ENVS 2899R History of Costa Rica GEO 2880 Travel Study: Dolomites and Northern Italy PHIL 2705 Travel Study: Chinese Political Philosophy THEA 3899R Travel Study: London & Edinburg

In addition, summer art trips to locations such as Los Angeles, San Francisco, and Europe are offered each year to students. For further information and application forms, visit www.dixie.edu/ studyabroad. You may also contact the department chair or faculty director for the travel study in which you are interested.

STUDY ABROAD Enrich your learning experience by taking your studies overseas. With a growing number of programs, studying abroad is one of the best ways to build an impressive portfolio that expands your thinking and cross-cultural relevancy to potential employers. Study Abroad programs are offered at Bremen University (Germany) and Dalian Univer- sity (China). Applications are accepted online at www.dixie.edu/ studyabroad/. Prerequisities vary by program and can be found on the website.

FIND US ON THE INTERNET www.dixie.edu/studyabroad 89 ACADEMIC POLICIES

The following is a list of academic policies and procedures which are found in the University Catalog. It is your responsibility to seek out the information that you need in order to have a successful college experience at DSU. • Academic Year • Non-Traditional Terms • Full-Time Students • Excess Credit • Classes / Credits • Class Level • Definitions • Adding Classes • Waitlisting Full Classes • Dropping Classes • Attendance • Administrative Drops • Administrative Drops for Non-Payment • Auditing Classes • Complete Withdrawal from the University • Leave of Absence (LOA) • Grades • Incomplete (“I”) Grades • Grade Changes • Repeating a Course for a Higher Grade • Final Exams • Transfer Credit • International Transfer Credit • Academic Renewal • Exception to Policy Petition / Academic Appeals • Credit by Examination • Challenging Courses for Credit • Testing Out of a Course with No Credit • Vertical Credit for Foreign Language Classes • General Education Letter of Completion • Repeatable for Credit Courses • Confidentiality of Records (FERPA) • Absences Related to University Functions • Catalog Rights

FIND US ON THE INTERNET www.catalog.dixie.edu/academicpoliciesandprocedures STUDENT RIGHTS & RESPONSIBILITIES

The Student Rights and Responsibilities Code is a part of the Policy and It is important for Procedures that govern Dixie State University. It is designed to protect students to know what individuals, the campus, and the university community as well as create an environment conducive to achieving the academic mission of the their rights are as well university. It is important for students to know what their rights are as well as what responsibilities they have. The full text of the document can as what responsibilities be found on the DSU website in the [Current Students] menu by clicking on [Student Rights and Responsibilities], or at the following address: they have. www.dixie.edu/humanres/policy/sec5/533.html

There are five sections in the Student Rights and Responsibilities Code:

SECTION 1: STUDENT RIGHTS your rights

SECTION 2: STUDENT CONDUCT prohibited actions

SECTION 3A: EXCEPTION TO POLICY petitioningfor appealing deadlines and regulations

SECTION 3B: STUDENT ACADEMIC STANDING consequences for poor grades

SECTION 4A: ACADEMIC APPEALS appealing unfair grades

SECTION 4B: STUDENT COMPLAINTS what to do if your rights are violated

SECTION 4C: STUDENT ACADEMIC CONDUCT cheating

SECTION 5: STUDENT PROFESSIONAL CONDUCT consequences of unprofessional conduct

91 SECTION 1: STUDENT RIGHTS Students at Dixie State University have the following rights and privileges and also have the responsibility not to deny these rights and privileges to other members of the university community. 1. LEARNING ENVIRONMENT Students have a right to an environment and climate conducive to learning and thinking. Students have a right to be treated with courtesy and respect. 2. CLASSROOM RIGHTS Students have the right, at the beginning of the course in the form of a syllabus, to reasonable notice of the general content of the course and notice of what will be required of them. 3. ACADEMIC EVALUATION Students have a right to have their performance evaluated promptly, conscientiously, and without prejudice or favoritism, consistent with the criteria stated at the beginning of the course in the form of a syllabus. Student have a right to be evaluated in an atmosphere that values academic integrity. 4. ROLE IN UNIVERSITY GOVERNANCE Students have a right to participate in the formation and application of University policy affecting academic and student affairs through clearly defined means. Students have a right to perform student evaluations of faculty members. 5. DUE PROCESS Students have a right to due process in any proceeding involving the possibility of serious sanctions. 6. FREEDOM FROM DISCRIMINATION, HARASSMENT, AND SEXUAL HARASSMENT Students have a right to be free from illegal discrimination, harassment, and sexual harassment. 7. FREEDOM OF EXPRESSION AND INQUIRY Students are entitled to academic freedom and autonomy in their intellectual pursuits and development. 8. PRIVACY AND CONFIDENTIALITY Students have a right to privacy and confidentiality subject to University rules and other statutory regulations. 9. STUDENT RECORDS Students have a right to educational records that accurately reflect their performance. Students have a right to examine and challenge information in their educational records. 10. STUDENT GOVERNMENT & ORGANIZATIONS Students have a right to participate in Dixie State University Student Association elections and form student organizations for any lawful purpose as approved by the dean of students.

SECTION 2: STUDENT CONDUCT The Standards of Student Conduct apply to all students, whether on Dixie State University campus, at university activities, or even off campus. The following are prohibited: 1. Physical or verbal assaults, stalking, hazing, threats, intimidation, coercion, or any other conduct that threatens or endangers the health or safety of another member of the University community or any other person. 1. Hazing is defined as an abusive or humiliating initiation into a group or affiliation. 2. Stalking is defined as intentionally and repeatedly following, contacting, or harassing another person, so that fear is instilled in that individual. 2. Sexual harassment or discrimination. 3. Disorderly or lewd conduct. 92 4. Attempted or actual theft of University property or of any individual’s property, or intentional or reckless destruction or damage of University property, equipment, materials, data, and other resources, or intentional misuse of same, including unauthorized possession or use of computer passwords or keys. 5. Use, possession, or distribution of alcoholic beverages. 6. Use, possession or distribution of controlled substances, except for legal, personal use of prescribed medications as governed by Utah law. 7. Violation of published University policies, rules, or regulations. 8. Violation of federal, state, or local civil or criminal laws. 9. Breaching a contract made with the University, including those related to University-owned housing. 10. Acts of dishonesty, including but not limited to making false statements, fraud, providing false information or identification, forgery, or misuse of University documents, forms, records, and identification cards. 11. Intentional disruption or obstruction of instruction, research, meetings, or other University functions or activities, including unreasonable interference with those walking or traveling to such. 12. Illegal or unauthorized possession or use of a firearm, ammunition, explosives, weapons, or dangerous chemicals; or use of such items, even if legally possessed, in a threatening or irresponsible manner that causes fear of imminent bodily harm. 13. Violating the Policy 6-49 Use of University IT Resources, including copyright violations. 14. Refusal to respond to reasonable requests and direction from University authorities while in the performance of their duties.

If your rights are being violated by another If you feel your rights as a student have been person and your life, health, or property are in violated by another student in a nonemergency situation, you should first seek to resolve the situation danger, call 911 immediately to get help. with the individual involved. If this is unsuccessful, make a complaint in writing to the dean of students within 45 days of the incident. If this does not resolve the issue, you may appeal to the vice president of student services.

When the dean of students receives a complaint that a student has violated the Standards of Student Conduct, he will discuss the issue with that student. He may dismiss the complaint if there is no reasonable basis for believing the complaint. If the student admits to the action, he will decide the consequences that will be imposed. If the student denies culpability and the dean believes there is reasonable basis for believing the complaint, the issue will be dealt with by the Student Conduct Committee. If consequences are imposed by the committee and the student feels they are not justified, he or she may appeal to the vice president of academic services.

93 SECTION 3A: EXCEPTIONS TO POLICY As a student, you are responsible to comply with they deny your petition, you will then be invited to all of the university’s regulations and deadlines appear before the committee and make your petition about adding classes, dropping classes, auditing in person, and they will make a second decision. If courses, paying tuition and fees, administering this is unsuccessful, you may appeal their decision complete withdrawals, applying for graduation, to the vice president of student services. and so on. This process is in place to help students In the case of unusual or extenuating circum- who experience serious difficulties while in stances, you can petition the Policy Exceptions school, including medical emergencies, family Committee for an exception to a policy. You must emergencies, and so on. If you end up in this complete an “Exception to Policy” form, found on situation, make sure to make use of the exception the DSU website on the Registration page under process; the dean of students can assist you if Forms. Submit it to Registration along with sup- needed. However, it is not meant to remove the porting documentation such as letters from physi- results of students’ lack of responsibility for being cians, DSU administrators, DSU instructors, etc. aware of deadlines and following them. Not knowing about the deadlines or wanting to If you want to appeal a course prerequisite, course make your transcript look better are not sufficient placement, or a program requirement, you must go excuses to get an exception to policy. to the department chair where the course is offered. The Policy Exceptions Committee will consider If you want to appeal a general education your petition and make a decision. If your petition requirement, you must submit a petition to the is granted, they will make the needed changes. If Academic Appeals Committee.

SECTION 3B: STUDENT ACADEMIC STANDING If you maintain a cumulative GPA of 2.0 or than 13 credits and you will have to establish an above, you are considered to be in Good Aca- academic improvement contract with the academic demic Standing. improvement advisor.

However, if your semester GPA falls below If your semester and cumulative GPA remain 2.0, you will be placed on Academic Alert. You below 2.0, you will be placed on Academic will not be able to register for more than 13 Suspension. You will not be allowed to enroll credits without permission from the academic for a minimum of one semester and will have to improvement advisor. petition the director of academic advisement for reinstatement as a student. If your cumulative GPA falls below 2.0 and you have more than 25 credits, you will be placed on To avoid all of these difficulties, it is important to Academic Warning. You will not be able to register maintain a semester and cumulative GPA of 2.0 for more than 13 credits, and you will be required or above. If you are having difficulties during a to participate in a workshop designed to help semester, contact your professors for help in your students increase their academic performance. classes. You can also seek help from an advisor in the Academic Advisement Center. Try to resolve If your semester and cumulative GPA remain the situation before your GPA falls below 2.0. below 2.0, you will be placed on Academic Probation. You will not be able to register for more

94 SECTION 4A: ACADEMIC APPEALS Professors are responsible to observe and judge If you feel any academic action administered to your academic performance, including demon- you is unreasonable, you should first attempt strated knowledge, technical and interpersonal to resolve the issue with your professor. If this is skills, attitudes and professional character, and unsuccessful, you may appeal to the department ability to master the required curriculum; they chair in writing within 30 days of the action. The then give grades on exams, activities, assignments, action can only be overturned if it is arbitrary or and courses. Degree programs and departments capricious — in other words, if it has no reasonable also have the ability to place a student on academic or principled basis. If you are not satisfied with the probation or suspend or dismiss a student from chair’s decision, you may appeal to the appropriate a program if he or she fails to meet the academic dean. If this is unsuccessful, you may appeal to standards of that program. All of these are called the Academic Appeals Committee, which will academic actions. hold a hearing to discuss the matter and make a decision. The final appeal is the vice president of academic services.

SECTION 4B: STUDENT COMPLAINTS If you feel your student rights have been violated If you feel your student rights have been violated by a professor, you should first seek to resolve the by any other university employee and you are issue with your professor. If this is unsuccessful, unable to resolve the issue with this person, you you may file a complaint with the department may file a complaint with the dean of students, chair, and if this does not resolve the issue, you and if this does not resolve the issue, with the vice may then appeal to the appropriate dean, and fi- president of student services. nally the vice president of academic services.

SECTION 4C: STUDENT ACADEMIC CONDUCT You are expected to refrain from cheating and outlined in this section of the Student Code as any other academically dishonest behavior and well as the consequences that can occur. For further report any academic dishonesty that you become information, see the Academic Integrity section of this aware of. Examples of academic dishonesty are book.

SECTION 5: STUDENT PROFESSIONAL CONDUCT Once you are accepted into a professional program If you fail to do so, there can be consequences, and such as Business, Nursing, Education, and so on, they are outlined in this section. you are expected to show that you know how to conduct yourself appropriately in that profession. IN SUMMARY

If you have the following problem: If you can’t resolve it with the person involved, seek help from:

You believe your rights are being violated by another Campus Police — call 911 immediately! person and your life, health, or property are in danger.

You believe your rights have been violated by another The Dean of Students — make a complaint in writing student in a nonemergency situation. within 45 days.

You believe a grade was issued unfairly. The Chair of the department which offers the course — make a complaint in writing within 30 days.

You believe your student rights have been violated by a The Chair of the department offers the course — make professor (other than by giving a grade). a complaint in writing.

You believe your student rights have been The dean of students — make a complaint in writing. violated by a university employee other than a professor.

96 ~Section Notes ~ ~Section Notes ~ ~Section Notes ~

STAYING SAFE ON CAMPUS

Dixie State University is a pretty safe place, but even here, crime does exist. No matter where you are, it pays to take precautions that can help you avoid becoming the victim of a crime. First, rate yourself on the following safety practices by writing “yes,” “no,” “sometimes,” “maybe,” etc. Then read more about how these things can help you stay safe at college (or anywhere).

STAYING SAFE ON CAMPUS QUESTIONNAIRE 1. Do you keep your residence door locked at all times, even when you are home? 2. Do you check to see who is at the door to your residence before you open it? 3. Do you lock your car, even when you are driving? 4. Do you check your car to make sure no one is in it before you get in? 5. Do you keep your hands free and your keys ready when going to your car at night? 6. Do you ever leave your backpack, purse, or other possessions unattended? 7. If you ride a bike, do you lock it up every time you park it? 8. Do you avoid being alone in dark or deserted areas? 9. Do you carry a charged cell phone at all times? 10. Do you have the campus police numbers programmed in your phone? 11. If you saw something you thought seemed suspicious, would you report it to the campus police or some other person in authority? 12. Did you know if you are on campus late at night, you can call a on-duty officer to escort you to your car or home? 13. Do you try to walk and act with confidence, rather than being looking down or unsure or upset? 14. When you are walking around, are you attentive to your surroundings, avoiding daydreaming or getting distracted by earbuds, texting, or talking on the phone? 15. If a professor or another student were to make a remark about you that you felt was inappropriate, would you stick up for yourself? 16. Would friends describe you as having your own opinion about things, rather than easy to persuade or a push-over? 17. Do you get to know someone before spending time alone with him or her, such as on a date? 18. Would you say no if pressured to do something you didn’t want to do or didn’t think is right? 19. If an acquaintance began asking inappropriately intimate questions, would you leave the conversation? 20. If someone began touching you in an inappropriately intimate way, would you stop him or her firmly? 21. When you go out, do you tell someone where you are going and when to expect you back? 22. Do you think carefully about who you give your name and phone number to? 23. If you felt uncomfortable with someone but didn’t know why, would you get out of the situation even if you didn’t have a logical reason for your feelings? 24. Do you avoid drugs, alcohol, and people who use them? 25. Have you ever had any kind of self-defense or personal protection training? 102 Lock your residence door at all times, both more information the police have, the better they when you are at home and when you are away. can get a big picture of something that’s not right. Don’t make it easy for someone to walk in and If you are on campus late at night, you can call steal your belongings. You don’t want someone to one of the on-duty security officers to escort you be able to walk in uninvited while you are home, to your car or home. either, especially if you are alone. Avoid leaving When you are walking around campus, look ground floor windows unlocked for the same rea- alert and be aware of your surroundings. son. If someone knocks or rings your doorbell, al- Avoid daydreaming or getting distracted to the ways check to see who it is before opening it. If point you don’t notice what’s going on around you don’t have a peep hole in your door, ask your you. Also, avoid walking in isolated areas while landlord to install one. wearing earbuds, talking on the phone, or texting. Lock your car, both while it is parked and Try to walk and act with confidence, rather than while you are driving. looking down, unsure or upset. Perpetrators of It doesn’t take someone long to rifle through your crimes usually target people who look vulnerable glove box or remove items from your car or trunk or easy to surprise. if you leave your car open. Also, if the passenger If a professor, other university employee, door is unlocked, it is possible for someone to fellow student, or anyone else makes an open the door and get in while you are stopped at inappropriate remark about you, stand up a traffic light. Keep your hands free and your keys for yourself. ready when approaching your car at night. Check If you don’t, it sends a message that you don’t to make sure no one is in it before you get in. have good self-esteem and might be an easy tar- Don’t leave your possessions unattended. get. Racial remarks, sexist remarks, or anything Even if you are just leaving for a minute, don’t else that puts someone down are not appropriate. leave your purse or backpack on a table, in a hall- If you aren’t the target, but are in a situation, in way, or in the restroom where it could be stolen. It which someone else is consider sticking up for a only takes a few seconds for a thief to pick up your person. If the remark is particularly aggressive belongings and walk away with them. Phones, tab- or the situation continues, notify security, a pro- lets, lap tops, purses, wallets, and backpacks are fessor, or another university employee that you easy targets. Bikes are also targets for anyone need- know and trust. ing better transportation than their own feet. Don’t be afraid to assert your opinion. Avoid being alone, especially in dark or If you are a push-over and people find it easy to deserted areas. get you to agree with their ideas or go along with Don’t assume that just because this is a relatively their plans, it sends a message that you don’t think safe area, no crimes ever happen. It is best to stay much of yourself and wouldn’t try very hard away from places where you could be attacked to defend yourself if attacked or pressured into without being seen by anyone else. something you don’t want to do. Practice thinking Carry a charged cell phone. of yourself as a valuable, independent person, with confidence that you have something to contribute. If you ever have an emergency, you can summon help quickly. You can also take pictures of some- Get to know someone before spending time one who is following you or who approaches alone with him or her. you in a way that makes you feel uncomfortable. Date in groups or in public places until you get If you see someone or something suspicious or to know the person you are going to be with well something happens that makes you feel uncom- enough to be comfortable alone with him or her. Be fortable, even if you’re not sure why, report it to careful about going on a date in a car with some- 103 the campus police or other campus authority. The one you do not know — meet your date at the location rather than accepting a ride. In a group, don’t number without getting to know the person you be the last one dropped off. are giving them to. Have the self-respect to say “no.” If you are uncomfortable and feel nervous If you are pressured to do something that you don’t about your safety, even if you aren’t sure why, want to do or don’t feel is right, you can just say get out of the situation. “no,” or if necessary “NO!” Don’t let someone talk Your intuition will often warn you that something you into going against your personal standards or is wrong even before you are sure what the prob- beyond the level of intimacy that you want. Don’t lem is. You may have a physical sensation like a let them put a guilt trip on you or wear you down tight throat or jittery hands, a thought like “some- by repeatedly pushing the limit. If this kind of thing is wrong here” or “this guy is creeping me behavior occurs, reconsider whether you want to out,” or feel unusually tense, nervous, or hyper- spend time with this kind of person. aware. These are warnings to get out of the situ- Watch out for potential date rapists. ation. Even if it is awkward, it is better to be safe than sorry. In many cases, people who end up as People who commit date or acquaintance rape of- victims of crimes say that they knew something ten seem like nice people. One way to recognize was wrong but didn’t take the initiative to get out them is that they often ask inappropriately inti- of the situation. mate questions or attempt inappropriate touching to test your boundaries. If you give in, they know Avoid drugs, alcohol, and people who use them. you are a potential target. If you resist, they may Drugs and alcohol alter people’s ability to think escalate briefly to see if you’ll give in, but if you rationally. If you use them or socialize with peo- hold firm, they will move on. ple who are using them, you are putting yourself When you leave home, let someone know at a higher risk for being the victim of a crime. If where you are and when you are coming home. you swim with sharks, chances are you are going to get bitten. Exchange schedules with your roommates so that you are aware of when to expect each other or tell Take a self-defense or personal training course. your family when to expect you home. There are many opportunities to learn these con- Don’t give out personal information cepts and methods in the community. Take advan- without thinking about it. tage of them. Everyone wants to make new friends, but it pays to be cautious. Don’t give out your name or phone

GETTING HELP

If you are the victim of any crime or need to If you are the victim of a sexual assault, get help right away. contact the campus security officers for any Consider the following options: reason, use the numbers below. • Call 911. The sooner you report the assault, the better. • Emergency: 911 • Call one of the sexual assault hotlines: Utah Rape and Sexual Assault Crisis Line • Campus Security Office: (435) 652-7515

• On-duty Security Officers: (435) 619-1144 1-888-421-1100 National Sexual Assault Hotline or (435) 619-1145 1-800-656-4763 (HOPE) • Call a friend you know will believe you, be able to support you, and give you good advice.

104 MANAGING YOUR TIME

Your time is one of your most valuable resources. There are so many demands on your time that it can be a real challenge to get everything done for your classes, go to work (if you have a job), and still have some time left for having fun, relaxing, spending time with family, having a social life, and so on. Learning to wisely manage your time now will be a benefit to you for your entire life. Take the Time Management Survey below to find out how you are doing so far at managing your time.

TIME MANAGEMENT SURVEY To find out if time management is an issue for you, take the following assessment. Give yourself a 1= All the Time, 2 = Sometimes, 3 = Once in a while, 4 = Never

1. How often do you have a hard time getting motivated to study? 2. How often do you sit down to study and not know where to start? 3. How often do you procrastinate doing assignments? 4. How often do you end up writing a paper at the last minute? 5. How often do you put off studying until just before a test? 6. How often do you take a test without having actually studied for it? 7. How often do you turn in assignments late or unfinished? 8. How often do you forget a deadline until just before something is due (or just after it is due)? 9. How often do you spend too long on something trying to get it perfect? 10. How often do you study for long blocks of time and feel exhausted afterward? 11. How often do you watch TV, play video games, text, or Facebook when you should be studying? 12. How often do you spend time worrying about assignments rather than doing them? 13. How often do you say yes when someone asks you to do something that you don’t have time for? 14. Do you ever feel like you’re not putting in as much study time as you should? 15. How often do you go from one task to another rather than sticking with one until it’s finished? 16. How often do you go in spurts, studying a lot one day or week, then not much the next? 17. How often do you feel overwhelmed with stress because you have too much to do? 18. How often do you get to the end of a day and feel like you haven’t accomplished anything?

105 THE RESULTS ARE IN ... BAD TIME MANAGEMENT GOOD TIME MANAGEMENT

Get behind in all of your classes Stay caught up in your classes

Assignments are rushed, poorly done, and turned in Assignments are done well and turned in on time late or not at all

A lot of stress Less stress Have marathon study sessions, trying to cram all the Study more effectively information into your head at once

Waste more time Waste less time You can’t get everything done that you want to Get more of the things done that are important to you accomplish

Get poor grades and don’t meet your goals Get good grades and accomplish your goals Feel disappointed in yourself Feel great about your accomplishments Bad time management follows you into your career and Feel prepared for your future career and have good personal life time management habits to carry into your career and personal life

STEPS OF GOOD TIME MANAGEMENT 1Decide what matters most to you The first step in effective time management is to decide what things are most important to you. You have only so much time and only so much mental and emotional energy. Knowing what is most important to you is the first step in making the most of the time you have. What are the big items on your list?

• SCHOOL Doing well in school should be • TAKING CARE OF YOURSELF You also one of them — getting an education requires need some time for sleeping, eating, commitment, and should be something that shopping, doing dishes, preparing food, you are willing to devote a good chunk of your doing laundry, etc. time and energy to. • FREE TIME Hopefully, you will have some • WORK If you have a job, you will also have to time left for leisure activities like reading, spend time meeting your obligations there. playing sports, enjoying hobbies, texting • FAMILY/FRIENDS You may have a spouse friends, participating in college activities, etc. or family who needs your time and attention, or you may have friends whom you want to spend time with.

WHAT ABOUT HAVING A JOB? Many students work. The good news is that studies have found that students who work 12-20 hours are often better students than those who don’t have jobs. However, grades drop off quickly when students work more than 20 hours. If your circumstances require you to work more than this, you should not plan to be a full time student. Students who try to work full time and go to school full time are rarely successful. You can still finish a degree while going to school part time. 106 2 Make a plan. 3Carry out the plan. Having a plan will help you spend your time on As you go through the week, try to follow the the things that matter to you rather than on what- plan that you made. Of course it won’t be perfect ever is in front of you at the moment. — some things may take more or less time than you planned and unexpected tasks or opportuni- Student life is divided into semesters. It can be ties may turn up, but make an effort to stick to it. very useful to have a calendar in which you can Remember that by following your plan, you are see all the important dates in one place — such as taking care of the things that are most important the one at the beginning of this book. Fill this out if to you rather than giving in to your desires from you haven’t already done so. moment to moment. Detailed planning is usually done by weeks. Learn from what happened. There are many kinds of planners that you can 4 After the week is over, review how your plan use; experiment with different kinds to see what went. Try to learn from both good and bad expe- works best for you. There are online planners (for riences. Is the morning not a good time for you to example, Google calendar) as well as notebooks do math assignments? Do you need to plan more that you can carry around (like Franklin planners). time for your English class? Do you need to get to If you aren’t already using one of these, try out the bed earlier? Weekly Planner at the end of this section. Make a new plan each week. First, write down all of your classes in the first 5 You should have a regular planning time each column. Then use your semester calendar to figure week to look back over the previous week and out what items you need to work on this week make a plan for the new one. This could be Sun- for each class. You should include assignments, day night, Monday morning, etc. Experiment with reading, studying for exams, reviewing notes, and this kind of planning until you find a system that working on larger projects, like gathering research works for you. for a paper. Figure out what you need to do each day, and write it in. In the space below this chart, When you find that you are: you can add other things that you need to do, • Less stressed as well as things you’ve been meaning to do but • Staying caught up in your classes haven’t gotten around to. • Consistently getting things done on time On the next page, mark the times that you are in • Having time for all of the priorities in your life, class, at work, or other commitments you have • And staying on top of it all made. After you have those filled out, look back you are succeeding at time management! at the things you need to do each day. Figure out what would be a good time to do them. Do you have an hour between classes when you could get an assignment done? Do you have some time in the evening to meet with a study group to get ready for an exam? How soon after each class can you review your notes? Add up the time you are spending on each class — does it add up to two hours a week for each hour in class? Don’t put things off until right before they are due. By looking ahead, you can get things done early, at a good time for you, instead of in a rush at the last minute, and still have time for other things that matter to you. 107 GETTING PAST THE ROADBLOCKS Even the best planners can run into road blocks that result from human nature. Most of us admit to procrastinating from time to time, having trouble getting started, etc. Here are a few suggestions to consider. • 10 minute rule: When you can’t seem to get yourself going, try the 10 minute rule. Say to yourself, “I will make myself work on this for 10 minutes. Then if I can’t stand it, I’ll stop.” Many times, if you get going on something for 10 minutes, you’ll build up some momentum and have the energy to keep going. If not, then this really isn’t a good time for this activity. If you have planned ahead and aren’t doing it at the last minute, then you can make a choice to stop and try again another time. • Easiest thing first: Look at your list of things to do and find the easiest one to finish. This will let you cross something off your list and help you feel like you’re getting somewhere. • Hardest thing first: If there is something that you are really dreading doing, do it first. Sometimes tackling the hardest thing on the list is helpful because it will take a huge load off of your mind just to get that thing out of the way or at least started. • What’s your purpose? If you find yourself procrastinating a lot, go back to your goals. Why are you doing this? What’s in it for you? Are you going to fall short of your goals because you couldn’t get on the ball or are you willing to invest your time and energy now to create a better life for yourself, your children, and your grandchildren? • Work smarter: Consider whether you can find a way to make studying more enjoyable. Rather than just looking through your notes, try studying with a classmate, listening to a recording of class while you are exercising, or making a big concept map on a white board with colored markers. Consider studying in the Tutoring Center, where you can get help right away if you have a question. • Get organized: You can lose a lot of time looking for things if you don’t have some way to organize papers for your classes. Get a different folder or notebook for each class and keep the syllabus, your notes, and any papers the professor gives you in order. • Small bites: Make sure not to plan huge blocks of time for one class. Your brain only works well at something for about 20 minutes; after that, you need a break. If you try to study for three hours straight, only the first 20 minutes of it will actually be productive. Studying for 30 minutes each day for a week is much better than three hours the night before an exam. • First step: If you usually don’t procrastinate but find there is one thing you keep putting off, it may be because you’re skipping the first step. Ask yourself: what is the very first thing I need to do? Maybe you need a graphing calculator to do your math homework and you don’t have one or money to buy one. You thought maybe your roommate had one but don’t remember. Every time you think about starting your math homework, you put it off because you don’t have the calculator. Then what should be on your list is not “do math homework” but rather “text roommate about calculator.” Make the thing that is keeping you from getting started your focus, rather than the task itself. Once that’s done, then you can move forward. TIME LOG DATE ______NAME ______What You Planned To Do What You Actually Did

12:00–12:30 a.m.

12:30–1:00 a.m.

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11:30 a.m.–12:00 p.m. What You Planned To Do What You Actually Did

12:00–12:30 p.m.

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11:30 p.m.–12:00 a.m. WEEKLY PLANNER What I need to do for each class this week:

CLASSES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Things I need to get done besides school work:

Things I’ve been meaning to get done but haven’t gotten around to:

Use form on the next page to schedule when you will complete these tasks. When I will do it:

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

5:00 a.m.

6:00 a.m.

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11:00 p.m. STAYING HEALTHY IN COLLEGE

To perform well under STAYING HEALTHY IS ESPECIALLY IMPORTANT to you as a college student. Here’s why: the pressures of school, • You need your brain to work extra well so you can handle challenging coursework. you must take time to • You need lots of energy to allow you to deal with new take care of yourself. pressures and expectations. • Missing class because you’re sick can cause real problems. • Illnesses like colds and flu are spread more easily in crowded places, so you need to have a strong immune system.

Unfortunately, THE REALITIES OF COLLEGE LIFE MAY MAKE IT HARD to do the things you know you should do to stay healthy. For example: • Your parents aren’t here to cook healthy meals for you or remind you to wash your hands. • You are under pressure to complete your schoolwork, making it hard to take time to eat right and get enough exercise. • There is peer pressure to indulge in unhealthy food, alcohol, drugs, and unsafe sex. • The stress of college makes it harder to have the self-discipline it takes to do what you know you should.

However, if you don’t take care of your health, there can be a lot of negative consequences. IF YOU DON’T TAKE CARE OF YOURSELF, you will: • Get sick more easily • Feel more stressed • Not have enough energy • Have a hard time concentrating in class • Feel grumpy and irritable • Have a hard time getting motivated to do your assignments • Have difficulty remembering what you have learned • Feel sleepy in class or while doing homework If you are having these kinds of problems, maybe its time to take responsibility for your health! Consider the following ideas. Here are some ideas to consider. Mark each of the following with a check mark if you already do pretty well at it, and a star if this is something you could improve on.

WASH YOUR HANDS. There are germs on every surface, especially in an environment where multiple people are using the same spaces. How many people touched the same door, chair, keyboard, and desk that you did? Keeping your hands clean is one of the most important steps you can take to avoid getting sick and spreading germs to others. You should wash your hands whenever you use the rest room, eat, or enter your house. Just getting your hands wet won’t do the trick — make sure to use soap. When you don’t have a chance to wash, use hand sanitizer. While it will not remove 100% of the germs, it will significantly reduce the amount of germs on your skin. Keep it in your backpack and feel free to share with those around you, as their health is vital to yours. KEEP YOUR LIVING SPACE CLEAN. Even though Mom and Dad aren’t here to tell you to clean up anymore, it’s still important. Leaving old food, dirty dishes, dirty clothes, trash, and other things laying all over your room or apartment is an open invitation for bugs, visible and invisible, to multiply. GET SOME EXERCISE. The benefits to exercise are almost endless: less depression and anxiety, more energy, better sleep, stress relief, weight control, lower risk of many diseases, and you just feel better. A common recommendation is 30 minutes of aerobic exercise 3–5 times a week, with strength training and stretching once or twice a week as well. Walk to class, visit the fitness center, run on campus, participate in intramural sports, go on an outdoor adventure with ORAC, or participate in whatever gets you moving. EAT A WELL-BALANCED DIET. Try to eat a well-balanced diet with plenty of whole grains, fruits, vegetables, and lean meat, and very few sugary and fatty foods. Eat a good breakfast and carry healthy snacks with you in case you get hungry during the day. If you can’t avoid fast food or prepared meals, choose healthy options. GET THE RIGHT AMOUNT OF SLEEP. Sleep gives your body a mental and physical break from the stresses of college. Without enough sleep, you will be sleepy in class and have trouble concentrating; you will also be more likely to get sick. Get approximately eight hours of sleep each night — sleeping in on the weekend will not make up for lost sleep during the week. DRINK PLENTY OF WATER. Sufficient water is absolutely necessary for your body to function properly. By the time you feel thirsty, your mental and physical performance have already become impaired. Headaches are a common symptom of dehydration; drinking a glass of water will often alleviate them. A typical recommendation is to drink at least eight 8 ounce glasses of water each day. Soda, coffee, and tea are not good substitutes for water. If you carry water with you, you will be more likely to get enough than if you rely on drinking fountains. DRESS PROPERLY FOR THE WEATHER. Even in St. George, you shouldn’t run around in shorts all winter. It’s a good idea to check the weather before deciding what to wear and also take into account the temperatures you typically find in your classrooms. BATHROOM PRECAUTIONS. Take proper precautions in public rest rooms. If you are living in a communal bathroom situation, don’t leave your toothbrush out on the sink; it will collect dust or someone else might use it. Wear shower shoes because warm, damp spaces are perfect areas for germs to grow. Also, carry your own soap with you to the bathroom; dispensers aren’t always stocked and bringing your own keeps you from having to go without. WEAR SUNSCREEN. Whenever you will be out in the sun for a prolonged period of time, you should wear sunscreen to prevent sunburns and skin cancer. WEAR A SEAT BELT. Any time you get in a car, you should put a seat belt on. Not only is it good sense, it’s the law! DEAL WITH STRESS IN HEALTHY WAYS. Stress can take a toll on your body and may make you more likely to catch whatever illness is going around. Learn techniques that work for you to keep stress under control. For more ideas, see the chapter on Dealing with Stress in this book. IF YOU GET SICK, STAY HOME. When you do feel sick, stay home and take the time needed to get better. Many students push themselves past their limits, get sick, and continue to push themselves. This will not only lead to being sick longer, but also expose your fellow students to your illness. Most classes allow you to miss a few lectures, so make sure you save those for when you are actually sick. SEE A DOCTOR IF NEEDED. Most of the time, colds, flu, minor cuts and abrasions, etc. can be treated at home. However, if any symptoms are severe, persist longer than normal, become worse with time, or cause you concern, you should see a health professional. Call 435-652-7756 for an appointment at the Health and Wellness Center, which costs only $10. If you don’t have the money now, they can put it on your student account. See the Health and Wellness Center section in this book for more information. SEEK HELP FOR DEPRESSION AND ANXIETY. If you are struggling with depression or anxiety or even suspect that you might be, seek help at the Health and Wellness Center or GOOD HEALTH GOALS other medical professionals. These are medical conditions that FOR THIS SEMESTER: can seriously impair your ability to function successfully as a student and in life, but they can be treated. Call 435-652-7756 1. for an appointment with the Health and Wellness Center — the first visit is free, and it is only $10 after that. See the Health and Wellness Center section in this book for more information. EXERCISE GOOD JUDGMENT. Staying healthy in college includes making proper choices. Good judgment is needed in 2. the areas of smoking, alcohol consumption and sexual activity. Each of these choices needs to be made with the long-term consequences in mind. Smoking can lead to a dangerous habit, addiction and cancer. Alcohol can also lead to addiction or impaired judgment. Sexual activity, especially with multiple partners, should be carefully considered and all necessary 3. precautions taken; if you engage in this activity, being tested for disease is vital to your physical safety. The Health and Wellness Center offers a comprehensive smoking cessation program as well as information about sexual responsibility, alcohol and other drugs, nutrition, and other basic health issues. Condoms are also available for free at the front desk. See the Health and Wellness Center section in this book for more information. GET REGULAR CHECK-UPS. You should get an eye exam, a dental exam, and a physical at least once a year.

116 STUDENT FIRST AID KIT

All students should have a basic first aid kit at home. The items you need don’t cost a lot, but they’re handy to have when you need them and should be easy to find. They can all easily fit into a shoe box, which you can keep in your bathroom, bedroom, or wherever it is most convenient. If you purchase a first aid kit, make sure to open it up to see what it contains and add any items that may be missing.

ITEMS YOU SHOULD HAVE OPTIONAL ITEMS YOU MAY IN YOUR FIRST AID KIT: ALSO WISH TO INCLUDE: First aid manual Sunscreen Plastic bandages of various sizes Cough syrup Antibiotic ointment Cold remedies Gauze and adhesive tape Lip balm Tweezers Sunburn ointment Thermometer Anti-itch cream OTC pain killers [aspirin, Sore throat lozenges acetaminophen (Tylenol), Vitamin C or ibuprofen (Advil)] Allergy medication $10 to visit the Health and Well- Chemical cold pack ness Center Ace bandages Antacid Anti-gas medication Upset stomach or diarrhea medication

117 MANAGING YOUR MONEY

There is a common saying in the world of personal finance: “Manage your money or your money will manage you.” If you take smart steps to take charge of your finances, you will have the money you need when you need it; if you don’t, it will leak from your fingers like sand with every impulse buy, late fee, overdraft charge, and interest payment you make and you’ll find yourself in a financial crunch that will be hard to recover from even after your college days are over. In order to avoid having your money manage you, here are some financial tips for managing your money while going to college. 1. Get a checking account and savings account in your own name Whether you are paying for college yourself, using scholarships, financial aid or student loans, or getting help from mom and dad, now is the time to take charge of your money. You need to see how much money you have coming in and how much is going out. Don’t leave this to someone else.

When selecting a bank or credit union, pay attention to the rules and fees for the account. • Do you need to keep a certain balance in your account to avoid a monthly fee? • What are the overdraft charges? • Can you set up overdraft protection? • Is there a limit on transfers to or from your account? Many financial institutions offer accounts designed for students that have lower fees — check these out to see if they will work for you. 2. Keep track of what you spend Many college students have no idea where their money is going. A pizza, some new clothes, gas for the car, books, a night at the movie with friends, a cell phone bill, and suddenly a month’s worth of money is gone!

The solution to this is to keep track of all of the money you spend. If you don’t already have a way to do this, use the sheet on page 129 to write down the details of every purchase you make for one week. Then divide your purchases into categories such as groceries, rent, 118 entertainment, clothes, etc. At the end of the week, add up each category WHERE DOES YOUR MONEY and see how much you are spending in each area. You may be surprised; COME FROM? for example, eating out adds up quicker than you might think. Look at Check off all that apply. the categories and see if there are some that you are spending a lot more Earned from a job in than you need to. If you find that you are spending more money than Money from savings you are bringing in, look at where you can cut back. Then make a goal Scholarships for the next week. Adjust your goals so your expenditures are less than Pell Grant the amount of money you have to spend. Student loans 3. Spend less than you earn Your parents It should be obvious that you need to spend less than you earn in Other: order to stay ahead financially, but it’s amazing how easy it is to spend more than you have without even realizing it.

First consider what your sources of income are. Where does your money come from? Mark all that apply in the first box on the left. How much does this amount to during a semester? Figure out how much money you have to work with, then divide it up into manageable chunks, like a week or a month.

WHAT KINDS OF EXPENSES Next, what kinds of expenses do you have? In the second box on the DO YOU HAVE? left, check off all the expenses that you need to pay. Check off all the following that you need to pay. If your sources of income are greater than or equal to your expenses, then you are in good shape. If not, then you need to do something Tuition and fees about it, either by increasing your income, decreasing your expenses, Books or both. Spending less is often easier than earning more, so rather Rent than getting a credit card or additional student loans, work on finding Utilities ways to reduce your expenses. Cell phone Groceries 4. Recognize the difference between needs and wants Fast food It is easy to let your desire for things convince you that you need them. Cable Do you need that new pair of pants or do you just want them? If your chemistry lab requires long pants and all you have is shorts, then it is a Clothes need. If you “need” some black jeans to go with a shirt that you have, Gasoline it’s a want. Make sure that you have money set aside for your needs Car insurance before spending money on wants. Entertainment Household supplies SOME THINGS I BOUGHT RECENTLY THAT I NEEDED: Medications ______Other: ______

SOME THINGS I BOUGHT RECENTLY THAT I WANTED BUT DIDN’T NEED: ______119 ______5. Shop wisely When you shop for food, clothes, and other household items, take advantage of store brands, sales, reduced prices, coupons, and clearance items to lower your spending. With some things, you get what you pay for, but with others, you’re just paying extra for a brand name that is not any better than the store-brand item.

When shopping, avoid putting things into your cart that you weren’t planning to buy without thinking about it. Stores are set up to encourage impulse buying — it is your job to take control. Consider whether the item is a need you had forgotten or just something fun that you want. If your budget allows it, you can have a few impulse items now and then, but they add up fast. Try not to use shopping to relieve stress or compensate for disappointments in your life. Make a list before you go to the store and then do your best to stick to it. 6. Have some savings for emergencies It is important to always have some money available for unforeseen emergencies. You never know when your car could break down, you could need medical attention, you could lose your job, etc. If you don’t have money where you can easily obtain it, you could end up in trouble. If you don’t have any, save at least a small amount each month until you have an emergency fund of two to three months’ income. Setting up an automatic transfer of funds from your checking to your savings is a good way to do this; you could also use only cash, and save all of the quarters in a jar. Then, don’t spend them unless you truly have an emergency. 7. Use credit and debit cards wisely Having a debit or credit card is a convenience, but don’t forget that when you swipe it, you are still spending cold, hard cash. Make sure not to use your debit card unless you know that you have enough money in your account to cover it — overdraft charges are amazingly high.

Be especially careful with credit cards — credit card debt is easy to fall into and it can be financially crippling. Credit card companies make it easy for students to obtain credit cards, knowing that if you don’t discipline yourself, they’ll make lots of money off of you in interest. It is easy to lose track of how much you are putting on a credit card unless you pay it off every month. Do not allow yourself to purchase something on credit unless you already have the money to pay for it — that way it becomes a convenience, rather than something that can enslave you. Limit yourself to one or two credit cards (preferably without an annual fee) to limit your temptation to overspend and avoid damaging your credit score. If you do end up with a balance on a credit card, pay it off as quickly as possible. Don’t be fooled by the minimum payment — these are designed to draw out your payments for years so that you end up paying many times the original amount in interest. Make sure to pay your bills on time—a late payment can 120 result in $25 to $40 fines and a huge increase in your interest rate. Don’t avoid credit cards altogether, though. Having and responsibly using a credit card is the first step to building a good credit rating, which will be very important when you rent an apartment, purchase insurance, or apply for an auto loan or mortgage in the future. 8. Pay bills on time Be aware of what bills you pay regularly, such as rent, utilities, cell phone bills, car payments, and so on. Add up how much you need for these things and subtract this money from how much you have to spend at the beginning of the month. Use the Monthly Bills chart on page 130.

Once you know what all of these bills will be, make a plan to pay them on time. You could use an automatic withdrawal from your checking account or a reminder on your calendar. Late fees add up quickly. You could even end up dealing with collection agencies or having your cell phone or utilities cut off. 9. Plan ahead for large expenses Tuition is usually the largest item on a student’s budget, but it only comes due at the beginning of each semester. You’ll need to plan ahead to have that money available, that you won’t be scrambling for it at the last minute, end up paying late fees, or have your classes dropped for nonpayment. If you anticipate other large items such as an airplane ticket home, plan to start saving ahead for them too.

WHAT LARGE EXPENSES DO YOU NEED TO PLAN FOR IN THE NEAR FUTURE? ______

Managing money is an important skill that you will need your entire life. If you start good habits now and avoid costly mistakes, you will not only have the peace of mind that comes from knowing that you’re doing the best you can with what you have, but also patterns of behavior that will benefit you for years to come. For more help understanding the world of personal finance, consider taking Personal Finance (FIN 1750), a 3 credit course offered at Dixie State University.

121 MANAGING YOUR MONEY — SELF ASSESSMENT

Rate yourself on the following money management issues by checking one of the boxes after each statement.

I AM DOING I NEED TO WELL AT THIS WORK ON THIS 1. I have a checking and savings account in my own name. 2. I know how much money I have to spend each month. 3. I have a plan for how I will spend my money each month. 4. I keep track of how much money I spend each month. 5. I spend less than I earn. 6. I can recognize the difference between what I really need and what I want. 7. I take advantage of sales, coupons, clearance items, store brands, etc. 8. I don’t put things into my cart without thinking about whether I really need them and can afford them. 9. I have some savings set aside for emergencies. 10. I keep track of how much is in my checking account so that it does not overdraft. 11. I avoid using credit cards unless I already have the money to pay for what I am buying with them. 12. I do not carry a credit card balance. 13. If I do have a credit card balance, I am making more than the minimum payment, and have a plan to pay it off. 14. I know how much money I need to spend on bills each month. 15. I am aware of when my bills are due and have a plan for paying bills on time. 16. I have planned ahead for large expenses like tuition, plane tickets, etc.

What do you think is the most important change you could make to improve your money management?

______

Getting a job or making more money isn't a good answer to this — no matter how much you make, it won't be enough if you don't manage it well. WEEKLY BUDGET

Use this chart to keep track of your spending for one week.

STARTING DATE: ______ENDING DATE: ______

STARTING BALANCE: ______BUDGETED TOTAL: ______

WHAT MONEY WAS AMOUNT DATE SPENT FOR AMOUNT REMAINING STORE CATEGORY 20 Aug groceries $45.09 $310.47 Smith’s groceries BUDGET CALCULATION

Use this chart to keep track of how much money you are spending in each category.

CATEGORY GOAL ACTUAL DIFFERENCE NEXT WEEK’S GOAL groceries $50 $55.73 $5.73 over $55

TOTALS

MONTHLY BILLS

List the bills you pay every month. If the amount changes, give a typical amount or the last amount.

ITEM DUE DATE AMOUNT rent 1st of month $300 STAYING MOTIVATED

Nobody said college was easy. In fact, it is quite normal to have times It’s normal to have times when you just don’t feel like going to class, doing homework, writing when you struggle to papers, or dealing with school at all. Lots of things can make it hard to keep going. Your classes may be get motivated. The harder than you expected — all your professors want you to take difference between the subject seriously, work hard, and learn a lot. There are constant deadlines and lots of pressure to do well on assignments and exams. those who succeed and Your best may not be good enough for the grade you wanted. Your classes may seem boring. You may feel lonely, homesick, depressed, or those who don’t is what discouraged. You may have family problems, work problems, health problems, or financial problems as well. they do when those So what do you do? Slack off for a while? Give up and quit? These times hit. options may seem tempting, but they can lead to getting behind, failing your classes, and never achieving your goals. Don’t give in to them! You can get back on track. The difference between people who succeed and ones who don’t is what they do when they don’t feel motivated. When the going gets tough, successful people know what to do to keep themselves going. You can learn these strategies too. Consider the following ideas.

REMEMBER WHY YOU’RE HERE. You came to college for a reason. What was it? If you start to think of quitting or just can’t get the motivation to dive into studying for that test, it can help to go back and think about what’s in it for you if you succeed. Find out more about the career that these classes are preparing you for. Look for connections between what you are learning and what you hope to do. Then consider the alternative — do you really want a career in flipping burgers, serving tables, or answering phones?

MAKE A TO-DO LIST. If you are feeling overwhelmed, it’s time to get organized. Make a list of all of the things you need to do, and identify what should come first. Using good time management techniques will help you get out from under the mound of stuff to get done.

125 TAKE A BREAK. Taking a break isn’t the same as MAKE FRIENDS WHO SHARE SIMILAR GOALS. quitting. Set aside a certain amount of time to get The more people you know who share your goals away from all of the demands of school for a few of getting through college and starting a career, hours in the afternoon, an evening or a weekend. the more you can help each other get there. On Get outside and get some fresh air and sunshine. the other hand, if you hang out with people who Clean up your room or kitchen. Eat a good meal ridicule or belittle your goals, it can be really hard with friends. Get some exercise. Watch a great movie. to keep going. Meditate. Pray. Shoot some hoops. Do something CHANGE YOUR ATTITUDE. Maybe you know that recharges your batteries so that you are able to deep inside that you’re the problem, and you know go at it again when your break is up. you need to change. Well, the only person who can GET INVOLVED. You may think “But I’m already change you is you, so do it! Learn to see failures too busy!” and you may be right. On the other as wake-up calls. Take responsibility for yourself hand getting involved can really recharge your rather than blaming others for your difficulties. batteries. Joining a club, going to an athletic event, ASK FOR HELP. Maybe the trouble is you’re going doing some service, participating in intramural it alone. You’re sinking, and you don’t know sports, and so on can provide a welcome change of where to turn. It’s OK to walk into the Academic pace and help make college less of a grind. Advisement Center and say “I need help.” You SET SMALL, ACHIEVABLE GOALS. If you may need academic advice, personal counseling, think about everything you need to do, it can be or even financial help. No one will know you need overwhelming. When the going gets tough, narrow help unless you come forward and ask. your focus. Can you make flashcards for your CONSIDER CHANGING YOUR MAJOR. Maybe biology class today and look at them for 10 minutes the reason you are having trouble is that what each day for the next 3 days? Can you take 10 you’re studying isn’t a good fit for you. Is there minutes to go on line and look for information about something else out there that you might enjoy more your research topic? Can you spend 30 minutes on or do better at? Visit the Academic Advisement your math homework? When you’re done, reward Center or the Career Center for information about yourself with 10 minutes of Facebook time, a video other options you might want to consider. You game, or a (small) handful of M&Ms. Then go on may also want to look into vocational training that to the next thing. might be more suited to your talents. TALK TO SOMEONE. Talk to a friend or family JUST KEEP SWIMMING. The root word of member who can help you get motivated again. “motivation” comes from the idea of moving. People who know you, love you, and want you to Sometimes the best way to get through difficult succeed can be powerful motivators. Take the time times is to take the advise of a little blue fish and to call, e-mail, or text them. “just keep swimming, just keep swimming.”

Which of these ideas seem likely to help you the most when you find it hard to stay motivated?

______

______126 BUILDING A COLLEGE NETWORK

Networking is Networking is a term that is often used in the business world. It refers to actively building relationships with a variety of people who can actively building help you, and whom you can help. Networking in college or in a career is a lot like social networking, but instead of building a network relationships with of personal friends, you are building a network of professional a variety of people relationships. Many people that you would not necessarily choose to build a close personal relationship with can be valuable parts of your who can help you and professional network. whom you can help. Many times, students aren’t introduced to the idea of networking until they are about ready to graduate and it is time to get a job. Unfortunately, that’s way too late. It is hard to start networking when you already need something. The time to start building your network is now, so that when you need it, it will already be there.

Building a network isn’t just about getting a job, either; it can be amazingly helpful during your time in college, too. You can get help when you have problems or questions, and find out things you didn’t know about places to live, activities on campus, and so on. Getting an education isn’t just about acquiring knowledge and skills in the field you are studying — it’s also about learning to work with people and build mutually beneficial relationships. Sometimes it isn’t only what you know, but who you know that matters.

For most people, building a network takes conscious effort. You need to seek out opportunities to get to know lots of different people. Then make an effort to have a conversation, remember names, get contact information, and be friendly when you see someone you’ve talked with again. (Of course, this doesn’t mean you should maintain contact with someone you don’t feel comfortable associating with.)

Make sure to include people who are different from you in age, race, physical or mental abilities, and so on. It is OK to start out by approaching people who seem most like you, but if you stop there, you will be missing a much wider world. It is normal for teenagers to hang out with people who talk, think, and act just like them, but a mature person seeks to become comfortable with a variety of people. Remember, everyone needs to feel noticed and connected.

127 HOW DO I Know TO Get PEOPLE ? For some people, talking and connecting with others comes naturally, while others have to work at it. Here are some tips to help you get to know people and have positive interactions with them. • SMILE when you are talking to people. It is always more pleasant to converse with someone who seems happy. • Remember people’s NAMES. Nearly everyone is “bad with names,” so don’t use this as an excuse. It takes a conscious effort to connect a name with a face and remember it the next time you see the person. It can be helpful to make some kind of mental connection between the name and face, such as “Susan, same as my cousin in Cedar City, also has curly hair.” • Ask QUESTIONS that will give people a chance to talk about themselves. Nearly everyone loves to tell their stories. Build a repertoire of questions that you can ask people when you first meet them. • Be willing to SHARE appropriate information about yourself. People generally feel most comfortable when there is a give and take of information. • LISTEN when the other person is talking. Don’t just wait for them to finish while planning in your head what to say next. Ask further questions about what they say, instead of immediately turning the conversation back to yourself. • AVOID BEING NEGATIVE. Bonding by criticizing someone or something (a class, a professor, the university) may feel good at the moment, but it doesn’t usually lead to positive relationships. • Try to DISCOVER something you don’t know that the other person can teach you, then ask him or her about it. Assume everyone you meet can teach you something. You’ll learn about all kinds of things! • Look for opportunities to HELP someone out. Even little things like holding a door for someone whose hands are full or picking up something someone drops create a positive environment, not only for you and the person who you helped, but everyone who sees it. If you can help solve someone else’s problem, you never know when they may be able to turn around and help you. • ASK for help. Whenever you have a problem, use it as an opportunity to make new connections. Who can you talk with that might have a solution or a resource you don’t know about? WHAT KINDS OF PEOPLE CAN I HAVE IN MY NETWORK? Everyone’s networks look different. The key to building a good college network is to consider how you could make connections in each of the following areas.

FRIENDS FROM HOME OR HIGH SCHOOL Who did you know before you came here? Be on the lookout for students from your home town, your high school, and so on. Even if they weren’t people you hung out with there, reach out to them and see what happens.

ROOMMATES AND NEIGHBORS If you live with other DSU students, make sure to get to know them. You can make friends in nearby apartments as well. If you don’t live with students, put the word out in your neighborhood and let any nearby relatives know that you are attending the university. You may be surprised to find others who are as well.

STUDENTS IN YOUR CLASSES Put away your phone and talk to the students sitting next to you before class starts. Ask about an assignment or a concept in the class or where they are from and what they want to study. Once you find someone you are comfortable with, exchange contact information. Get notes from him or her if you are absent or form a study group to go over notes, discuss reading, or study for a test. Besides being useful, it can make it much more pleasant to go to class if you will see people there you know. Don’t wait for someone else to start a conversation or invite you to a study group — take the initiative. MY COLLEGE NETWORK STUDENTS IN YOUR MAJOR As you find yourself in the classes for your major with the same people, make a special effort to get to know them. You can coordinate study schedules, share information about professors and get tips on opportunities like internships, visits from recruiting schools, etc. It can also be very valuable to seek out students who are near the end of the degree and ask for their advice and insights.

STUDENTS WHO SHARE YOUR INTERESTS There are many ways to find other students who like the things you do. Join a club, go to athletic events or music performances, or get involved in student government. It doesn’t all have to be about classes; getting to know students in other majors can give you insights and information from across campus.

PROFESSORS While you are building relationships with other students, don’t forget your professors. They are a valuable source of all kinds of information. In class, make a good impression by being a responsible student, asking questions, participating appropriately, and so on. To make personal contact, meet with them in their offices with questions about the course or the fields they are teaching. Make a special effort to get to know professors who are teaching in fields that you are interested in. As opportunities arise, work with them on research, projects, performances, and so on.

UNIVERSITY EMPLOYEES Besides professors, you can build relationships with many other university employees. When you have a problem and need to go to Registration, Advising, Financial Aid, and so on, remember that the person behind the desk didn’t create the problem but is there to help you solve it. Be courteous to secretaries (now often called administrative assistants), custodians, and grounds crew — they help keep things going for you as well as everyone else. Getting to know the people in the Career Center can be a big help and seeking help from librarians can be particularly profitable.

PROFESSIONALS IN YOUR FIELD As you progress in your degree, look for opportunities to meet and connect with professionals who are working in your field outside the university. Ask your professors if they can make any introductions. Seek out businesses in the area (or wherever you wish to live) to find people who are working in this field. Work part time, seek out internships, or get involved in your field in other ways.

Networking can be a powerful tool both during your time at college and during your career. It’s not just about collecting business cards and Facebook friends; it’s about taking the time to interact with people around you, lending a hand where you can and asking for help when you need it. Good people skills will make your life more successful and also more rewarding. So why not start now? 130 DEALING WITH STRESS

“Oh, my gosh! I’m so stressed out!”

How often have you heard this statement around campus? How often RateYOUR have you said it? (Or thought it?)

STRESS Being a student can be very stressful. There are a lot of demands on your time and energy and too much stress can make it even harder to do How much stress have you what you need to get done, let alone enjoy the college experience. The been feeling this semester? good news is that you don’t have to let stress take over your life. There Mark the box next to the best are lots of things that you can do to cope with stress in healthy ways. description of your stress level. MINIMAL STRESS SOURCES OF STRESS college is easy The first thing to do is identify the sources of stress in your life. They can be due to the circumstances in your life as well as issues that go SOME STRESS on inside your head. Here are some examples of things that may be but not a big problem causing you stress. Rate each of them on how much stress you are feeling from these sources. (1 = no stress, 5 = huge stress). A LOT OF STRESS but I’m managing UPCOMING DEADLINES: All of the things that have to get done in your class: exams, papers, homework assignments, projects, etc. SO MUCH STRESS I may explode! PREVIOUS DEADLINES: Getting behind, trying to catch up, guilt over not doing what you should have been doing YOUR JOB: Pressure or problems at work, trying to fit in work and school MONEY: Trying to make ends meet, getting enough money for tuition next semester, dealing with debt, etc. RELATIONSHIPS: Tension with roommates, boyfriend or girlfriend issues, family problems, etc. ANNOYANCES: Losing your keys, dropping your soda, getting stuck in traffic, a sink full of dirty dishes, not being able to find a parking place, etc. HEALTH: Getting a cold, worrying about unexplained symptoms you are having, dealing with chronic health issues, being pregnant, dealing with substance abuse issues, worrying about the health problems of a loved one, etc. WORRIES: Feeling pressure to do well, expectations of your parents or yourself, fear of not doing well, negative thoughts about classes or professors, etc. THE FUTURE: Not knowing what to major in or what classes to take next, facing big decisions that you need to make, conflicting priorities 131 EFFECTS OF STRESS Once you have recognized the sources of stress in your life, next it helps to notice what effects those stresses are having on you, both physically and mentally. Here are some common problems caused by stress. Check off any that you are typical for you when you are feeling a lot of stress. Headaches Trouble concentrating Trouble sleeping Getting frustrated easily Acne Lack of patience Digestive problems (ulcers, gas, etc.) Feeling hopeless or depressed Backaches Fear or anxiety Neck pain Having trouble remembering things Feeling tired all the time Mood swings Tight muscles Feeling angry or irritable Muscle cramps Lack of motivation Illness Other: Weight loss/weight gain ______Other: ______

Ways Knowing what effects stress is having on you can motivate you to do something about it. You can’t usually eliminate the sources of stress in

TOWITH DEAL your life, but there are things you can do to help you cope with them STRESS better and avoid some of the negative effects.

First of all, avoid unhealthy Take Action 17ways of dealing with stress 2 If there is something you can do about the things that Don’t make it worse! Some of the ways people deal are causing you stress, get on the ball and do it! End with stress actually make the problem worse. If you that unhealthy relationship, make an appointment find yourself resorting to these behaviors when stress with a doctor, clean up all of the dirty dishes, ask for hits, it’s time to replace them with better behaviors. Do fewer hours at work, go to the Tutoring Center and you ever use any of these unhealthy ways of dealing get help with your homework, etc. with stress? Check off any that you sometimes do in Get Organized unhealthy ways or amounts. 3 MAKE A PLAN. If you feel like you have too many Addictive drugs (heroin, cocaine, pain meds, etc.) things to do, you can run around in circles trying Alcohol to get everything done and not end up finishing Caffeine anything. Instead, make a list of everything that Sitting around doing nothing needs to get done, all the deadlines that you have, Facebook or texting and then plan when to work on each one. Getting angry FOCUS ON ONE THING AT A TIME. Eating junk food Identify the most important thing you need to be doing right Shopping now and concentrate on that. Don’t get distracted Tobacco by everything else that needs to be done — you’ve Video games already made a plan for when you will do them. YouTube Other: ______132 ELIMINATE NON-ESSENTIALS. If you have a lot ANTICIPATE THE ENDING. Remember that this, of deadlines for school, put off other things you too, shall pass. Plan something fun to do when usually do that can wait. Don’t get distracted by your list of most important things gets done. unimportant tasks. 5 Stay healthy Shift your way of thinking GET ENOUGH SLEEP. Most people need about 4 CHANGE YOUR ATTITUDE. Hating every second seven hours of sleep each night. Lack of sleep of working on math homework, for example, only decreases mental processing, can cause depression, makes it worse. Accept that this is what you’re and can interfere with memory (which you need for doing now and it may not be your favorite activity, studying!). You are only about 50-70% as efficient if but if you work at it, it will get done and you will you’re tired. be able to move on to other things. EAT GOOD FOOD. Make sure to eat balanced REMEMBER YOUR GOALS. When things get meals, including lean protein, whole grains, fruits, tough, remind yourself of the higher purpose of all veggies, and lots of water. Junk food will stress this stress. In a few years when you have a good, your body and make it harder for you to cope. satisfying job, you’ll be glad you made it through. GET SOME EXERCISE. Staying active also helps USE POSITIVE SELF-TALK. Don’t run yourself your body and mind deal with stress. You’ll down by what you’re thinking. Tell yourself that have more energy, sleep better, feel less stressed, you can do this, you’re going to make it, and it feel better about yourself, and maybe even lose will be OK. some weight. Go for a walk, run up the stairs, or something else that keeps you active. For best DON’T DEMAND PERFECTION. Adjust your results, spend 30-40 minutes doing aerobic exercise expectations to be realistic. You don’t have to three times a week. If you haven’t been exercising ace everything to fulfill your goals. Decide what regularly, take it easy and just get moving. Get out things are most important, and do your best on in the fresh air if possible. those things. AVOID CAFFEINE, ALCOHOL, AND TOBACCO. CHOOSE TO LAUGH. Try to shake your head and Caffeine causes nervousness, headaches, irritability, chuckle at the craziness, rather than letting yourself insomnia, and stomach irritation. It gives you get more and more frustrated. Take a quick time energy for a while, but then you pay for it by being out to watch something that makes you laugh. more tired than you were before. If you are used PUT IT ALL IN PERSPECTIVE. In five years, how to using a lot, taper off gradually to minimize much of this will matter? In 20 years? In 100 years? withdrawal effects. Alcohol and tobacco are also stressful for the body. Seek help if you are abusing 133 these or other substances. Practice some relaxation techniques What good things do you already do to alleviate stress? 6 MEDITATION. Practice learning how to clear your ______mind and relax. If you haven’t learned how, find a comfortable sitting position and try one or more of ______the suggestions below. ______DEEP BREATHING. Breathe slowly in through ______your nose for a count of five, hold for a few seconds, then breathe out through your mouth for a count of ______seven, making a whooshing sound. ______PROGRESSIVE RELAXATION. Concentrate on ______relaxing each part of your body from your toes to your head. First your toes, then your feet, then ______your legs, then your torso, then your fingers, arms, ______shoulders, neck, face, etc. ______VISUALIZATION. Picture in your mind a place or a situation where you feel safe and happy, adding all ______the details you can think of. If you practice this, you can train yourself to relax by recalling these details. Choose 4 things listed in this chapter that you don’t Use breaks and rewards 7 currently do but think would help you manage your Take short breaks, and reward yourself for stress. Be specific. Don’t write “take action.” Write what meeting small goals by doing something else for you will do. Try these things during the next week. a little while. • Offer or ask for a hug from a friend, family 1. ______member, or roommate. ______• Give yourself a foot rub or get a friend to massage your shoulders. ______• Play with a child or a pet. 2. ______• Talk to a friend or family member (call your mother, sister, or best friend). ______• Write in a journal. ______• Pray. • Listen to relaxing or upbeat music. 3. ______• Get out some nice smelling oils, candles, etc. ______• Read or watch something that makes you laugh. ______• Clean or organize something. 4. ______• Take a short walk to get some fresh air. • Sit down at the piano, get out your guitar, or ______blast some music on your trumpet. ______• Play a quick video game. • Go shoot a few hoops or kick a soccer ball around with some buddies. For more help with stress management, register for • Bake some cookies. Balancing Stress, FCS 2430, a one credit class at DSU. 134 ~Section Notes ~ ~Section Notes ~ ~Section Notes ~

COLLEGE CLASSROOM ETIQUETTE

A lot of your college life will be spent in classrooms. This is the main place where you’ll interact with your professors and fellow students and where professors will present all kinds of concepts and information for you to learn. TEN TIPS ON PROPER CLASSROOM ETIQUETTE There are small classrooms and large ones, old and new ones, and all kinds of different desks and chairs, not to mention different subjects 1. Get to class on time.

and teaching styles. But no matter what classroom you’re in, certain 2. Stay in class until it is standards of etiquette are expected. You are responsible to help create finished. an atmosphere where learning can take place. Showing respect for 3. Leave your cell phone on your professors, who have prepared material they want to teach, your silent. fellow students, who have come to learn, and yourself is the mark of a mature student who is ready for the college environment. 4. Don’t hold private conversations during Most students who behave inappropriately don’t mean to be rude lecture. — they just haven’t thought about the effect that their behavior may have on the classroom environment. So that you don’t fall into that 5. Refrain from using category, here are ten tips on proper etiquette in a college classroom. your phone or other device to text, surf the Internet, play games, INSTRUCTIONS At the end of each paragraph, rate use Facebook or listen to yourself on how well you do on these items: music during class. 1 This isn’t a problem for me 6. Address the professor in 2 This is something I could do a bit better at a respectful way. 3 This is something I really need to work on 7. Keep your questions and comments in balance. GET TO CLASS ON TIME. 1 Showing up late creates a disruption as 8. Take time to cool down heads turn your way while you find a seat and get out your materials. before confronting a Everyone has last-minute emergencies or gets behind now and then, but professor. if you find yourself arriving after the professor has started class more than 9. Don’t eat or drink in once or twice, rethink your schedule. Could you get up a little earlier? class without permission. Plan to leave home earlier? Take into account how long it takes to find a parking spot? Avoid scheduling back-to-back classes on opposite ends of 10. Ask permission before campus? If you find that you will be unavoidably late on a regular basis recording lectures. because of work schedules or other reasons, you may wish to explain your situation to your professor. 140 2 STAY IN CLASS UNTIL IT IS FINISHED. Leaving class 5 REFRAIN FROM USING YOUR PHONE OR OTHER early or coming and going during class is disrespectful DEVICE TO TEXT, SURF THE INTERNET, PLAY and indicates a lack of interest in learning the GAMES, USE FACEBOOK OR LISTEN TO MUSIC material. It is also inappropriate to leave immediately DURING CLASS. This sends a message that you are after a quiz or after turning in an assignment, or to not willing to devote your attention to learning the come late, having used the extra time to finish an material being taught. It is also very distracting to assignment due that day. Once in a while, you may other students; music from your earphones can often have to leave early for a special situation; in this case, be heard by your neighbors. It is tough to do the it would be polite to inform the professor before class hard work of learning when the person next to you is that you will need to leave early, apologizing for the playing with their phone. You paid a lot of money to disruption. If you have an unforeseen emergency and be here (or someone else paid for you). You owe it to must leave, do so as quietly as you can. Also, avoid yourself or to them to unplug and give the class your rustling your papers, putting books away, or zipping full attention. up your backpack before the professor has finished speaking at the end of the class period. If he or she6 ADDRESS THE PROFESSOR IN A RESPECTFUL WAY. habitually goes over time and you have another While some professors are more formal and some are class right afterward, discuss it with the professor more casual in their interactions with students, all privately rather than trying to send subtle or not-so- appreciate respect. Professors with a PhD are usually subtle hints that class time is up. addressed as “Doctor” followed by their last name; “Professor” is always correct. The professor should LEAVE YOUR CELL PHONE ON VIBRATE OR SILENT. 3 tell you on the first day how he or she prefers to The sudden interruption of a musical ring tone in be addressed; if not, it is OK to ask. The way the class is very disruptive. Even if you answer it as professor’s name is given in the syllabus can also give quickly as you can, everyone around you has been distracted. Some professors take strong exception you a clue. When talking to your professors, avoid to any use of a cell phone in class. If you receive an the kind of casual language you would use with urgent message and must answer it, move as quickly friends. Before approaching a professor, think first and quietly as you can from the room. Under no about what you will say to make sure it will come out circumstances should you carry on a conversation on the way you intended. See the section on How to a cell phone during class — no matter how quietly Talk to Your Professors for more ideas on this. you speak, it will be a serious distraction to everyone KEEP YOUR QUESTIONS AND COMMENTS IN around you. 7 BALANCE. Most professors appreciate participation DON’T HOLD PRIVATE CONVERSATIONS DURING 4 by students and encourage questions and comments. LECTURE. As soon as the professor signals the However, make sure not to dominate the discussion by beginning of class, stop talking and don’t continue speaking up too often. To many unsolicited comments your conversation until after class is over. You may by students can prevent the professor from making think that your voice is low, but everyone around you the points he or she was planning on, depriving can hear it loud and clear. A whisper is sometimes other students of that material, or prevent other even worse. A quick question for clarification of students from sharing their ideas. Remember, your something the professor said is usually OK, but job here is to learn, not to show off what you know. extended conversation, even about the course If you find you are asking a lot of questions in class material, is distracting to others and can make you because you are struggling to understand the material, miss the next point the professor is making. Raise seek help outside the class time from the professor, a your hand and ask a question if you need further study group, or a tutor. If you catch the professor in a clarification — other students may be grateful, as mistake, make sure to correct him or her tactfully, and they may have had the same question. Listen when consider whether it would be better to go up and talk other students are talking as well — you can learn to the professor about it after class. from their comments or questions. For sure, avoid talking to a friend about your date last night while 141 everyone else is trying to learn. 8 TAKE TIME TO COOL DOWN BEFORE 9DON’T EAT OR DRINK IN CLASS UNLESS YOU HAVE CONFRONTING A PROFESSOR. If you are upset PERMISSION. Many classrooms do not allow eating about a grade or other decision made by a professor, or drinking because of the difficulties of cleaning give yourself a time-out before confronting him or up spills as well as the disruption to other students, her. Especially avoid confronting a professor in front but some do, provided you are discreet. If eating of the class, as this will create an awkward situation, is allowed, avoid things like crackling wrappers, and isn’t likely to give the results you want. Angry, slurping sodas, and crunching chips which can confrontational language will often put the professor distract other students. on the defensive, which will make him or her less ASK PERMISSION BEFORE RECORDING LECTURES. likely to consider your point of view. Wait until10 Most professors don’t mind if you record a lecture for class is over, when you have calmed down, gathered your own later use, but you should ask permission first. your facts, and planned what you will say to be as Some professors prefer not to be recorded for a variety diplomatic and nonthreatening as you can. Check your of reasons and you should respect their decisions. syllabus or other instructions to make sure the Explaining how you plan to use the recording may problem isn’t due to your own failure to understand help them feel more comfortable about it. what the professor was asking for.

How did you do? Make a note in the space below of any areas that you need to improve on.

______

Attending college classes should be stimulating, informative and sometimes even fun. You owe it to yourself, your fellow students, and your professors to do your part to make the classroom a great environment for learning.

142 HOW TO SUCCEED IN ONLINE COURSES

Online courses are very attractive to students who prefer to learn through their computers and on their own time, instead of attending class at a certain time three days a week. Online learning can be just as meaningful and fulfilling as sitting in a classroom with your professor and fellow students, but it has some unique challenges. Don’t take an online course just because you think it will be easier — online courses are just as difficult as classroom courses. You will prepare for a variety of learning opportunities in the future by becoming comfortable with the online learning environment.

ARE YOU READY FOR ONLINE COURSES? Rate yourself on the following questions to help you determine if you are prepared to take an online course: 3 = definitely yes, 2 = maybe yes, 1 = probably not

1. Am I comfortable following written instructions by reading from a computer screen?

2. Can I manage my time wisely and ignore distractions when I need to study?

3. Can I balance online coursework with other courses and responsibilities?

4. Am I willing to dedicate the same amount of time and effort to an online course as I would to a classroom-based course (6-9 hours per week for a three-credit hour course)?

5. Do I have the self-discipline to log in regularly (usually at least three times per week) to participate in an online course?

6. Am I able to schedule my study time so I can ask questions before an assignment is due?

7. Do I feel confident in my ability to communicate my thoughts, remarks and inquires in writing (in English)?

8. Am I willing to share my ideas and feel comfortable reading and carefully responding to the ideas shared by others?

9. If I need clarification or help, am I comfortable with asking questions of my professor or classmates using e-mail, discussion boards, or chat tools?

10. Am I willing to work through and solve any technical issues that could arise during the course?

If you answered “definitely yes” to all or most of these questions, you are prepared for an online course. If you answered “maybe yes” or “probably not” to more than a few questions, you may want to consider waiting and preparing yourself more before you attempt an online course. 143 Tips FOR SUCCEEDING IN OnlineCOURSES

• FIND A GOOD ENVIRONMENT When you work on the class; if it is a three credit class, take an online class, you are responsible to for example, plan at least three times each create your own classroom — make sure it is week to work on it. one that will work for you. Find a place with minimal distractions and comfortable seating • ASK QUESTIONS where you are able to concentrate. Any location If you are having technical issues, get help that works for you to study for other courses is right away (see below). If you have questions also likely to work for doing online coursework. about assignments or course materials, take the initiative to ask for help from your professor as • PLAN ON EXTRA TIME TO GET UP TO well as other students. SPEED Even if you are experienced at taking classroom courses, the online environment may • CONTACT THE TECHNOLOGY SUPPORT be new to you. You’ll have to take the initiative SYSTEM FOR HELP Glitches in your computer to learn how to navigate the online learning and Internet connections are never an excuse system. As soon as the course is available, log for late assignments or not progressing in in and start looking around. Most courses begin your class. Telephone assistance is available with an assignment to introduce yourself, a at (435) 652-7951. You can go to the website tutorial about the learning system, or an initial at www.dixie.edu/helpdesk/, or inventory of your knowledge or skills. Use this email [email protected]. There are to get familiar with the format of the course also computer help desks on campus in the right away. Holland Centennial Commons 2ND, 3RD, and 4TH floors; Hazy building, 1ST floor; and the • SCHEDULE TIME TO WORK ON THE north entrance of the Smith Computer Center. COURSE An online course takes just as A laptop can be taken right to the desk to get much time as a classroom course, but it isn’t technical support. Make sure to contact these scheduled for you. That flexibility can be a big services before the last minute, as they are not bonus, but it also means that you have to take available 24 hours a day. a bigger responsibility than normal to schedule time for the class. Plan to login each day and • BE PATIENT Online courses at DSU are not plan time to work on reading, writing, posting automated; they are run by a live professor to discussion boards, etc. in real time just like classroom courses. Don’t expect instantly graded assignments or instant • PACE YOURSELF Resist the temptation to responses to your posts or questions. try to get large chunks of the course done at once. If you try to do lots of assignments at • KNOW HOW TO CONTACT YOUR the same time, you won’t do a good job, and PROFESSOR Communicate regularly with won’t remember what you are learning very your professor; have contact info readily well. Schedule several times each week to available for questions or emergencies. 144 • GET TO KNOW YOUR CLASSMATES Even • TAKE NOTES Lots of information in an online though you may never see them face to face, you course will be presented in writing, rather than can still get to know people in a satisfying way in by hearing a professor explain it. You should the online environment. Take advantage of chat take your own notes on this information just tools, discussions, e-mails, etc., to communicate like you would take notes during class. You can appropriately with fellow students. do this on paper or in a word processor.

• USE YOUR BEST WRITING SKILLS Most of • PARTICIPATE IN DISCUSSIONS Discussions the communication between you, the professor, are often a graded portion of the class; make sure and other students is in writing. Take the to participate as instructed. Don’t give one word time when you are writing to your professor, answers to questions; use sentences and explain completing assignments, or participating yourself clearly (but without going on forever). in a discussion to do your best writing, Don’t say anything that you wouldn’t say in proofreading what you have written before an actual classroom; think twice before hitting posting it. It is a good idea to type your words “send.” Craft your questions and responses into a word processor and use the spell check carefully, and take note when something you tool. When you are finished, copy and paste said is misunderstood so you can avoid this your text into the correct spot in Canvas. mistake in the future. Avoid sarcasm — it doesn’t come across well in writing. Remember, • PAY ATTENTION TO DEADLINES In a no one can hear your tone of voice when you classroom environment, the professor will are typing on a computer. remind you of upcoming assignments, exams, etc., during class. In an online course, you are • DON’T CHEAT! Academic integrity is just as responsible to do this yourself. It is often a good important in an online class as it is in a classroom idea to make your own calendar of when major course. Don’t copy and paste anything from the assignments are due so you can keep track. Internet and pretend that you wrote it. Follow instructions about what resources to use when • GET CONFIRMATION ON ASSIGNMENTS doing assignments. The consequences for When you turn in an assignment, make sure cheating are just as serious in an online course that the professor has received it and is able to as in any other academic environment. open it. You are responsible to make sure that your assignment can be read. • FIND WAYS TO STAY MOTIVATED Sticking to it is often one of the most challenging parts • SAVE YOUR WORK OFFLINE If you are of an online course. You might start out with preparing an assignment, make sure to save it great enthusiasm, then find yourself slacking to a flash drive as a cloud file as you work on off as the semester progresses. Take charge and it. Computers and programs sometimes crash, get yourself back on track. Find ways to make and your work can be lost if you aren’t saving the course more interesting by interacting with it regularly. other students and the professors and looking for ways to relate what you are learning to other areas of your life. Set weekly goals and keep track of your progress.

Online learning can be a great part of your educational experience. It is also common for on-the-job training to be conducted this way. By becoming comfortable with the online learning environment, you will be 145 prepared for a variety of learning opportunities in the future. USING YOUR LEARNING STYLE

Everyone learns in different ways. Some people prefer hearing It is useful to know information, while others prefer to see things written out. Some people like to talk about ideas, while others prefer to think about it which styles you on their own. Some people prefer to learn details first, while others prefer so you can use prefer a big picture first and then the details. Some people are best at math, while others excel at music. Most people have a mix of styles your strengths and or have different styles for different situations. No one way to learn is right or best. strengthen the areas

It is helpful to understand your own preferred learning styles so you where you are weaker. can be aware of what learning conditions work best for you. You can then help create those learning conditions when you study and try to chose courses that will work well for you. It is also helpful to be aware of what other learning styles exist, so you can be patient when your professors use styles that can help other students. Otherwise you’ll just think it’s a big waste of time.

VISUAL-AUDITORY-KINESTHETIC LEARNING STYLES One of the most commonly recognized ways to look at learning styles is the VAK system. This separates learners into those who prefer to receive information visually (by seeing), auditorily (by hearing), or kinesthetically (by touch or movement). It is useful to know which styles you prefer so you can use your strengths and strengthen the areas where you are weaker. The most effective learners are able to receive information in all three ways.

INSTRUCTIONS Take the Visual-Auditory-Kinesthetic Learn- ing Style Assessment on the following two pages. Then read through the suggestions for your strongest learning style(s) to discover ways you can become more effective at learning. VISUAL-AUDITORY-KINESTHETIC LEARNING STYLE ASSESSMENT See which style(s) you prefer by taking the following assessment. Write the following numbers in the white box after each statement: 1 1 If you rarely agree with the statement 2 1 If you agree with the statement about half the time 3 1 If you agree with the statement most of the time V A K VISUAL AUDITORY KINESTHETIC I am good at listening.

I often do well in classes with labs or other hands-on activities.

I am good at following written directions.

I love to take things apart and put them back together I can hear things once and repeat them (like lines from a movie or lyrics from a song).

I read rapidly and have good comprehension.

I like drawing pictures to explain an idea.

I do well with oral presentations.

I find it easy to think about three-dimensional things like the path of a football or the orbits of planets. I like to work with others in small groups.

I score well on multiple-choice or matching test questions.

I like to dance, exercise, color, or doodle. I enjoy reading out loud, listening to books on tape, or listening to someone read aloud. I notice the textures of things.

I prefer reading silently to reading aloud. * I often use my hands to act things out or express myself.

I can explain things better out loud than by writing them down.

When someone tells me something, I sometimes forget it, but if I see or read it, I remember better. I have trouble with written tests even when I know the material.

I do not like spoken directions or lectures where the professor just talks.

I am sometimes too talkative in class. Be sure to finish the assessment to Be sure 147 V A K VISUAL AUDITORY KINESTHETIC I sometimes have a hard time understanding written instructions and like to ask for clarifications. I often find myself tapping my pencil or feet or making some other movement when I try to sit still.

I often learn quickly but then forget things quickly too.

I am sometimes accused of not listening.

I sometimes move my lips when I read. I like to be physically close to people, and use touch to get their attention. I like to use a planner so that I can see what I have planned for my day or week. I learn best while moving around.

I like poetry, rap, and other forms of speaking with rhythm.

I like to touch things I come in contact with.

I like videos, computers, diagrams, handouts, charts, and models.

I think better when I can talk out loud to myself.

I sometimes have trouble reading my own handwriting.

I like seeing events arranged on a timeline.

I get frustrated when I have to sit still for a long time.

TOTALS

Add up the total of the numbers in each column. The higher numbers indicate your preferred methods of receiving information. Once you are aware of this, look through the suggestions for your strongest learning style(s) to see which ones would work for you.

Suggestions for Visual Learners • Limit TV, computer games and other highly • Study in an organized area with minimal visual stimulation clutter • Take notes during lectures • Use flash cards with only a few details to • Make summary pages where you write help form a visual picture of information down important details • Write out key concepts • Use concept maps to show how information • Try color coding information is connected • Find professors who write on the board and • Highlight or underline printed material. use lots of visuals in their lectures • Use sticky notes for remembering questions, • Copy and rewrite notes in clear, precise, make quick notes and other visual clues organized manner

See next page for more Suggestions for Auditory Learners Suggestions for Kinesthetic Learners

• Use mnemonics for memorizing • Type out notes or rewrite them by hand • Study by discussing information or • Be in motion while studying: walk, rock, working on problems with others exercise, squeeze something, use a • Read textbooks out loud while studying treadmill or mini trampoline, etc. • Record class lectures for playback later • Use music in the background while • Read class notes out loud and record learning them, then play back the recording • Take frequent breaks to move around (at • Make a video recording of flash least once every 20 minutes) cards: say the word or phrase on • Get help to get organized; have a specific video, include a pause to answer the place to study and a specific place to put question, and then say the answer; everything replay the recording to study • Sit in the front of the classroom so • Find professors who use lots of verbal you won’t be distracted by others’ explanations movements • Find a study area with minimal distractions • Create flashcards, matching definitions on pieces of paper, etc., so that you will have hands-on learning tools

GLOBAL-ANALYTICAL LEARNING STYLES

The Global/Analytical system of learning styles considers whether you prefer to look at something INSTRUCTIONS Take the Global- as a whole first, then move to details, or whether Analytical Learning Styles Assessment. you like to consider details before you look at the Then read through the suggestions for your big picture. Although this is a bit more abstract strongest learning style to discover ways than the VAK system, it can help you understand you can become more effective at learning. reasons that you may struggle with learning.

GLOBAL-ANALYTICAL LEARNING STYLES ASSESSMENT To see if you have a strong preference for either the Global or Analytical ways of learning, write the following numbers in the white box after each statement: 1 If you rarely agree with the statement 2 If you agree with the statement about half the time 3 If you agree with the statement most of the time G A GLOBAL ANALYTICAL I am more likely to respond to a problem emotionally before I think about it logically. I am more likely to respond to a problem logically before I think about it emotionally. I am often distracted from the task at hand by making comparisons, finding relationships, etc. I can “see” algebraic problems without understanding the parts.

I can get hung up on the details while reading. 149 G A GLOBAL ANALYTICAL I can often correctly guess the answer to a problem without being able to explain why.

I feel the need to categorize, divide and label my notes.

I get frustrated with people who don’t “get it” as fast as I do.

I tend to act on impulse.

I like to look at the details before I try to understand something as a whole.

I like to skim the material to get a general idea.

I need clear rules, expectations, or goals.

I need to see the big picture before I can understand the parts.

I need to understand the parts before I understand the whole idea.

I often get frustrated when trying to learn something, and then have an “aha” moment when it all makes sense. I have trouble moving on when I don’t understand something completely.

I often skim material to get the general idea, but then miss details that are on the test. It can take me a minute or two to organize my thoughts before answering in class. I like step-by-step instructions.

It bothers me when people state opinions as facts.

TOTALS

Suggestions for Global Learners Suggestions for Analytical Learners 1. Start with big concepts or ideas before 1. Sit in front of the class so you don’t get studying the details. distracted. 2. Draw out the information and 2. Give yourself time to understand the main relationships on paper and then color concept if you don’t get it right away. code, label, draw lines or create circles 3. Establish step-by-step goals to help you know showing relationships. what to do next. 3. Draw a time line or flow chart to 4. Resist being stuck on details — force yourself represent relationships between to move ahead. information. 5. Rewrite your notes, categorizing, dividing, 4. Read the introduction and summaries of and organizing the details so that you can see the chapters in your textbooks. the big picture. 5. Make an outline to help you remember details. MULTIPLE INTELLIGENCES The theory of multiple intelligences is that there Formal schooling often focuses on verbal-linguistic are many ways in which to be intelligent, not just and logic-mathematic intelligence; our society one. There are 8 areas in which intelligence is praises those that are logical and articulate. But measured in this system: our success as a society depends on a wide range • Naturalist of talents and abilities such as teachers, builders, • Musical/rhythmic doctors, artists, architects, athletes, musicians, • Logical/mathematical designers, therapists, naturalists, entrepreneurs, • Intrapersonal etc. Knowing which areas you are strong in allows • Visual/spacial you to use those strengths as well as work on areas • Bodily/kinesthetic in which you are not as strong. • Interpersonal • Verbal/linguistic INSTRUCTIONS Take the Multiple Intelligences Assessment. Then study the descriptions on the following pages to discover the strengths associated with the areas that you scored highest.

MULTIPLE INTELLIGENCES ASSESSMENT

See which areas of intelligence are your strengths by taking the following assessment. Write the following numbers in the white box after each statement: 1 If you rarely agree with the statement 2 If you agree with the statement about half the time 3 If you agree with the statement most of the time

NAT M/R L/M INTRA V/S B/K INTER V/L I am a responsible and independent person. I am aware of my personal strengths and weaknesses. I am aware of seasonal changes, temperature changes, etc. I am aware of sounds, vibrations, tones, and beats. I am aware of the moods, motivation, or intentions of others, even when hidden. I am aware of the rhythm of nature around me. I am comfortable making long-term life goals. I am affected emotionally and intellectually by music. * I am good at deductive reasoning skills. I am good at grammar and punctuation. I am intrigued by systems/classification such as plants, animals, weather patterns, etc. I am self motivated. I am skeptical of accepting facts, arguments or reasons without verification. I am skilled at crafts, handiwork, sewing, woodworking, drawing, etc. I am good at resolving conflicts. I am skilled in handling objects such as tools, game pieces, balls, etc. I can get around town with ease, even if I am new to the area. I can graphically represent visual or spatial ideas. Be sure to finish the assessment to Be sure 151 NAT M/R L/M INTRA V/S B/K INTER V/L I can influence or persuade people through spoken or written means. I can reproduce melodies, rhythms, patterns, or sounds after hearing them. I can tell whether a note is wrong or out of tune. I draw people to me. I enjoy hands-on learning. I enjoy helping people and I am drawn to professions that help people. I enjoy listening to a wide range of music. I enjoy verbal jokes. I enjoy working in groups. I feel a need to have animals or plants around me. I feel relaxed and renewed by being out in nature. I feel the need to be outside and breathe fresh air. I have a good memory of names, dates, trivia. I have a good sense of direction. I hold strong personal convictions; I know what I believe in. I learn best by doing. I like being alone to relax. I like maps, graphs, charts, etc. I like my space to be organized. I like numbers. I use numbers and/or math to remember things. I like visual arts and photography. I like to do creative writing, reading and/or listening. I like to learn and remember through music. I like to reason things out logically to solve problems. I like to touch or be touched while talking with people. I like to work alone when pursuing personal interest or hobbies. I love the outdoors, animals, plants, rocks, weather, etc. I make friends easily. I notice color, line, texture, and visual similarities. I see clear precise images when visualizing something. I spell words accurately and easily. I tend to move, fidget, tap, etc., while trying to sit still. I understand people easily. I understand the order and meaning of words both in speech and writing. I use music to relax. I like games of logic such as chess, checkers, or strategy games. My behavior is usually logical and rational. Physical activities relax me. ADD UP THE TOTAL FOR EACH COLUMN Verbal-Linguistic Interpersonal • Word smart, language smart, book smart • People smart, group smart • Understands the order and meaning of words in both • Understands people speech and writing • Skilled in conflict resolution • Understands the subtle nuances of language in • Influences others through personality a culture • Draws people to their side • Uses a large vocabulary • Enjoys helping people and is drawn to professions that • Can express themselves clearly and precisely help people • Confident in oral, written expression • Aware of mood, motivation, temperament or • Good at grammar and punctuation intentions of others, even when hidden • Influences or persuades through spoken • Enjoys working in groups or written means • Makes friends easily • Focuses on conversation • Helps others • Remembers language • Recognizes differences among people • Enjoys verbal jokes • Sensitive to facial expressions, voices, and gestures • Enjoys debating others • Team player • Likes to do creative writing, reading and listening • Uses interaction with others to relax • Has a good memory for names, dates, trivia • Has many friends • Spells words accurately and easily • Likes to socialize at school, work, church, home • Enjoys crossword puzzles and word games • Learns best in cooperative environments • Can empathize with others’ feelings • Accurately assesses social situations

Musical-Rhythmic Visual-Spatial • Music smart, sound smart • Art smart, picture smart • Aware of sounds, vibrations, tones, beats • Uses maps and graphs to better understand • Enjoys listening to a wide range of music • Notices color, line, texture • Feels rhythms • Good sense of direction • Uses music to relax • Sees clear, precise images when visualizing • Understands relationship between sound and • Able to think in three dimensions feelings and mood • Works well with objects • Composes own music, rhythms • Can represent visual or spatial ideas graphically • Reproduces melodies, rhythms, patterns, sounds, • Can get to different locations with ease tones after hearing • Likes visual art and photography • Can mimic sounds, language accents and speech • Thinks in images and pictures patterns easily • Draws accurate representations of things, people, • Affected emotionally and intellectually by music maps, directions • Learns and remembers through music • Enjoys jigsaw puzzles or maps • Remembers songs and music easily • Sensitive to sound in the environment • Can tell whether a note is wrong or out of tune

153 Intrapersonal Body-Kinesthetic • Self smart, introspection smart • Body smart, movement smart • Likes to work alone to pursue personal interests or • Learns by doing hobbies • Uses whole body to express ideas and feelings; talks • Holds strong personal convictions with hands and body • Likes to be alone to relax • Likes to touch or be touched while talking • Models responsibility and independence with people • Knows self well • Skilled at crafts and handiwork such as sewing, • Aware of personal strengths and weaknesses woodworking, drawing, etc. • Sets and achieves personal goals • Well coordinated • Acts with personal efficacy • Skilled in handling objects such as tools, scissors, • Comfortable with long-range life goals toys, game pieces, balls, etc. • Self-understanding, self-reflective, self-aware • Enjoys jobs that use the body, hands, and movement • Strong-willed and self-confident • Thinks with the body • Independent and self-directed • Relaxes with physical activity such as hiking, • Intuitive biking, etc. • Self-motivated • Enjoys hands-on learning • Remembers through movement and touch, acting out • Processes knowledge through the body and physical senses • Moves, fidgets, or taps while sitting

Logic-Mathematical Naturalistic • Numbers smart, reasoning smart • Nature smart, environment smart • Likes definite right/wrong, good/bad • Understands the natural world — both plants and • Likes numbers animals • Uses math to remember • Loves the outdoors, animals, plants, rocks, weather, • Understands numerical relationships etc. • Likes to explore patterns, categories, and • Aware of seasonal changes, temperature changes relationships • Effectively interacts with creatures and nature • Likes games with logic such as chess, checkers, or • Good at species discrimination strategy games • Recognizes and can classify various flora • Likes organized space and fauna • Skeptical of accepting facts, arguments or reasons • Fascinated with animals and animal behavior without verification • Relates well with animals • Uses scientific means to explain the physical world • Feels need to have animals or plants around • Uses patterns and relationships in conceptual and • Intrigued by systems of classification such as plants, abstractions animals, highways, weather patterns, etc. • Offers logical rationale for behavior • Loves gardening and has a green thumb • Good at deductive reasoning skills • Cares for the natural environment • Uses critical and creative problem-solving • Relaxes or renews by being out in nature • Likes computers • Feels the need to be outside and breath • Reasons things out logically to solve problems fresh air • Enjoys illogical humor • Aware of the rhythms of nature around them • Uses systems for learning 154 • Does science activities well TAKING NOTES IN COLLEGE

Many important Learning to take good notes is a critical skill for success in college. Most of your professors will assume that you learned how to take details of what you good notes in high school, but few high school courses actually require good note-taking skills, so this may be something you’ll have are learning will be to work on. Not taking notes or taking incomplete or illegible notes is a common problem for beginning students. lost if you don’t write them down. WHY TAKE NOTES? Why should you take notes, anyway? You may see other students around you just sitting in class with their books closed and no pen or notebook out and think everyone else must be able to remember what the professor says without writing it down. Don’t believe it! Many important details of what you are learning will be lost if you don’t write them down.

Besides, if you just sit there while the professor is talking, what kind of message does that send? It basically says “what you’re saying is not important enough to write down”— not a message you want to send to someone who decides whether or not to accept your late assignment.

So, if you really want to succeed in college, come to class with a pen or pencil and notebook or paper or a laptop if that works better for you, ready to take notes. If you use loose paper, write the class and date at the top, and keep the pages together in a folder. If you use a notebook, label it and date the pages. Experiment with different writing utensils to see what works best for you — ball point pen, mechanical pencil, colored markers, etc.

WHAT SHOULD YOU TAKE NOTES ABOUT?

You should take notes on anything that happens in class — announcements, lecture, discussion, videos, etc. Don’t wait until the professor starts on course material; important information about the class is often given before the actual lecture begins and should be noted at the top of your page. You should also consider taking notes on anything you are asked to 155 read or do outside of class — the textbook, works of fiction, etc. THE Taking good notes is the mark of a successful student. STEPS OF Breaking it down into four steps can help you think Excellent through the process of what you’re doing. Each one is 4NOTE-TAKING critical to your success. 1. Listen. As you are listening, watch for clues about the The first step is to listen carefully; if you didn’t hear structure of the material being presented. Does the what was said, you can’t take notes on it. Active professor pause or change his or her tone of voice listening is an amazingly useful life skill — it pays to indicate a new subject? Notice transition words to develop it now. When you’re in class, be in class, or phrases like “OK, now that we understand not there in body but elsewhere in mind. Remember ____, we can talk about ____.” Pay attention if a Yoda’s complaint about young Luke Skywalker in professor gives numbers, such as “There are three “Star Wars: The Empire Strikes Back:” “Never his reasons why ____.” When you get used to listening mind on where he was, what he was doing.” The for these kinds of things, you can get a feel for the more you live in the present moment, the more you underlying structure of what is being presented, will enjoy learning and be successful at it. rather than just hearing a jumble of unrelated ideas. This will make it much easier to write There are lots of distractions during class that can make it hard to listen well. them down. • It may be too cold or too hot. What can you leave out? If a professor gives an • The person next to you may be tapping his example to illustrate a point, you may not need to or her pencil or texting. write down all of the details. Also, a good professor • A leaf blower may be going outside the will often say important things more than once, in classroom. different ways, and you don’t need to write it down • You may also have thoughts about other twice — a star by the first one will help you judge things crowding your head — the paper its importance later. He or she may add comments you need to finish today, the cute guy or girl that will help you to understand a concept; but you saw in the hall, worries about paying you don’t need to write that down. Watch body your bills, and so on. language and tone of voice to help you determine Acknowledge these things, but then consciously the difference between extra information being put them aside. You paid big bucks to be here, so added and important information being given. make the most of it. Make sure not to fall into the habit of simply 2. Decide what to write. writing down whatever the professor writes on the Not only do you need to listen well, you have to board. When a professor writes on the board, you sift through what you heard, organize it, and figure should certainly copy it, but don’t stop there. What out how to abbreviate it. is on the board is often not enough information by Your goal should NOT be to write down everything itself to understand what is being taught, especially your professor says — you aren’t a court recorder! if the information is new to you (and it usually Instead, what you want to do is create an outline is). Add enough detail that your notes will make of what was said. In order to do that, you need to sense to you later on when you don’t remember figure out the structure of what you are hearing. everything else the professor said. 156 On the other hand, if a professor presents detailed 4. Review after class. slides in a PowerPoint, try to pare it down to the Once class is over and you close up your main ideas, rather than trying to copy all of the notebook, your job isn’t finished! If you wait until details. There often isn’t time to get everything, and just before an exam to look at your notes again, it is important not to miss main points by trying. you may have forgotten so much that they won’t even make sense. Deciding what to write is probably the hardest part of taking notes. You have to learn to listen, process, As soon as possible, take a few minutes and go and write at the same time — not an easy task. over your notes again while the things you heard That’s why it takes practice. But with practice, you are still fresh in your mind. As you go through can get better and better at it. them, fill in anything you forgot to write down but 3. Organize it on the page. can still remember. Once you have decided what to write, you need to organize it on the page so that it will make sense later. There are several common styles of note- taking, but a simple and useful one is shown below.

A NOTE-TAKING STYLE EXAMPLE As you write, use the white space on your paper to indicate relationships, like an outline for a paper. For example:

----- (main idea)

----- (subordinate idea)

----- (another subordinate idea)

----- (a detail)

----- (another subordinate idea)

----- (another main idea)

----- (subordinate idea)

157 ADDITIONAL STRATEGIES for “electronegativity.” For each class, you can make up your own abbreviations for 1. It will help a great deal if you know what to commonly used words in that course. Just be expect each day when you come to class. It’s sure to jot a quick note at the top of your paper much easier to navigate unknown territory so you don’t forget what the abbreviation is for. if you have looked at a map before jumping in the car. You should have some idea about 5. As you are writing, it is appropriate to add what the professor will cover before lecture your own comments or reactions to what you begins. Use the course syllabus to find out are learning. A frowny face :( could indicate what subjects will be covered each day. If that you disagree, a smiley face :) could the syllabus gives pages or chapters in the show that you thought it was amusing, or textbook, skim through it beforehand looking an exclamation point ! could indicate that for headings, main ideas, words in bold, etc. something surprised you. You can also mark Also, pay attention if the professor gives you things you have a question about with a any indication at the end of class what will be question mark. Then you can go back after covered the next time. class and figure out the answer by looking in the book, asking a classmate, or asking the 2. There are several things you can do to make professor. Use stars, underlining, or different listening easier. colors of ink to highlight things that you want • Choose your seat carefully — don’t sit too far to stand out. back, where you can’t see the board clearly and everyone else in the room can distract you. 6. If you learn best by hearing instead of • Be prepared for the room’s temperature; if it reading, you may want to get your professor’s is often cold, for example, bring a jacket. permission to record the class. Then you • Make sure to get enough sleep; if you are tired, can play back the recording again as you go it is much harder to focus your attention. through your notes rather than just having to • Don’t go to class hungry; low blood sugar read them. makes it hard to concentrate too. Carry 7. As you review your notes after class, you healthy snacks like dried fruit, granola bars, may find it useful to compare what you’ve or beef jerky to eat if you don’t have a chance written with what it says in the textbook. It to eat breakfast or lunch. can also be very helpful to get together with 3. If you often have a hard time reading your other students in the class to go through your own handwriting, this is definitely something notes together. They may have written down to work on. Slow down, make your letters something you missed, and you can discuss clearly, and do your best to write legibly. Often things you weren’t sure you understood. just paying attention to it will greatly improve 8. Rewriting your notes is an excellent way to your handwriting. study. Try typing up your notes or rewriting 4. Another useful trick is to use abbreviations. them as clearly as you can. This can help you For example, “rxn” is much faster to write to review them thoroughly, and as you think than “reaction,” “gov’t” can be used instead about how to reorganize or restate the ideas, of “government,” and “EN” can be used you will learn them much better than if you just read through them.

Taking good notes takes concentration and practice. However, the time and energy you put into developing this skill will pay off not only during your college courses, but also in your future career. An employee who takes good notes during a meeting, a doctor who takes good notes 158 with a patient, a teacher who takes good notes during a training session, or a scientist who takes good notes during a conference will all be better off than those who don’t! HOW TO READ A COLLEGE TEXT BOOK

With practice, you Textbooks are a staple of college life. Chances are, you came out of the bookstore on your first visit with huge bags of textbooks in your will find yourself hands and a lot less money in your pocket. You paid a lot for these books, and yet, many beginning students don’t even crack them until reading more quickly the first exam.

and remembering and There are lots of reasons why you may not be getting your money’s worth out of your textbooks. Maybe they seem boring, intimidating, or understanding more of confusing. There is a lot of information packed into every paragraph, what you read. and the sentence structure is often complex. But the sooner you learn to tackle your textbooks, the more successful you will be.

Textbooks can be powerful partners in learning. They can:

159 The following tips can help you get better at reading textbooks.

1 Get acquainted early. first, it will help you to make sense of the details. If you paid $150 for any other item, you wouldn’t Look for headings, words in bold print, notes at let your money go to waste, would you? As soon the side, and summaries that can help make sense as you buy your books, flip through them and see of the text. what resources they have to offer. 7 Do it in chunks. 2 Start with a positive attitude. Read one paragraph or section at a time, using the If you are dreading sitting down with a textbook, headings to break the reading up into manageable start by taking a deep breath and saying to yourself, chunks. Look for the main idea and supporting “I can do this.” On the other hand, if you tell ideas in each paragraph. Try to figure out what each yourself “I hate this. I’m not going to understand sentence is saying before going on to the next. After it,” your brain will believe you. each paragraph or section, stop and review. Ask Choose a good environment. yourself, now, what did I just read? Explain the main 3 idea out loud, in your head, or on paper. Reread the Give yourself the best chance for success by section if you need to make sure you’ve got it. choosing a good time and place to read. First, choose a good time of day for reading — not too 8 Take notes. early in the morning or too late at night. Then find a As you read, write some notes on a separate piece location that is comfortable, but not so comfortable of paper or on a computer document outlining the that it makes you sleepy — a padded upright chair main ideas of the text. Putting it in your own words in front of a table or desk is usually best. The library will help you understand and remember. And when has lots of great places for reading. Try to avoid it comes time to review for the exam, you can just reading in a place where there is too much noise look at your notes instead of having to tackle the or too many distractions. If total quiet bothers you, text again. try playing some soft music, preferably without Look up words. lyrics (otherwise, you’ll find your brain singing 9 If you come across words you don’t know, look along to the song instead of paying attention to the them up. If they are words that have to do with the words you are reading). subject matter, check for a glossary at the back of the 4 Don’t put it off. textbook. If they are regular English words, use a Trying to read an entire chapter — or worse, dictionary (a phone app works great for this). Don’t multiple chapters — the night before a test is a waste time guessing what something means when it recipe for disaster. It is better to spread out your would only take 30 seconds to know for sure. reading so that you read a few pages one day and Don’t rush through it. a few pages the next, using your syllabus to keep 10 Reading textbooks is different from reading for current with the course. pleasure. It takes a lot more concentration and 5 Review your notes first. work. Don’t get frustrated if it takes a while to When reading about something that has already unpack or decode all of the information you are been discussed in class, review the material in your reading. If you expect to just breeze through it, you notes before you begin. Having the concepts fresh will get frustrated very quickly. in your mind will make understanding the reading Turn headings into questions. much easier. You can also pinpoint things in your 11 One commonly used method that can be amazingly notes that you need extra help understanding, and helpful is to turn the headings in the book into a look for answers in your reading. questions before you read, and write these on cards 6 Skim ahead. or a piece of paper. If the heading says “The Ideal 160 Before you dive into the text, do a quick preview of Gas Law,” you could write “What is the ideal gas what you’re going to read. If you get the big picture law?” Then as you read, look for the answers to these questions and write them down on the opposite side 16 Take breaks. of the cards. These questions and answers will be a Your brain can only focus well on something for great help when it comes time to study for the test. about 20 minutes. After that, it becomes difficult to concentrate and be productive. So don’t try to read Make flash cards. 12 for more than 20 minutes without a 3-5 minute Another way to do this is to create questions as you break. Get up and walk around, get a drink, take are reading by turning statements into questions, out the garbage, do some dishes, talk to your then writing the answer on the other side of the roommates, play with your kids, run around the page or card. If you read “Many yellow or orange building, etc. Then come back and go at it again. fruits and vegetables such as apricots, cantaloupe, pumpkin, and peaches are good sources of vitamin 17 Stay on task. A,”you could write, “How can you recognize foods Reading is much more difficult if you mix it with that may be a good sources of vitamin A?” Then on other activities. Don’t keep stopping to text, the other side of the card write, “yellow or orange check Facebook, etc. If you are having a hard time colored fruits and vegetables.” concentrating because you keep thinking about other things, take out a blank sheet of paper and Read Out Loud. 13 write for 5 or 10 minutes about whatever you are If you find that you learn better by hearing than thinking about. This can have the effect of emptying by reading, find a secluded spot and try reading your brain onto the page, and helps get worries, out loud. This can help keep your mind focused basketball games, TV shows, or whatever off your and brings the part of your brain in charge of mind so you can concentrate. If you are worried interpreting speech into the effort. You can also try about what you need to get done, make a list of reading into an audio recorder and listening to the everything you need to do and prioritize it. Having recording. a plan can help you focus on one thing at a time. 14 Read with a Friend. Then get back to your reading. You can also try reading the chapter out loud with Take a Reading Class. another student and discussing what it means 18 There are many resources to help you improve together. This can be a great activity for a study your reading skills. Look on the internet, find a group. Quiz each other on what you have read. If book, or take a class on improving your reading you don’t have a partner available, try explaining skills. DSU offers two courses for improvement what you have learned to a friend or family in reading skills: ENGL 0470 (Basic Reading) and member who is willing to listen. Teaching and ENGL 1470 (Critical Reading). See the University explaining is a powerful way to learn. Catalog at catalog.dixie.edu for details. 15 Use practice questions and problems. If there are comprehension questions or practice problems, do them on scratch paper (even if they weren’t assigned). You can also look ahead at these questions before you read and look for the answers while you read. Looking for answers to questions makes reading much easier.

There’s no doubt about it — reading a textbook is hard work. But with practice, you will find yourself reading more quickly and remembering and understanding more of what you read. Don’t let the money you spent on textbooks go to waste!

161 HOW TO TALK TO YOUR PROFESSORS

I SEE MY PROFESSORS EVERY TIME I GO TO CLASS. WHY You paid a lot of money SHOULD I GO TO THE EFFORT TO ACTUALLY TALK TO THEM? Your professors are one of your most important assets in gain- to get an education—a ing an education. You could learn a lot from reading a textbook, but wouldn’t you rather learn by interacting with a living, good chunk of that breathing expert in the subject? You paid a lot of money to get an education (or someone else paid for you) — a good chunk of that money goes to pay your money went to pay your professors’ salaries. Make sure you get the professors’ salaries. most for your money. Make sure you get the In fact, connecting with your professors can be one of the most important skills you’ll learn in college. It may seem intimidating at most for your money. first, and you might be afraid of looking like you’re sucking up, but it will be worth it. Resist the temptation to be anonymous in your classes. Take the responsibility to get to know your professors, let them get to know you, and establish positive relationships with them.

There are lots of reasons why it is useful for you to have professors who know who you are (and like you). • They will be much more willing to provide accommodations if you end up with a problem beyond your control (your backpack was stolen, your child is sick, etc). • They are more likely to give you the benefit of the doubt if your grade is on the borderline or there is a situation where they have to take your word (the professor can’t find your assignment, and you know you handed it in, for example). • They can nominate you for scholarships or academic awards, and when the time comes to get a job or apply to graduate school, they can write letters of recommendation for you. • They can be great sources of academic and personal advice as well as career guidance.

So, where do you start? First, make a good impression in class. There are lots of things you can do to show the professor that you are interested in learning and willing to do your part. See the list on page 162 172 for ideas. Take the opportunity to stop by your professors’ Professors vary in which of these goals is most offices to ask questions about the course content or important. Being aware of this difference can assignments or get some advice about succeeding help you understand why professors may in the class. If the class is in your major, you could make different choices in their interactions with also ask the professor about that profession. Before students — both are meant to help you, but in you know it, your professors will be friendly different ways. learning partners, rather than scary task masters. Professors are people too. They get discouraged, UNDERSTANDING YOUR stressed, disappointed, and tired, just like you. PROFESSORS However, they have a professional responsibility to try not to carry these issues into the classroom. If The trick to having a successful relationship with they do a good job, you might not even realize the your professors is to learn to think about things kinds of problems they are having. Don’t assume from their points of view. you are the only one with difficulties. Professors have to exert authority over their class Even though professors are different in many but are not trying to be your enemy. Presenting ways, they have a few things in common: lectures, writing exams, grading papers, • They think their area of expertise is extremely establishing class policies, and so on are just part interesting and important. of their jobs. They aren’t trying to be mean; they • They have chosen an academic career and don’t want you to fail. In fact, your success as a believe they are good teachers. student is their success as a teacher. Your success is • They have lots of knowledge and enjoy more than a grade to them — they succeed when conveying that knowledge to others. you are able to demonstrate learning. That’s their goal — for you to learn and be able to demonstrate Anything you do that sends a message that their what you have learned. subjects are not interesting or important, that they are not good teachers, or that you don’t want to Professors often have two competing goals: learn is likely to rub them the wrong way. 1. Help you succeed in their class 2. Help you become responsible for yourself.

What would professors do if they What would professors do if they are most concerned with your are most interested in helping you success in their course? become a responsible person?

• Count attendance • Expect you to attend class without • Remind you of deadlines taking roll • Expect you to remember • Accept late work deadlines • Provide review sheets • Not accept late work • Provide you with your grade • Expect you to come up with your own review sheets • Expect you to keep track of and calculate your own grade 163 WHAT SHOULD I DO WHEN I GO TO A PROFESSOR’S OFFICE? Talking to a professor in his or her office is often quite different from interacting with him or her in the classroom. In class, the professor is on stage, under pressure to accomplish what needs to be done during the limited class time and aware that many students will overhear anything they say to an individual student. You should approach professors before or after class only for a short question or to make an appointment. If you attempt to address a complex question, they may ask you to come to their office or send an e-mail instead. There they can be more personable and more able to give attention to you individually. They are also more likely to give you accommodations when other students aren’t around to hear and demand similar ones for different circumstances.

When you visit a professor in his or her office, here some things to remember. • Find out when the professor’s office hours • If you have missed an assignment, be are by looking in your syllabus. You can try prepared to do the work. Don’t harbor a stopping by their office during that time, secret hope that the professor will say, “Oh, but it may be more effective to make an don’t worry about it; I’ll just give you those appointment by phone, e-mail, or after class. points.” It’s not going to happen. If those hours don’t work for you, ask for an • If you are asking for a favor (a late exam, appointment at another time. etc.), be prepared to be turned down. • If you have an appointment, be on time. Sometimes it would not be fair to other When you approach the door, knock and say students. Depending on the circumstances, a hi. Introduce yourself and say what class you professor may or may not feel that he or she are in. Professors talk to so many students can bend the rules for you. If you must take that they may have trouble remembering no for an answer, do so gracefully. If you you (and it’s so painful to guess wrong). have missed a lot of work, be prepared to • Tell them why you’re there. Professors are consider that it may be best for you to drop generally very busy and appreciate it when the class. you get right to the point. Plan to spend • Do not, under any circumstances, flirt. about 5 minutes on a request, and up to 15 Professors can get in big trouble for any kind minutes for a question about course material. of romantic relationships with students. • Turn off your cell phone before you get Don’t even think about it. there. Don’t get it out, look at texts, etc., • When the professor indicates that the while you are there. conversation is done or you have your • Write down your questions and bring them answer and are ready to go, thank him or her with you. Also bring something to take for meeting with you. “See you in class” is a notes with. good way to end on a positive note.

164 WHAT ABOUT CONTACTING A even though the circumstances are not ideal. PROFESSOR BY E-MAIL? Don’t slack off and then blame your lack of Most professors do not text students. In the learning on the professor’s poor teaching. professional world, e-mail is the most widely • Get to know other students and seek help accepted way to communicate in writing. E-mail from them. is often a good way to contact your professors • Get help from a tutor. with quick questions, let them know you have a problem (illness, etc.), or make an appointment. WHAT CAN I DO IF THERE IS A When writing an e-mail to a professor, remember SERIOUS PROBLEM? the following: Most classes at DSU are taught by competent • Use your Dmail account — other types of professionals, but you might have a class that e-mail addresses frequently end up in spam is an exception. If you feel that there is a serious and your professor may not even receive problem, consider the following: your message. The Canvas message system • Talk to other class members to make sure is also good if the class uses Canvas. it isn’t just a personality conflict. If several • Give your name and tell them what class students agree that there is a serious you’re in. problem, consider taking action. • Explain your situation or request clearly • Make an appointment to talk to the chair using complete sentences. of the department in which the class is • Don’t write if you’re upset — don’t write taught. Bring a list, in writing, of specific anything you wouldn’t say in person. complaints, comparing the syllabus to what • Don’t ask questions you can figure out is actually happening in class. You may yourself (check the syllabus first). want to request specific intervention, ask • Don’t use abbreviations or jargon you the chair to visit the class, etc. would use with friends; use a formal but • Be very professional in your demeanor, not friendly tone. whiny or demanding. Recognize that the • Proofread what you’ve written before you professor is often the ultimate authority, and send it. Make sure that what you’re saying supervisors are reluctant to step in unless makes sense, and isn’t riddled with typos. grossly inappropriate behavior is occurring. However, if you feel you have a legitimate WHAT IF I HAVE A PROFESSOR I complaint and the chair refuses to take DON’T LIKE? action, go to the dean. Not all professors will be the greatest you’ve ever • If sexual, racial, or any other kind of had. Not all employers will be either. It’s important harassment is involved, go directly to the to learn how to deal with people you don’t easily department chair or the dean of students get along with. Here are some things you can do to for help. make the best of the situation: • Try to get to know the professor by asking a question about the course content after class or in his or her office. Your initial impression may have been mistaken. • If you can, drop the class and take the class from a different professor or chose a different course to fill the requirement. • If this professor is the only one who teaches the course, and you need it to graduate, resolve to do the best you can in the class 165 25 THINGS YOU CAN DO TO MAKE A GOOD IMPRESSION ON YOUR PROFESSORS

You might think that professors only like smart students. The fact is, professors are even more delighted to find responsible, mature students who are doing their best, and that is under your control. If you are interested in learning and are making a sincere effort, your professor will notice, even if you aren't the top student in the class. Professors also notice students who demonstrate by their actions that they are not responsible, not mature, and not willing to do what it takes to learn. Here are some suggestions to help you end up in the first group, not the second:

1. Show up for class every day. Don't miss class unless it is an emergency. Spotty attendance is the fastest road to becoming one of the problem students in a professor's mind. 2. Show up on time. Get there a few minutes early if you can. 3. Come to class prepared. If there is assigned reading, do it. If there isn't, look at the syllabus and see what will be covered and skim that section of the book. Review your notes from the previous class to make sure you remember what was covered previously. 4. When the professor is ready to start, stop talking. 5. Be ready to take notes as soon as class starts. 6. Pay attention in class. Don't sleep, text message, do homework, talk to other students, or stare out the window during class. 7. Speak up in class. Ask appropriate questions. Participate in discussions. 8. Look interested. Show by the look on your face that you're getting it and are not utterly lost. Speaking in public is hard, even if you do it for a living, and professors really appreciate seeing someone out there who is listening and getting it. Bonus points if you look like you are actually enjoying it. 9. Don't pack up until the professor is finished. 10. Start assignments early. This way you can give them your best effort, not a last-minute attempt. 11. Read and follow instructions carefully. 12. Ask for help well before the deadline. If you are struggling with an assignment or some course material, get help early, rather than just before it is due. The professor may be busy getting ready for lecture, etc. 13. Turn in assignments on time. Use the syllabus to keep track of when assignments are due, rather than relying on reminders from the professor. 14. Take exams when they are scheduled. 15. Get to know your classmates. Work with them to learn the material. Ask them for notes if you miss class. 16. Set up an appointment to meet with your professors to ask questions. Show up on time! 17. Make an effort before going for help. Look at your notes and in the textbook before asking the professor for help with a question. Then you can be specific about what you don't understand and talk intelligently about what you do know. 18. Tell the truth. If you aren't able to turn something in or take a test on time, don't lie about why. Be up front about the real reason and take the consequences. Professors have heard all kinds of excuses, and start to take them all with a grain of salt after a while. If they feel they are being played, they won't respond well at all. 19. Let the professor know if you have serious personal difficulties. If you have a life crisis which will affect your classwork, let the professor know right away. Ask for help if necessary. And for goodness sake, if a professor accepts your excuses and arranges for you to take an exam late in their office, do not stand them up! 20. Remember the professor's name. 21. Be friendly (but not needy). Treat your professors like learning partners or coaches rather than task masters. 22. Provide thoughtful feedback in a diplomatic way. If you have suggestions that would help your learning in the course, find a constructive way to communicate them. 23. Keep track of your grades. Take responsibility to know when you're missing assignments or something has been recorded incorrectly. 24. Worry more about learning the material than about your grade. When you lose points on an exam question or assignment, pay more attention to correcting your error than arguing for points. 166 25. Have a good attitude about the class. And about learning in general. The Top 10 Things Professors Hate to Hear

The professor may What the student could A student says … be thinking … do or say instead …

“Can you go over with me I just spent an hour teaching it to Get notes from a classmate. what we did in class today?” the whole class — you want me to spend another hour going over it with you?

“I didn’t know that there was Didn’t I give you a syllabus that “I know I should have checked an exam last week.” had all the exam dates the syllabus, but I missed the written out? exam. Is there any way I can make it up?”

“You know, this isn’t the only This isn’t the only class I’m “I’m really struggling with class I am taking.” teaching, either. keeping up in this class. Do you have any suggestions?”

“I went to your office, but Well, I did step out to go to the “I’d like to come by your office you’re never there.” restroom. And then I had to make this afternoon. Would 2:30 be a some copies and pick up the exams good time?” from the Testing Center. I must have missed you.

“Are we doing anything No, we’re going to sit and twiddle “I will not be able to come to class important in class tomorrow?” our thumbs. You won’t miss tomorrow. I noticed on the syllabus anything. that we are doing an assignment in class — is there any way I can do it on my own?”

“I just don’t get this at all.” Then what do you want from me? “I’ve been looking at the I’ve explained it the best I know problems in the book, and I how. Can you be more specific? wonder if you would help me with this one?”

“I’m an A student. I can’t get a You haven’t done what it takes to “I’m disappointed with the C in your class.” earn an A; why should you grade I’m getting so far in this expect one? class. Can you give me any suggestions to improve it?”

“I have to get a B in this class to Then earn one! I can’t give it to Ditto. get into the nursing program.” you if you don’t.

“Is there any extra credit I can If you need extra credit to get Ditto. do to raise my grade?” a higher grade, then you didn’t really earn it, now did you?

“Have the exams/papers been I just got them back from the Testing “Can you give me an idea of graded yet?” Center this morning. They’ll be when the exams/papers will be done when they’re done! graded?”

167 HANDLING WRITING ASSIGNMENTS

Many students find writing papers to be the most stressful assignment in college. The very idea conjures images of late nights in front of a computer, struggling to put words together coherently for a paper due the next day, then receiving it back covered with red marks and a lower grade than you had hoped for. But it doesn’t have to be this way!

THE KEY TO SUCCESS The biggest key to success in writing a paper is to start on it as soon as you get the assignment. When a professor assigns a paper, he or she calculates the amount of time needed to do a good job and then gives that much time between when it is assigned and when it is due. Many students put off starting the paper until time is running out and don’t end up with enough time to do it well. Then they wonder why they didn’t get a very good grade. Don’t let this happen to you — start right away.

There are three parts to writing: pre-writing, writing, and revising. The biggest problems come from skipping the first and last steps and only doing the middle one. If you don’t do any preparation, you won’t The biggest key to have much to write about, and you’ll end up with a blank screen staring you in the face as you try to come up with random ideas to fill success in writing a the page. Likewise, if you don’t have time for any revising, you won’t paper is to start on catch your mistakes, and you are destined for a paper dripping with red ink. it as soon as you Think about the amount of time that you have and divide it into get the assignment. chunks. If you have three weeks, for example, what do you need to get done the first week? The second week? The third week? Creating small deadlines for yourself will help you avoid putting off writing the paper until the final deadline. Plan some time for pre-writing, writing, and revising. Then get going!

168 PRE-WRITING PUTTING YOUR IDEAS IN ORDER Once you GETTING STARTED What should you do first? have a bunch of ideas and information written There are lots of options, and where you start might down, get them all out and look at them. What depend on your personality or on the assignment. will be most useful? What things go together? Here are some ideas: What would make sense to talk about first? Start • Jot down any ideas you had while the organizing and create an outline of what you professor was explaining the assignment or want to say. Decide on a thesis statement if this is any thoughts that come to you as you read appropriate, and figure out what you can do for an the instructions; see where they lead you. introduction and a conclusion. • Write down some questions you have about the topic; then start looking for answers. WRITING • Do an Internet search of the topic. What As with starting the assignment, it is critical to start kind of information is out there? writing before you actually think you need to. Be- • Talk to a friend or another student in the sides, it is much easier to do a good job when you class about the assignment. Sharing ideas don’t have the stress of the deadline looming over can get your creative juices flowing. you. Before starting to write, go back and reread • Go to the library in person or online and the assignment. Make sure you know what your see what kind of resources are available. professor is asking for so you don’t do a lot of work Ask a research librarian for help (they are writing something else. awesome!). You don’t have to start at the beginning of the As you start doing these things, you’ll begin to paper. Start in the middle or with whatever part build up momentum and be able to figure out seems easiest. You can even start jotting down what to do next. You may want to work on it 20 rough drafts of paragraphs while you are still in minutes at a time over several days or sit down the pre-writing stage. If you can’t find anywhere to and dedicate a chunk of time to it a couple of times. start and the words don’t come to you, start with Pretty soon, you’ll have a bunch of information, the citations. Then at least you have something on ideas, sources, etc. the page and won’t end up rushing through those at the end. GATHERING INFORMATION When you visit Internet sites or use library sources, make sure to NEVER write with your sources directly in front take notes on what you read — that is, write down of you! This is a fast road to plagiarism because important ideas in your own words on a separate if what you want to say is already put together piece of paper or computer document. Don’t rely right there in front of you, you will have a hard on photocopies, downloaded files, or copy and time not copying it or just rearranging it to try to pasted sections from your sources. Write down make it seem like your own words. Instead, use the a complete citation for each source so that you’ll notes that you took back when you were gathering know where you got that information and you information and don’t refer to your sources at all won’t have to go and find it again when it comes (unless you need to find details that you forgot to time to write the citations. If you take notes in include in your notes). If you put your name on your own words and use those notes instead of the the paper, then it should be your words, which original sources to write your paper, you will be means that you created the sentences from scratch. much less likely to end up in trouble because of (Including a direct quote in your paper is an plagiarism. exception.)

169 Once you have all of the parts, put them together sometimes you can hear problems better than you and read through it. Do all of the main ideas can see them. support the thesis statement? Does each main It is also a good idea to seek help from others during idea have supporting details? Add transitions the revising phase. Have a friend or two read it for to make it flow from one idea to the next. Make you and tell you where they got confused, or if sure your introduction gets the readers’ attention they can see any errors. Ask your professor if you and that your conclusion wraps up what you are can come to his or her office with a draft or send trying to say. it by e-mail. Take it to the Writing Center and get REVISING some help from the tutors there. However, do not let anyone else rewrite the paper for you. If you do Before you start revising, give your writing some this then it is no longer your work, and it would be time to rest. If you started early enough, you’ll cheating to turn it in with your name on it. have a day or so to spare for this. It’s hard to see the errors in something you’ve just created, but if Once you have finished all of your revisions, you close the file and don’t open it for a day or two, print out a fresh copy and turn it in (or submit it they’ll jump right out at you. electronically). Then breathe a big sigh of relief. Look for big issues first. Does the organization You’ve done your best! Now let it go and get on make sense? Do the ideas flow in a logical order? with something else. Do the examples or supporting details you’ve given work? Look again at your introduction, WHEN YOU GET IT BACK transitions, and conclusion. Make changes if you When you get your paper back, look over it can see how to improve anything. carefully. Did your professor make comments, Once you are satisfied with the larger issues, mark errors, ask questions? Take note of any look for the details. Is your grammar correct? feedback so that you can do better on your next Spelling? Punctuation? Try reading your sentences paper. If you aren’t happy with your grade, separately, starting at the end of the paper and consider rewriting the paper. The professor may be working your way back. Do they make sense? willing to accept a revised version, and even if not, You can also try reading your paper aloud — you’ll learn from the rewriting process.

Writing isn’t just for English classes. As a college student, you should expect to be asked to write papers, essays, lab reports, reflections, and so on in many other subjects. Think of ENGL 1010 and 2010 as a boot camp for the writing you will do throughout your college career and beyond. Your ability to explain yourself in writing in a clear, organized, and effective way will be an enormous asset, no matter what career you pursue. Rather than dreading those writing assignments, take advantage of the chance to improve on this important skill.

170 EFFECTIVE STUDY HABITS

Now is your chance In college, not all of your learning will take place in the classroom. You are expected to do much of your learning outside of class. If you to evaluate your were able to get by in high school just listening and doing homework during class, prepare for a rude awakening — professors expect you current study skills, to spend two hours outside of class for every hour in class. For a three try some new ones, and credit course, that’s six hours outside of class every week. While some beginning courses do not require the full two hours of decide what works work outside of class, now is the time to hone your study skills. As best for you. you progress in your major and begin to take upper division-classes, you may find yourself spending much more than two hours of study time per credit hour if you haven’t learned to study effectively. The sooner you learn these skills, the better off you will be.

Even if you got A’s in high school, you can almost certainly improve your study skills. Maybe you already know what you should be doing but haven’t gotten around to making changes. Maybe you could use some new ideas. Now is your chance to evaluate your current study skills, try some new ones, and decide what works best for you. Before reading ahead, take time to fill out the Study Habits Self-Evaluation on the opposite page. Then compare your answers with the information given on the following pages, and decide on two things you could do to improve your study habits.

171 STUDY HABITS SELF-EVALUATION

1. What time of day do you find it best to study and do assignments? Why does this work for you?

______

2. What locations work best for you for studying? What makes them good places?

______

3. How long before a test do you begin to study for it? Do you feel that this is enough time?

______

4. How long do you typically study at one time? If it is too long, would it be better to break it up?

______

5. What do you do when you sit down to study?

Read through notes Take notes on the textbook Go through notes with a study group Work assigned problems Rewrite or type notes Make flashcards Read through the textbook Make a list of definitions Underline key phrases in the textbook Create a concept map Other: 172 1 What time of day is best to study? Choose a place that has sufficient light so that you Any time can be a good time as long as you get don’t have to strain your eyes and enough room to used to studying at that time. If you always study spread out the books, papers, computer, and so on at the same time, your brain will get used to being that you will need. in gear at that time of day. Choose a place with few distractions. If you like It can really help to find your prime study time. music or the TV on, make sure the volume is Some students study better in the early morning, low. Soft instrumental music, especially from the late morning, afternoon, or evening. Try different Baroque period, can often enhance learning (Bach, times to see what works best for you. Some Vivaldi, and Handel are some well-known Baroque students find that they can get twice as much done composers — do an Internet search to find more). during their prime study time than at other times. Find a place where there aren’t too many Make sure to use time between classes. The best interruptions. If your roommates, children, etc., are time to study is often right before and/or right constantly taking your attention from your studies, after class. If possible, arrange your schedule try to find an alternative location. Make sure you so that there is study time right after your most aren’t unconsciously choosing a place where you challenging courses. will be interrupted in order to avoid studying.

Avoid studying late at night. Information learned Try using pleasant smells to make your studying during daylight seems to stick longer, and tasks more enjoyable. For example, peppermint oil has done during daylight often take a shorter time. been found to enhance memory in some studies. What location works best for you when How long before a test do you begin 2studying for a test? What makes it a 3to study for it? Do you feel that this is good place? enough time? You can study successfully in a variety of places: at The best answer to this question is the first day home, at school, in your bedroom, on your living of class. room couch, in the library, at the kitchen table, in Remember that studying actually starts in class. the student lounge, etc. If you are actively learning during class, not just Establish one or more study spots that you use passively listening or mindlessly taking notes, you regularly so that your mind becomes accustomed are already studying. Start learning the material as to shifting into study gear when you go there. soon as you hear it. Recent research has shown that you can recall Each day, try to master the material from that details better if you study the same subject in more class period before the next class, when it is still than one place, so try to switch between locations fresh in your mind. Many subjects are cumulative, during the week. each day’s learning builds on the previous lesson. Try not to study in the same place that you do If you put studying off, you’ll find yourself lost other things, if possible. For example, studying pretty quickly. Discipline yourself to study for in bed can be a poor choice because your brain each class before the class meets again, and you’ll is used to sleeping when you go there. It can also find yourself learning and retaining much more make sleeping harder if you get your brain used to information. working while you’re in bed. Your brain is really good at forgetting information Try to choose a place that you can enjoy being, — you might go crazy if you remembered every one that is comfortable and pleasant (but not so single moment of every day. Repetition is key to comfortable that you feel like sleeping). If you hate convincing your brain that something is worth being there, it will make studying much harder. remembering. If you hear something in class, go 173 over it again that afternoon, review it before the Try to spread your studying out during the day next class, and then before the test, you are much rather than doing it in big chunks. Long sessions more likely to remember it than if you just heard it can tire you out, and you won’t learn as well when once in class and then didn’t think about it again you’re tired. Long cramming sessions just aren’t until studying for the exam. effective for real learning. If you have been studying the material all along, 5 What do you do when you sit down to then when the test comes, all you will have to do is study? What techniques do you use? reinforce the material, not learn it for the first time. Many students study by simply reading over their If all you do is cram stuff in your brain, then dump notes or textbooks. While both of these are useful, it it out on the test, you’ll find yourself at the end of takes more than that to really learn something. This four years not knowing much more than you did kind of studying is called rehearsal — just going when you started. Why should someone hire you? over it in your mind. If this is all you are doing, it’s See the How long do you study at one time? If it is time to find some more active techniques. 4 Active Study Techniques chapter of this book for ideas. too long, would it be better to break it up? Your brain can’t concentrate well on something Being familiar with an idea is different from really for more than 20 minutes. So if you study for knowing it. Just because you can sing along with three hours straight, how much of it was really a song on your iPod doesn’t mean that you could productive? The first 20 minutes. No wonder write down all the words without any music marathon study sessions don’t work very well. prompting you. Your professors will expect you to One solution to this is to take breaks, get up and explain information, give reasons, organize ideas, move around about every 20 minutes. Then you and so on, not just recognize the correct answer can go at it again with renewed energy. when you see it.

It is also a good idea to switch subjects every 45-60 If you don’t understand something, don’t just keep minutes. It is better to study two or more subjects reading it over and over, hoping it will sink in. Do each time you sit down to study than to have something different! separate sessions for each subject. Your brain just works better that way.

What two changes can you make that will help your studying be more effective?

1. ______

______

2. ______

______

Studying doesn’t end with college. To excel in any challenging career, you’ll need to learn new things constantly. The world is changing so fast that you’ll need to update your knowledge all the time. Many employers want to hire college graduates not just because of what they already 174 know, but because they have learned how to study and learn new things. If you work on your study skills now, it will continue to pay off throughout your life! ACTIVE STUDY TECHNIQUES

Just reading through Many students study by just reading through their notes or the textbook. This kind of studying creates very shallow learning, which your textbook or notes is rarely allows for good performance in a course. It’s pretty boring, too! In order to achieve deeper, more meaningful learning, you need to do shallow and ineffective something active with the material, something that helps you process studying. Put more it and make it your own. Not sure what to do? Consider the following active study techniques. meaning into your studying Which of them would work best for you? with these techniques. 1 Practice brain dumping Carefully review a specific topic. Then close your notes and as quickly as you can, write down everything you can remember about that topic. When you have finished, compare your list with your notes, and take note of what you didn’t remember. Do it again until you can come up with all of the main ideas. Writing ideas down from memory is much different from just “singing along” with your notes. This exercise gives your brain practice for what you’ll actually have to do on a test and gives you a much better idea of what you really understand and what you don’t. 2 Write definitions Go through your notes or the textbook and look for terms that you need to know. Create a list with a brief definition of each; you can do this on paper or on a computer. Write the definitions in your own words where possible. Keep these lists to review throughout the semester. Many courses have their own vocabulary, and once you know these words, you will find yourself doing much better in the course. By making your own list of words, you make it an active study activity. 3 Make your own flash cards Identify facts, terms, or other information that will be useful to memorize. Create your own flash cards with simple questions and answers — if possible, make them so that they can be used starting from either side. Use them frequently until you can go through them easily. A few minutes on the bus, at lunch, while waiting in a line, etc., can 175 make a big difference in your memory. If you made useful for visual learners who understand material them yourself, then the extra time you spent will best by seeing connections between ideas. Do an deepen your understanding of the material. Internet search for concept maps to see examples. 4 Write an outline 8 Write a question list Rewrite your notes to create an outline of all of Make a list of questions by turning every important the information in one chapter of a textbook, one piece of information into a question. Fold the class lecture, etc. Reorganize them if it makes more page, and write the answers so they can’t be seen sense to you in a different order. You may want to when the page is folded. Practice until you can do this on paper or on a computer. Rewriting your answer all of your questions without looking at notes in a different form than you took them in the answers. One student tried this and found that the first place forces you to organize and evaluate he had already practiced all of the questions on a them, not just go over them. biology test. 5 Create a summary sheet 9 Write your own test questions Create a summary sheet by listing all the important Identify some of the main ideas that you think ideas for an exam on one side of a single piece of your professor will ask questions about. Write paper. This forces you to organize the information your own questions as if you were the professor in your mind and evaluate it to decide which ideas creating the exam. Include the correct answers. are most important. This also creates an excellent If you are in a study group, exchange questions, document to review right before the exam and try to answer them, and then grade each other’s later before the final exam. answers. Try different kinds of questions, such as Work practice problems multiple choice, short answer, true/false, essay, 6 etc. You may realize that writing good questions Work problems or answer questions from the is more difficult than you thought, especially textbook, even if they weren’t assigned. Check multiple choice questions. The trick is to think your answers with the ones in the back, if given. of wrong answers that would make sense if you In courses like math, where the test will consist didn’t know the right answer — you should only of problems to solve, the best way to prepare is be able to get it right if you understand the concept. to practice solving problems. This will also help After the exam, compare your questions with the you identify where you are having problems so professor’s. that you can get help from the professor, fellow students, or the Tutoring Center. 10 Teach someone else Create a concept map Explain what you have learned out loud to a 7 friend, your study group, or even the mirror. If Create a concept map by putting an idea in the you are talking to another person, answer their center or top of the page, then drawing lines out to questions, say it another way if they don’t get it, ideas that are connected to it, then link more ideas etc. By explaining something, you will find out if to those. This is another way to reorganize the you really understand it, and just talking about it information and make it your own. It is especially can help settle it in your mind.

Some student’s initial reaction to these techniques is “Oh, but that would be too hard. I don’t want to go to that much trouble.” Is that what you’re thinking? If so, the answer is yes, these techniques take more time and effort than just skimming through your notes. But the payoff is pretty big. Once you learn which active techniques work best for you, you will find your studying much more effective and even more enjoyable. As you progress through your major and start taking more difficult upper-division courses, 176 you will be prepared to tackle more difficult material. USING STUDY GROUPS EFFECTIVELY

Effective study groups Have you ever noticed that when you explain something you’ve learned in class to a friend, you begin to understand it better yourself? involve hashing out lesson This happens because when you explain an idea to someone else, you need to actively think it through. By thinking more deeply about what materials together — you’ve learned and explaining it to someone else, you begin to under- explainingconcepts, arguing stand it better. about them, figuring out As the old saying goes, “Two heads are better than one.” While studying alone may work well for things such as memorizing facts, why one person’s answer sometimes you’ll need to understand complicated ideas. Rather differs from another’s. than repeat memorized facts, you’ll be required to apply what you know to solving problems. Effective study groups involve hashing In the process, you learn out lesson materials together — explaining concepts, arguing about them, figuring out why one person’s answer differs from another’s more than you ever would — and in the process, you learn more than you ever would have have studying by yourself. studying by yourself. BENEFITS OF A STUDY GROUP A study group can be beneficial in many ways. Here are some of the most important benefits: • A study group can “pick you up” when you find that your motivation to study is slipping. The other group members can be a source of encouragement. • If you are reluctant to ask a question in class, you may find it easier to do so in a study group. • You may become more committed to study because the group members are depending on your participation. You will not want to let them down. • Group members will listen and discuss information and concepts during the study sessions. These activities add a strong auditory dimension to your learning experience. • One or more group members are likely to understand something you do not. They may bring up ideas you never considered. • You can learn useful new study habits from the other group members. 177 • You can compare your class notes with those of the other group members to clarify your notes and fill in any gaps. • Teaching and explaining information and concepts to the other group members will help you reinforce your mastery of the information and concepts. • Let’s face it: studying can sometimes be boring. Interacting with the other group members can make studying enjoyable.

STARTING A STUDY GROUP Don’t wait around to be invited to a study group — create your own! Here is what you should do to get a study group started: 1. Get to know your classmates by talking with them before class, during breaks, and after class. When selecting a classmate to join your study group, you should be able to answer yes for each of the following questions: Is this classmate motivated to do well? Does this classmate understand the subject matter? Is this classmate dependable? Would this classmate be tolerant of the ideas of others? Would you like to work with this classmate? 2. Invite some of these classmates to work with you in a study group until you have formed a group of three to five. A larger group may be difficult to manage. 3. Decide how often and for how long you will meet. Will it be once a week or before assignments are due? If you plan a long study session, make sure you include time for breaks. A study session of about 60 to 90 minutes is usually best. 4. Decide where you will meet. Select a meeting place that is available and is free from distractions. There are many good study group rooms in the library. 5. Decide on what you want to accomplish during the study session. This can include comparing and updating notes, discussing readings, comparing answers to assigned problems, and preparing for exams. 6. Develop a list of all group members and their cell phone numbers. Make sure each group member has this list and update the list as needed.

178 CHARACTERISTICS OF A SUCCESSFUL STUDY GROUP Once started, a study group should possess the following characteristics to be successful: • Each group member contributes to discussions. • Group members actively listen to each other without interrupting. Only one group member speaks at a time. • The other group members work corroboratively to resolve any concern raised by a group member. • Group members are prompt and come prepared to work. • The group stays on task with respect to its agenda. • Group members show respect for each other. • Group members feel free to criticize each other but keep their criticisms constructive. This can encourage group members to reveal their weaknesses so that they can strengthen them. • Group members feel free to ask questions of each other. • Above all, the positive attitude that “we can do this together” is maintained.

POSSIBLE PITFALLS OF A STUDY GROUP A study group can be a very positive learning experience. However, there are pitfalls to be avoided. Here are some cautions: • Do not let the study group get distracted from its purpose. • Do not let the study group become a social group. • Do not allow group members to attend unprepared. • Do not the let the session become a negative forum for complaining about teachers and courses. • Do not allow one or two group members to dominate the group. • Don’t let the study group become your own only contact with the material. Study on your own first, and then get together to discuss ideas or assigned problems.

If your group is having any of these problems, discuss together how to overcome them. Don’t give up at the first sign of trouble. However, if those in the group are unwilling to make needed changes, don’t let them drag you down. Go find or form a new group. With a little experience, it will be clear to you very early on whether a study group will be effective.

One of the most common mistakes freshmen make is doing all of their studying alone. Studying in groups may take more effort, but it can be very effective and make learning more enjoyable. Give it a try!

179 DEALING WITH TEST ANXIETY

Test anxiety can be a real problem when you are so stressed out over a test that you can’t get past the nervousness to focus on the test questions and do your best work. Take the Test Anxiety Assessment below to find out whether you have a problem with test anxiety.

TEST ANXIETY ASSESSMENT To find out if test anxiety is an issue for you, take the following assessment. Give yourself a 0, 1, or 2 for each of the following questions (no = 0, somewhat = 1, and yes = 2).

Do you have a hard time getting started studying for a test? Do you find that many things distract you while studying for a test? Do you expect to do poorly on a test no matter how much or how hard you study? Do you experience physical discomfort while taking a test, such as sweaty palms, upset stomach, a headache, difficulty breathing, heart racing, or muscle tension? Do you find it hard to understand directions and questions on a test? Do you have trouble organizing your thoughts during a test? Do you often draw a blank while taking a test? Do you find your mind wandering to other things during the test? Do you usually score lower on tests than on assignments and papers? Do you remember information after the test is over that you couldn’t remember while taking it? Do you find yourself thinking things like “I can’t do this” or “I’m so stupid” while taking a test? Do you feel like the room is closing in on you during a test?

ADD THE POINTS

0-5 You don’t have much difficulty with test anxiety. 6-12 You have some test anxiety, and it would probably be helpful to learn some techniques. 13-19 You have significant problems with test anxiety — definitely learn some techniques. 20-24 You have severe test anxiety — get some help right away!

180 On the next page are some suggestions to help you deal with test anxiety. USE A LITTLE STRESS TO YOUR ADVANTAGE. WATCH WHAT YOU’RE THINKING. If expecting Stress is your body’s warning mechanism — it’s to do well on a test can help you relax, what about a signal that helps you prepare for something when you don’t expect to do well? Watch out for important that’s about to happen. So use it to your any negative messages you might be sending advantage. Instead of reacting to the stress by yourself about the test. They can contribute to dreading, complaining, or fretting about the test, your anxiety. take an active approach. Let stress remind you to If you find yourself thinking negative thoughts study well in advance of a test. Chances are, you’ll (“I’m never any good at taking tests” or “If I fail keep your stress from spinning out of control. After this test, I’ll lose my scholarship”), replace them all, nobody ever feels stressed out by thoughts that with positive messages. Not unrealistic positive they might do well on a test. messages, of course, but ones that are practical GET HELP. Although a little anxiety can be a good and true, such as “I’ve studied hard and I know thing, an overdose of it is another story entirely. the material, so I’m ready to do the best I can.” If sitting down to a test gets you so stressed out (Of course, if you haven’t actually studied, this that your mind goes blank and causes you to message won’t help!) miss answers that you know, then your level of ACCEPT MISTAKES. Another thing you can test anxiety probably needs some attention. Ask do is to learn to keep mistakes in perspective — your professor, friends, or parents for advice or especially if you’re a perfectionist or you tend to be check the Internet for suggestions. There are also hard on yourself. Everyone makes mistakes, and a number of books published on this subject. If you may have even heard teachers or coaches refer you have extreme test anxiety, see the Health & to mistakes as learning opportunities. Learning to Wellness Center for help. tolerate small failures and mistakes — like that one BE PREPARED. Some students think that going to problem you got wrong in the math pop quiz — is class is all it should take to learn and do well on a skill you’ll use for the rest of your life. tests. But there’s much more to learning than just LEARN RELAXATION TECHNIQUES. It can hoping to soak everything up while sitting in class. help to learn ways to calm yourself down and That’s why good study habits and skills are so get centered when you’re tense or anxious. For important — and why no amount of cramming or some people, this might mean learning a simple studying the night before a test can take the place breathing exercise. Practicing breathing exercises of the deeper level of learning that happens over regularly (when you’re not stressed out) helps time with regular studying. your body see these exercises as a signal to relax. Many students find that their test anxiety is greatly See the section on Dealing with Stress for more details. reduced when they start to study more effectively TAKE CARE OF YOURSELF. Taking care of your and/or more regularly. It makes sense — the more health will help with test anxiety (as with many you understand the material and gain more than a other things). Getting enough sleep, exercising, passing familiarity to it, the more confident you’ll and eating healthy food before a test can help keep feel. Having confidence going into a test means your mind working at its best. you expect to do well. When you expect to do well, you’ll be able to relax into a test after the normal first-moment jitters pass. Everything takes time and practice, and learning to beat test anxiety is no different. Although it won’t go away overnight, facing and dealing with test anxiety will help you learn stress management, which can prove to be a valuable skill in many situations besides taking tests.

181 TEST-TAKING STRATEGIES

How good are you at taking tests? Does exam time fill you with dread, or are you confident in your ability to demonstrate your learning? There are skills and

On average, students spend about 30% of their time in class, 60% strategies that studying outside of class, and 10% taking tests. But that 10% counts everyone can learn for a lot. Unlike high school, it is common for college courses to have a large percentage of the final grade based on test scores. that can help to Some people are naturally better at taking tests than others. However, improve test scores. there are some skills and strategies that everyone can learn that can help to improve your scores.

Below are 30 different strategies that you can use to improve your test-taking performance. Which could help you improve? Put a check mark by those that you are pretty good at. Put a star by those that you could do better at. 30 Strategies to Improve Your Test-Taking Performance

1. Find out as much as you can about the 4. Arrive a few minutes early to take the test. It format of the test before you take it. Selecting is better to have a few minutes to relax than the correct answer from a list (multiple to be rushing in after the test has begun. choice, matching) is sometimes easier than 5. Make sure to pay attention to any last- constructing an answer from scratch (short minute instructions that the professor gives. answer, essay, fill-in-the-blank), but both are It is not unusual for a professor to make last- valid ways to test your knowledge. minute changes, give corrections, or offer 2. Make sure you bring the required materials other important information. to the test — something to write with, 6. Before you start the test, take a deep breath, scratch paper, calculator, formula sheet, etc. let it out slowly, and relax your muscles. 3. Avoid a last-minute review of your notes Say to yourself, “I can do this.” Repeat this just before going to take the test, unless you procedure any time you feel anxiety building have created a list of the most important up during the test. ideas to review. Reviewing random parts of 7. Start by writing your name on the test, and, your notes can actually make it harder for if needed, on your Scantron. Always use you to remember other things that you have your first and last name and always use the already studied. Usually the best strategy is same version of your name. to prepare well before the test, then relax for 182 a few minutes before going to take the test. 8. Always read the directions. It’s tempting can usually miss a few questions and still to just jump in and assume you know what do well on the test. the instructions say, but sometimes there is 14. If a written answer is required, write neatly. valuable information there. If you know your handwriting isn’t very 9. If you are permitted to write on the test, jot good, slow down. If the professor has to down in the margin any key facts, formulas, or struggle to make out what you are saying, definitions that you might forget so that you you are less likely to earn full credit, even if can look back at them when you need them. your answer is correct. 10. Whenever possible, glance through the 15. Keep in the back of your mind the fact that whole test before you begin. Notice if there the test was written by a professor who is are different parts, how many questions trying to test your knowledge. Approach there are, etc. If you have a limited amount each question with the thought “what of time to take the test, quickly plan out does the professor want to find out if I about how long to spend on each question understand?” or on various parts of the test. If different 16. On a test involving story problems, make questions have different point values, spend sure that your final answer makes sense. If the most time and effort on the questions you get -2 bushels of apples, 0.45 people, or that are worth the most points. a caterpillar that is 20,000 inches long, check 11. Depending on your personality, you may your math! prefer to work straight through the test from 17. If the test format allows it, show your beginning to end or you might do better work. When solving a problem, show your skipping around. Try both and see which calculations; when answering a question, works best for you. If you skip around, do write down some of your thinking. Many the easiest questions first. This will help build professors offer partial credit if you are on your confidence and remind you of things the right track—but they can’t give you you know, so that you’ll be able to tackle the anything if all you put down is a wrong more difficult questions. Either way, focus on answer. one question at a time — don’t let your mind 18. When writing essays, jot a quick outline on wander to other parts of the test. the side of the page to organize what you 12. Read each question carefully; if permitted, will say. If you find you are running out of underline key words that will help you time, it is better to cover more parts of the understand the question. Pay special question briefly than one part of the question attention to words like “not,” “except,” thoroughly. and “but” that can completely change the 19. When taking multiple choice tests, try answer. When writing out the answer to a thinking of the correct answer before looking question, make sure it is actually what the at the options given. Then make sure to read question asks, not the first thing about the all of the options before choosing one. topic that pops into your head. Make sure to answer everything the question asks for if it 20. When taking multiple choice tests, cross off has multiple parts. answers that you are sure are wrong (if you are allowed to do so). This can help you to 13. If you’re completely stumped on a visually narrow it down. question, leave it and go on. Stewing over it can ruin your confidence and waste 21. When taking multiple choice tests, if you your time. See if anything else in the exam are told to select the only true or only false triggers your memory. Remember that you statement, mark each statement as T or F at 183 the side (if permitted). Otherwise you can may not understand the question because easily lose track. you don’t know the material well enough. 22. When taking multiple choice tests, don’t 27. Don’t worry about other students finishing change your answer unless you remember the test before you do. It doesn’t necessarily something new that you hadn’t thought of mean that they have done better than you. before. Your first instinct is usually correct. Remember, there are no extra points for 23. When taking multiple choice tests, look for finishing first. answers that are opposites — one of them is 28. Resist the urge to quit as soon as you are likely to be the correct answer. If there is one finished. If you have extra time, review answer that is significantly different from the your answers before you turn your test in. others, it is most likely incorrect. Watch out Check for “dumb mistakes” that you didn’t for “all of the above,” “none of the above,” mean to make or questions that you forgot etc. They are often the correct answer (but to answer. Watch out for questions on the not always). back of pages, especially the last page. 24. When marking answers on a Scantron, However, don’t over think a question and double check every time you fill in a bubble. start changing your answers without a It is easy to make a mistake and miss points good reason. on a question that you actually knew the 29. Once a test is over, let it go. You can’t do right answer to. anything until it’s been graded, and pestering 25. Make sure to avoid any appearance of your professor for the grade won’t help. Tell cheating. Rest your eyes by closing them or yourself you did the best you could and put looking up, not around. Try to position your your energy into something else. test so that it isn’t easy for others to look at 30. After a test has been graded, analyze your what you’ve written. mistakes. If a test is not returned to you, 26. If you feel that there might be an error on the ask your professor if you can see it. Most exam, bring it to your professor’s attention. professors don’t mind letting you look If the test is in class, walk up to the desk and at a test in their office and are willing to ask if there is any chance that the question answer questions if you aren’t able to figure is in error. If you’re in the testing center, out what you did wrong. Use what you write a note on the test or see the professor learned to do better on the next test. If you afterward. Make sure to avoid an accusing are allowed to do so, keep the test for later attitude — professors are human and do studying. make mistakes, but you are human too and

It is important to look at test scores as feedback to tell you how well your strategies are working. If you are happy with your score then you are doing great. However, if you’d like to do better, you need to consider what you should change—if you keep doing what you are doing, you’ll keep getting what you are getting! Don’t expect an improvement unless you are willing to make a change.

184 ACADEMIC INTEGRITY

Who wants to be Academic integrity is a critical part of your educational experience. All students are expected to be honest in all of their academic activities. treated by a nurse When you submit your transcript to a potential employer or graduate school, they will assume the grades listed there accurately represent who cheated on his what you have learned. It is important for you to understand what exams or hire an cheating is, what the consequences are, and how you can make sure to avoid it. Your efforts to earn your grades honestly will help create a accountant who culture of academic integrity. cheated in her WHAT’S WRONG WITH CHEATING? Cheating hurts everyone. classes? • Students who cheat aren’t learning what they need to learn, and their character and self-esteem are damaged. They know they didn’t earn their grades honestly. • One student’s cheating may cause other students to get a lower grade. It is frustrating and demoralizing to see others around them cheating while they are working hard for their grades and makes them feel their efforts aren’t worth it. • Cheating hurts the university as a whole because students who aren’t actually qualified may graduate. If a university gets a reputation for cheating, the degrees of everyone will be devalued, even those who earned them honestly. • Perhaps the people who are hurt most by cheating are future employers, clients, or patients of those who cheated. Who wants to be treated by a doctor who cheated on her exams or hire an accountant who cheated in his classes? Students who obtained their grades dishonestly will also have a bigger likelihood of being dishonest in their future jobs.

185 WHY DO STUDENTS CHEAT? There are lots of reasons why some students cheat. • IGNORANCE Some may not realize that what they are doing is dishonest — that’s one good reason to keep reading and make sure you know what is allowed in a college setting and what is not. • EVERYBODY’S DOING IT Some may see other students doing it and feel justified in joining them. They may even feel that if other students are cheating, they have to join in to have a chance at getting a good grade. • PRESSURE TO SUCCEED Some may succumb to pressure to succeed, either from family, friends, or their own expectations. • COURSE IS TOO EASY Some may feel that the material is too easy or too trivial and not worth their time. • COURSE IS TOO HARD Some may feel that the course is too hard, expectations are unreasonable, and cheating is the only possible way to succeed. • NOT WILLING TO DO THE WORK Some students are just lazy, looking for an easy way to get grades without working for them. • I DESERVE IT Some may feel a sense of entitlement — they paid for the class and thus feel they deserve to get a good grade.

Have you ever been tempted by any of these excuses? Even though they may seem like good excuses, that’s just what they are — excuses. None of the reasons given above justify cheating. They might make you feel OK about it for a while — at least until you’re caught. They’ll seem pretty lame when you’re trying to defend yourself to a professor, department chair, the dean of students, or the Academic Integrity Committee.

And if you cheat and get away with it, you didn’t beat the system. You just traded your integrity for a few points. Even if you have to retake a class or graduate a semester later, it is better than having “failed for academic misconduct” on your transcript.

WHAT ARE SOME MOTIVATIONS TO AVOID CHEATING? Despite the temptation to cheat, most students are able to maintain their academic integrity. Here are some reasons NOT to cheat. • Fear of negative consequences can be a big deterrent to cheating — and those consequences can be pretty serious, as you’ll see on the next page. • Positive peer pressure can help too; when you see others around you working hard and earning their grades honestly, it can motivate you to do the same. • Your own integrity and self-respect will lead you to be honest in your coursework. • A desire for real learning should motivate you to do the hard 186 work that is needed to earn your grades honestly. WHAT ARE THE POSSIBLE CONSEQUENCES IF YOU CHEAT? Cheating is a serious issue in college, and is taken seriously by professors and other university employees. The following is taken from the Student Code of Conduct in the Dixie State University Catalog and explains the consequences that can occur from academic misconduct.

~ Excerpt taken from Student Code of Conduct ~

If a faculty member has firm evidence of academic misconduct in a course he/she is instructing, the claim of academic misconduct shall be considered substantiated. In all cases, the sanction for academic misconduct should reflect how knowing, intentional, and serious the instructor judges the academic dishonesty to be. The faculty member may impose the following sanctions: i. Require that the work be redone, an exam retaken, or an alternate assignment substituted. ii. Reduce the grade for the assignment or other academic activity iii. Reduce the grade for the course. iv. Issue a grade of “F” for the paper, project, test, exam, or other academic activity in which the misconduct occurred. v. Issue a failing grade for the course.

The student may appeal the faculty member’s decision to the Academic Integrity Committee, which is comprised of faculty and students.

If the faculty member believes that the student’s academic misconduct warrants further academic sanctioning, he/ she may submit a written complaint with recommendations to the appropriate Department Chair, who forwards the request with his/her recommendations to the appropriate Dean. A faculty member, Department Chair, or Dean may also take a complaint directly to the Academic Appeals Committee.

Academic sanctions that can be imposed by the Academic Appeals Committee in these cases include but are not limited to the following: i. A notation on the student’s academic transcript that the F grade in a specific course was issued for academic misconduct. ii. Academic Conduct Censure or Probation. Academic Conduct Probation imposes conditions on a student for a specific period of time. iii. Specified community service. iv. Academic Conduct Suspension or Dismissal from a program. Academic Conduct Suspension shall be for a minimum of one semester following the semester the student is found responsible for academic misconduct. Academic Dismissal from a program is usually irrevocable.

~ Continued on next page ~ 187 ~ Continued from previous page ~ v. Academic Conduct Suspension or Dismissal from the University. Academic Conduct Suspension shall be for a minimum of one semester following the semester the student is found responsible for academic misconduct. Dismissal from the university shall be reserved for the most serious or egregious instances of academic misconduct. vi. Denial of a degree or certificate for which requirements have been completed or revocation of an awarded student’s degree or certificate. Grounds for denial or revocation include convincing evidence that the degree recipient engaged in academic misconduct serious enough to negate the legitimate completion of one or more substantive requirements of that degree or certificate. Revocation of an awarded degree or certificate requires the additional approval of the President of the University.

A student may appeal any decision of the Academic Integrity Committee to the Vice President of Academic Services, whose decision shall be final.

Did you catch those? Your professor can do anything from make you redo the work or reduce your grade to fail you on that assignment or exam, or give you a failing grade for the entire class. It will depend on the professor’s judgment of how serious the offense was. For example, copying answers on a homework assignment is not generally considered as serious as cheating on an exam. The professor’s decision may also depend on how you respond to the situation — if you admit what you’ve done, apologize, and willingly accept the consequences, the professor may chose a different consequence than if you continue to deny that you’ve done anything wrong even when there is obvious evidence.

Notice also that this policy gives you somewhere to seek help if you are falsely accused of cheating or if you feel a professor’s sanctions are unreasonable. You can appeal your professor’s decision to the Academic Integrity Committee, where you will have a chance to explain your side of the story.

The consequences for academic dishonesty don’t always end with the professor. If he or she feels that the situation is serious enough, the professor can also make recommendations for further sanctions by the Academic Appeals Committee. This committee can put a note on your permanent transcript that you failed a class because of cheating, put you on probation, require community service, suspend or dismiss you from a program, suspend or dismiss you from the university, or even deny or revoke your degree. The only appeal of these actions is the vice president of Academic Services. This is pretty serious stuff! 188 WHAT IS CHEATING? Now that you understand how serious the consequences can be, let’s look at how the Student Code of Conduct explains what academic dishonesty is.

~ Excerpt taken from Student Code of Conduct ~

In order to ensure that the highest standards of academic conduct are promoted and supported at the University, students must adhere to generally accepted standards of academic honesty, including but not limited to, refraining from cheating, plagiarizing, falsification, misrepresentation, and/or inappropriately colluding or collaborating. The University shall consistently hold students accountable for instances of academic dishonesty and apply appropriate consequences. Definitions for some types of academic misconduct follow: i. Cheating: Includes but is not limited to using unauthorized materials, information, or study aids in any academic exercise; failing to observe the expressed procedures or instructions of an academic exercise; substituting for or impersonating someone else during a test or exam or other fraud; or receiving the content of a test or exam before it is administered. ii. Plagiarism: Includes but is not limited to the use of another’s words or ideas as if they were one’s own, including, but not limited to, representing, either with the intent to deceive or by the omission of the true source, part of or an entire work produced by someone other than the student, obtained by purchase or otherwise, as the student’s original work or representing the identifiable but altered ideas, data, or writing of another person as if those ideas, data, or writing were the student’s original work. iii. Inappropriate Collaboration or Collusion: Includes but is not limited to unauthorized or inappropriate collaboration between students or between a student and any other person when individual work is required. iv. Multiple Submissions: Includes but is not limited to the resubmission by a student of any work which has been previously submitted for credit in identical or similar form in one course to fulfill the requirements of a second course, without the informed permission / consent of the instructor of the second course; or the submission by a student of any work submitted for credit in identical or similar form in one course to fulfill the requirements of a concurrent course, without the permission / consent of the instructors of both courses. v. Falsification / Fabrication / Misrepresentation: Includes but is not limited to the intentional and unauthorized invention of any data, information, or citation in an academic activity. vi. Facilitating Academic Dishonesty: Includes but is not limited to knowingly helping another student commit an act of academic misconduct or failing to report another student for academic misconduct. vii. Coercion Regarding Grading or Evaluation of Coursework: Includes but is not limited to issuing threats or offering favors or bribes toward an instructor to coerce the instructor to change a grade or otherwise evaluate the student’s work by criteria not directly reflective of coursework. viii. Copyright Violation: Includes but is not limited to copyright and other violations of the University’s Computer Use Policy 6-53 and Use of IT Resources Policy. Such matters are adjudicated under the Student Behavioral Conduct section of this code.

189 Did you catch all of those? Cheating includes everything from copying answers from another student’s exam to using the same paper in two classes without permission to asking a student who has already taken a test what is on it. Anything that gives you an unfair advantage over other students should be considered cheating. When you write your name on an assignment, paper, or exam, you are stating that it is your work, not your roommate’s, your mother’s, your friend’s, your classmate’s, or some one on the Internet’s.

WHO’S JOB IS IT TO STOP CHEATING FROM HAPPENING? Again, here is a section from the Student Code of Conduct:

~ Excerpt taken from Student Code of Conduct ~

Any person who observes or discovers academic misconduct by a student must file a written complaint with the faculty member responsible for the pertinent academic activity within fifteen (15) days of the date of discovery of the alleged violation. A student’s failure to report academic misconduct on the part of another can result in academic misconduct charges against that student.

A faculty member who discovers or receives a complaint of misconduct relating to an academic activity for which the faculty member is responsible shall take action under this code and impose an appropriate sanction for the misconduct.

So the short answer is it’s everyone’s job.

It starts with professors, who have a responsibility to avoid making the material too easy or unreasonably difficult. Professors should also design courses, assignments, and exams to discourage cheating, but it is not their job to make cheating impossible. When they discover or receive a complaint of cheating, they are responsible to act on it.

But it doesn’t end there. Students are responsible to hold each other to a standard of academic integrity, encourage each other to be honest, and report cheating that they find out about. If you become aware of cheating in a class, you should inform the professor in writing within 15 days. Otherwise you could get in trouble too!

Ultimately, the responsibility lies with each student 190 to be honest in his or her coursework. HOW CAN YOU AVOID THE TEMPTATION TO CHEAT? What can you do to make sure that you don’t fall into the trap of academic dishonesty? Here are some suggestions. 1Make sure you understand what behaviors 6 Don’t wait until the last minute to start on constitute cheating. papers or projects. Review the definitions above from time to time Break down writing assignments and other large and make sure you aren’t doing anything that you projects into small deadlines that you can deal shouldn’t without thinking about it. with one at a time. Avoid putting yourself in a situation in which you end up staring at a blank 2Make sure you know what is and is not allowed in each of your classes. computer screen the night before the assignment is due and get tempted to copy and paste some- Sometimes working with other students is en- thing in and present it as if it were your own. couraged and other times you must complete an assignment on your own. Listen carefully when 7 When writing a paper, take notes in your your professor explains the guidelines for an as- own words from your sources. signment and read any instructions carefully as Use your notes to write the paper, not the sources. well. If you have someone else’s finished sentences in front of you, it will be hard to resist the temptation 3Make a commitment to yourself that you will avoid all behaviors that are not honest. to copy them or just try to change them around instead of writing your own words. Plagiarism is By deciding ahead that you will maintain your in- one of the most common forms of academic dis- tegrity, you increase your ability to refrain from honesty. cheating when the pressure is on. If you have personal problems, health Don’t get yourself into a situation that 8 4 problems, etc., approach your professor or makes you feel like the only way to succeed visit with the dean of students. is to cheat. Ask for accommodations rather than cheating to Don’t take too many classes or work too many save your grade. If you have serious medical is- hours. If you find yourself unable to keep up in sues or other problems, the dean of students can your classes despite your best efforts, drop a class, help coordinate with your professors. get a new job, etc. 5Don’t put off studying for an important exam. Plan enough time to study so that you won’t end up unprepared and be tempted to cheat. If you are struggling with the material, get help! Go to the Tutoring Center, study with a classmate, or ask for help during your professor’s office hours.

By following these suggestions, you should be able to avoid getting into situations in which you would be tempted to cheat, and to have the integrity to resist the temptation when it occurs. Then when you graduate, you can hold your head high, knowing you’ve earned the right to be there.

191 FINAL EXAMS

The end is coming! After a long semester, you can see a light at the Final exams are a chance end of the tunnel — the end of classes, time to relax, freedom from constant deadlines, and a chance to go back home and be with family. for you to show how much Unfortunately, there’s a big fat barrier in the way: FINAL EXAMS. you’ve learned during the At the end of each semester, after the last day of classes, there is a week of final exams. Each of your classes has a two hour block scheduled semester. Don’t slack off for a final exam during this week. Not all professors choose to hold a comprehensive final exam (covering all material in the course); some when you are so close to simply hold the last unit exam, others require presentations, etc. But all classes, with the exception of some special types of courses such the end…finish strong! as science labs, are required to meet and have a graded assignment during this time. It is not uncommon for the final exam to make up a significant part of your final grade in the course.

The schedule of final exams is posted before the semester begins. It is your responsibility to know when your exams are scheduled and make sure you can be there. Don’t buy a plane ticket that leaves before your finals are done or make other plans that would interfere. Taking a final exam early or late is not just a matter of asking permission from your professor — university policy requires you to write an essay explaining why you need to take the final early and get permission from the appropriate dean as well as your professor. If you miss an exam, you are at the mercy of your professor, who may or may not allow you to take it late. This stringency is important to protect the integrity of final exams; a student who takes it early could pass on information to other students, and one who takes it late could likewise receive unfair hints from classmates who have already taken it.

As you can see, it is important for you to be able to figure out when your finals will be. To find the Final Exam Schedule click here:https:// old.dixie.edu/reg/?page=schedule&page=schedule

192 READING THE FINAL EXAM SCHEDULE 1. Look for the day(s) that your class is taught 3. Go across under “Exam Day” to see what — is it Monday, Wednesday, and Friday date the exam will be held. Then continue (MWF), Tuesday and Thursday (Tues/ across to “Exam Time” to see when the exam Thurs), or some other combination? Find the will be held. rows that have this heading. 4. This schedule does not cover all possible 2. Look under “Class time” in each of these class times. If you can’t find your class time rows for the time your class meets. For here, check your syllabus or ask the profes- daytime classes, look at the first table; for sor when the final will be held. evening classes, look at the bottom table.

For example, if you have a class on Tuesdays and Thursdays at 1 p.m. then your final exam will be Tuesday, Dec 16 from 1 to 3 p.m.

The final exam schedule does not give locations. list of when your finals will be held. Check this Nearly all of your final exams will be held in information against your syllabus and make the classroom in which you took the course — a sure they match — ask your professor about any professor has to get special permission to give discrepancies. Then make a plan for when you will a final exam in the Testing Center. Check your study for each of your finals. Write the final exam syllabus or ask your professor to make sure. time for each course on your calendar and double check it for accuracy. Missing a final exam because Notice that the final exam schedule has been you wrote down the wrong time is a little mistake designed to ensure that you can’t have two that can cost you big (and give you nightmares for different finals at the same time (because you can’t the rest of your life). take two classes that are held at the same time). Also, finals for a course are held on one of the days Final exams are a chance for you to show how of the week that the class is held. Finally, course much you’ve learned during the semester. Don’t times are staggered throughout the week, so that if slack off when you are so close to the end— you have a class at 9 a.m., 10 a.m., and 11 a.m., the finish strong, and you’ll enjoy your vacation finals will not be on the same days. even more, knowing you did your best right up to the finish line! Before the end of the semester, you should take a look at the Final Exam Schedule and make a 193 MY FINAL EXAM SCHEDULE Fill in your classes below. Then look in the Final Exam schedule and write down the date and time for each final exam. Check your syllabus to make sure it matches. There is an example printed on the first line for you to follow.

SPECIAL FINAL EXAM SAME AS CLASS DAY TIME CLASS? DAY AND TIME SYLLABUS? ASC 1001 Mon, Wed 12:00 no Mon, Dec 19, 12:00–2:00pm yes

FINDING THE FINAL EXAM SCHEDULE To find the Final Exam Schedule: 1. Go to the Dixie State University homepage ( dixie.edu). 2. Click on [Class Schedules] in the menu at the left. 3. Choose the semester you want (for example, “Fall 2015”). 4. Scroll down until you see the heading “Final Exam Schedule.”

Transfer Your Exam Schedule to the Weekly Schedule on the Next Page * MY EXAM WEEK SCHEDULE Fill in your schedule with all your final exam times. Keep this page handy and use it to schedule study time and to make sure you get to all of your finals.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

6 a.m.

7 a.m.

8 a.m.

9 a.m.

10 a.m.

11 a.m.

12 p.m.

1 p.m.

2 p.m.

3 p.m.

4 p.m.

5 p.m.

6 p.m.

7 p.m.

8 p.m.

9 p.m.

10 p.m.

195 ~Section Notes ~ ~Section Notes ~

FULFILLING THE GENERAL EDUCATION REQUIREMENTS

WHAT IS GENERAL EDUCATION? WHY IS A GENERAL General Education is the foundation of a college degree. This is what EDUCATION USEFUL a college or university has declared that all of its graduates will know. TO ME? A college degree denotes a level of learning about all subjects, not just Knowledge in a variety of fields a specific subject or vocational training. It is required by state of Utah offers you increased confidence, and accrediting institutions — and it is something the university truly abilities, and career flexibility. It believes in. removes limitations of a single WHY DOES A COLLEGE DEGREE REQUIRE area of study, increases your COURSES OUTSIDE OF MY MAJOR? capacity for lifelong learning, and improves your quality of There are many good answers to this question. Here are some your life. Finally, it helps you create fellow students have come up with: a framework to interpret the • You learn to think in different ways world, events, ideas, and your • Your brain is exposed to all kinds of learning own life. • A variety of courses helps you see your options • You may discover new interests • General education classes will broaden your horizons • You will acquire knowledge in a variety of areas • You will gain a foundation for learning • Classes will enhance key intellectual and practical skills • You will be exposed to knowledge and methods of various disciplines

According to the American Association of Colleges and Universities, general education is “a philosophy of education that empowers individuals, liberates the mind from ignorance, and cultivates social responsibility ... [It is] shared by all students. It provides broad exposure to multiple disciplines and forms the basis for developing important intellectual and civic capacities.”

200 WHAT GE COURSES ARE REQUIRED? There are five areas of requirements for all students. 1. Institutional Requirement in Computer Literacy 2. General Education Core Requirements • English • Information Literacy • Mathematics • American Institutions 3. General Education Breadth & Depth Requirements • Life Sciences • Physical Sciences • Laboratory Science • Fine Arts • Literature / Humanities • Social and Behavioral Sciences • Exploration 4. General Education Global and Cultural Perspectives Requirement 5. Foreign Language Requirement (for Associate of Arts or Bachelor of Arts only)

HOW SHOULD I CHOOSE WHICH GE COURSES TO TAKE?

1. Check your major to see if: General education can be • A class required by your major also fills a GE requirement. EXAMPLE an incredibly rewarding BIOL 1610 is required for the biology major, and also fills the Life Science requirement. part of your college • Any specific GE courses are recommended for you major. experience. Most people EXAMPLE Education majors are advised to take PHYS 1360 (Principles who have attended of Physical Science) to fulfill the GE Physical Science requirement. college remember best • A specific GE course is a pre-requisite to any required courses. EXAMPLE the courses they took MATH 1050 fulfills the GE Math requirement and is a pre-requisite for MATH 2010, a required class in the Elementary outside their majors — Education major. the ones that enriched 2. If none of these apply: their lives and gave them • Take courses that personally interest you new eyes to look at the • Choose a class taught by a professor you’ve heard good things world. about • Take a class with a friend • Take a class at a time you have available • Take courses that are different from your major to expand your knowledge base

201 HOW DO I KNOW WHAT COURSE WILL FILL GE REQUIREMENTS? The classes that will fill each of the GE requirements are listed in the University Catalog. You can find it online as follows: 1. Go to the DSU homepage dixie.edu 2. Click on [University Catalog] at the bottom of the left-hand menu. 3. Click on [General Education Checklist] in the left hand column. 4. Click on the prefix and number for each course to see the course description, credit hours, prerequisites, and the semesters it is taught.

For your convenience, a checklist version of the current GE requirements with all of the courses that fill them is printed on the next page.

WHEN SHOULD I TAKE MY GE COURSES? UTAH COLLEGES THAT ACCEPT DSU LETTER OF GE COMPLETION Many students choose to take a lot of GE courses in their first few College of Eastern Utah (CEU) semesters. This can be a good idea if you want to transfer to another Salt Lake Community College (SLCC) college or university. However, it can create a heavy course load and Southern Utah University (SUU) may not leave room for enough exploration of courses that could lead to a major. There are benefits to spreading GE courses out over Snow College 4-6 semesters. However, it’s probably not a good idea to leave a core University of Utah (U of U) requirement until your last semester. Utah State University (USU) Utah Valley University (UVU) WILL MY GE CLASSES TRANSFER? Weber State University Most GE courses will transfer to public colleges and universities in Westminster College Utah as well as many outside of Utah. Make sure to check with the institution that you are planning to transfer to.

If you complete all of the GE requirements at DSU (minimum of 31 credits), you can get a Letter of GE Completion from Dixie State University that will fill all of the GE requirements at most Utah colleges (see list to right). Contact the Academic Advisement Center with questions or to apply for a letter.

An associate degree (AA or AS) will fulfill the GE requirements for nearly all other all colleges and universities. It differs from a Letter of GE Completion because it requires 60 credits instead of only 31 credits. If you complete an associate’s degree, you won’t need a Letter of GE Completion.

WHO CAN I ASK IF I HAVE A QUESTION? If you have a specific question about GE courses, contact the Academic Advisement Center or your program advisor. 203 204 REGISTERING FOR CLASSES

When you registered WHEN CAN I REGISTER FOR CLASSES? for your first semester Registration for each semester begins during the previous semester. of classes, you had help • Registration for Fall Semester begins in April. from advisors. It all • Registration for Spring Semester begins in November. happened in a blur, and • Registration for Summer Semester begins in March. now you have to do it on Students who have completed the most credits have first priority in your own. Here are some registering (credits you are currently taking don’t count). The closer helpful hints to assist you. you are to finishing your degree, the more priority you’ll have so that you can get into the classes that you need. You’ll appreciate this as you obtain more credits.

To find the actual dates when you can register: 1. Go to the Dixie State University homepage at dixie.edu. 2. Click on [Class Schedules]. 3. Click the semester you want (for example, Spring 2017). 4. Scroll down to the heading “Semester Schedule.” Registration dates are listed near the top.

For example, for Spring 2017: • Seniors (90 credits or more) can register starting Mon, Nov 14. • Juniors (60 credits or more) can register starting Tues, Nov 15. • Sophomores (30 credits or more) can register starting Wed, Nov 16. • Open registration (less than 30 credits) begins Thurs, Nov 17.

Notice that the head start given to sophomores, juniors, and seniors is only one day each. This isn’t much time, so it is important to give some thought to what you want to take before the day that you can register arrives.

Don’t wait until just before classes begin to register — the classes you want may be full or they may be closed because not enough students signed up for them.

205 HOW DO I REGISTER FOR CLASSES?

You can register for classes yourself by going online — use the instructions given below. Online registration continues until the first day of the second week of classes; after that you must fill out an ADD card, have it signed by your professor, and take it to the Registration Office.

If you need help deciding what classes to choose, make an appointment with a GE advisor in the Academic Advisement Center or with a program advisor in your major. If you need help with a specific registration problem, go to the Registration Office for assistance.

1. Go to the Dixie State University homepage at dixie.edu. 2. Click on [My Dixie] in the upper right-hand corner. 3. Enter your Dixie ID and Password. (If you don’t remember your Dixie ID or password, click on [Get Dixie ID] and/or [Forgot PIN?]) 4. Click on [Student]. 5. Click on [Registration]. 6. Click on [Look up classes to add]. 7. Select Spring 2015, then click on the [Submit] button. 8. Click on [I agree] to indicate that you are willing to pay tuition charges. 9. Select a subject, then click on the [Course Search] button. 10. Look for the course you want, then click on the [View Sections] button for that course. 11. IF THERE ARE SEATS AVAILABLE IN THE COURSE, you can click on the square to the left, then click the [Register] button to register for the course. IF THE COURSE HAS A CO-REQUISITE, you must add both classes and then click on the “register” button to register for the courses. IF THE COURSE IS FULL, a C for “closed” will appear under the “Select” heading. If this is a course you really want, you have the option to put yourself on the waitlist. See the instructions on the next page to do this. IF YOU HAVE A HOLD on your account, the open sections will say “SR.” Please see an advisor for help. You will not be able to register until you clear up the hold. 12. If you have registered for the class, a screen will appear saying that you are web registered. If it doesn’t, then there will be statement explaining why; for example, you don’t have the 206 prerequisites or a necessary test score, or there is a time conflict with a class you already have. The situation the message refers to must be resolved before you can to add the class. 13. To continue adding classes, click on the [New Search] button. Select the semester again, and repeat the steps above. Each time you add a course, it will show all of the courses that you are registered for. 14. When you are finished adding classes, print out your schedule by going back to the Registration menu (step 5) and selecting [Student Detail Schedule]. Under the FILE menu at the top of the browser, select PRINT. 15. When you are finished, exit the system. HOW DO I GET ON THE WAITLIST FOR A CLASS?

If a class is full and you want to try to get in, you will need to get on the waitlist for this class. When a space is available, you will get an e-mail message at your Dmail address notifying you, and you will have 24 hours in which to register for the course. You can do so by using the instructions above. If 24 hours passes, the open seat will be given to someone else, and you will have to get on the waitlist again to try to register. Don’t rely on forwarded messages — check your actual Dmail account every 12 hours if you are on a waitlist.

Waitlisting will continue through the first five days of classes; a lot of students rearrange their schedules then, so don’t give up until these five days are over. If you are on the waitlist, go to the first day of class and let the professor know that you are on the waitlist.

To get on the waitlist, go through the following steps. 1. Go through steps 1-10 above, and when you get to step 10, write down the CRN for the course and section you want to waitlist. 2. If the class is full but available to waitlist, click on the [Action Status] dropbox and select [waitlist]. Then click on the [Submit Changes] button. 3. The waitlisted class will show up on your schedule, but you are not actually registered for the class yet; you are only on the waitlist. You can review your schedule to show the number you are in line to get a seat by clicking on [Return to Menu] at the top, then on [Student Detail Schedule]. This is shown on the far right of the class. 4. Check your Dmail account every 12 hours for a message that a seat is available for you to register. If you receive this message, go through the steps above to add the class immediately. This system is automated and operates 24/7, so don’t forget to check on weekends and holidays.

207 HOW CAN I DROP A CLASS? If you change your mind and want to drop a class from your schedule, you can do so online up to the drop date (the end of the eighth week of classes). If you are sure you don’t want a class that you have registered for, drop it right away — it will open up your seat for someone else. If you forget to drop, you will end up with a failing grade in the class. Some professors will drop students for failing to attend class on the first day, but don’t count on it. Be proactive and drop the class online.

Please note that if you drop a class that is full, you will not be able to get back in by adding — your seat will be made available to the first person on the waitlist. In order to add the class again, you will have to get on the waitlist, where you will be at the end of the line. So be careful about dropping a class if it is full! 1. Go to the Dixie State University homepage at dixie.edu. 2. Click on [My Dixie] in the upper right-hand corner. 3. Enter your Dixie ID and PIN. (If you don’t remember your Dixie ID or PIN, click on [Get Dixie ID] and/or [Forgot PIN?].) 4. Click on [Student]. 5. Click on [Registration]. 6. Click on [Add/drop classes]. 7. Select the semester that you want (for example, Spring 2015) and click on the [Submit] button. 8. Click on [I agree] to indicate you are willing to pay tuition charges. 9. Your current schedule will be listed. Under each class there is a dropdown menu of actions. Choose [Drop] for the class that you want to drop. Then click on the [Submit Changes] button. 10. If you are trying to drop a class with a co-requisite, be aware that when you drop one of the classes, you will be automatically dropped from the co-requisite. For example, if you drop a CHEM 1115 lab in order to change to a different one, CHEM 1110 will also be dropped! If CHEM 1110 is full, you will not be able to add again. (More tears are shed at Registration over this issue than any other!) You must add the lab you want and drop the lab you don’t want on the same screen, then click [Submit Changes] to avoid this problem. Registration would be happy to help you make these kinds of changes.

208 BUILDING A GRADUATION PLAN

WHY MAKE A GRADUATION PLAN? Many students struggle with deciding what to take each semester. It is not uncommon for students to simply pick a few GE courses, a few fun courses, and maybe something that might lead to a major. Then, after several semesters, they drop out because they aren’t getting anywhere.

In order to make sure you’re getting somewhere, you need a graduation plan. This is a list of all of the courses you plan to take each semester in order to graduate. When you have this list, you are ready each semester to register for classes because you know what you need to take next. Your plan doesn’t have to be set in stone — you can rearrange it if you realize you’d like to take a different GE course or can’t get into a class you want. If you made the plan, you know where it is flexible and where it is not, and you won’t have to take an extra semester because you didn’t realize that one class has to be taken before another.

STEPS TO MAKING A GRADUATION PLAN:

1. Decide what degree to pursue. 2. Declare your major. 3. Choose which semesters you will attend school and how many credits you will take each semester. 4. Determine what courses you need to take. 5. Build your graduation plan. “If you don’t know 6. Check with an advisor. where you are going, any 1. DECIDE WHAT DEGREE TO PURSUE The first step in making a graduation plan is deciding what degree road will get you there.” you’d like to pursue. This is not an easy decision for many students. – Lewis Carroll For help with this decision, talk to the Academic Advisement Center, a program advisor, or the Career Center.

Even if you aren’t sure you know what degree you’d like to pursue, you can still make a graduation plan. This is a good way to investigate a degree and see if it feels right for you. If you change your mind later, 209 you can easily adjust and make a new plan because you know how to do it. If you are considering two different degrees, make a plan for both of them — this alone might help you decide which one to pursue, and it will show you how much wiggle room you have before you have to choose one or the other.

DSU DEGREES AND CERTIFICATES BACHELOR OF SCIENCE OR BACHELOR OF ARTS DEGREES Bachelor of Arts (BA) or Bachelor of Science (BS) degrees require at least 120 credits and typically take 4-5 years to complete. Degree completion programs require applicants to already have an associate’s degree. • Accounting (BS) • Art (BA/BS) choose one of the emphases below: 3-D / Sculpture / Ceramics Graphic Design Painting / Drawing Photography / Digital Imaging Art Education (BS only) • Biology (BS) • Biology, Secondary Education (BS) • Biology, Secondary Education w/ Integrated Science (BS) • Business Administration (BS) Accounting Emphasis (optional) Finance Emphasis (optional) Management Information Systems Emphasis (optional) • Communication (BS) choose one of the emphases below: Film Production Human Communication Mass Communication Organization & Leadership (Degree completion program) • Computer & Information Technology (BS) Computer Science Emphasis (optional) Information Technology Emphasis (optional) • Computer Science (BS) • Criminal Justice (BA/BS) choose one of the emphases below: Criminology Digital Forensics • Dental Hygiene (BS) (Degree completion program) • Elementary Education (BS) • English (BA/BS) choose one of the emphases below: Creative Writing English Education Literary Studies Professional & Technical Writing 210 • Finance (BS) • History (BA/BS) • Integrated Studies (BA/BS) choose TWO of the emphases below: Art (2 tracks) Management & Operations Biology Marketing Chemistry Mathematical Science Communication (4 tracks) Military Science Computer Science Music Criminal Justice Psychology Dance Recreation Management Earth Sciences Sociology English (2 tracks) Spanish History Theatre Information Technology Visual Technologies Management • Mathematics (BA/BS) • Mathematics Education (BA/BS) • Medical Laboratory Science (BS) (Degree completion program) • Music (BA/BS) • Music Education (BS) • Nursing (BSN) (Degree completion program) • Physical Science Composite Teaching (BS) • Psychology (BA/BS) • Social Sciences Composite Teaching (BA/BS) • Spanish (BA) • Theatre (BA/BS) Theatre Education Emphasis (optional)

MINORS Minors require 18-41 credits. They are areas of study separate from a bachelor’s degree. Minors are awarded concurrently with a bachelor’s degree; they cannot be earned independently. • Biology (27 credits) • Mathematics (24 credits) • Biology Education (27 credits) • Mathematics Education (27 credits) • Chemistry (23 credits) • Music (24 credits) • Chemistry Education (40-41 credits) • Professional & Technical Writing • Creative Writing (21 credits) (21 credits) • English Education (27 credits) • Sociology (18 credits) • General English (21 credits) • Spanish (18-19 credits) • History (21 credits)

PREREQUISITES FOR A PROFESSIONAL PROGRAM Many professional programs such as pharmacy school, dental school, medical school, and law school require a BS or BA degree in order to apply. Several bachelor’s degrees can fulfill these requirements; there is no such thing as a degree in pre-med. In addition to the requirements for the degree, it is important to fulfill the pre-requisites required for application to the professional school. For further information, look at the websites for the programs you want to apply to or talk to an advisor for these programs. 211 ASSOCIATE DEGREES Associates degrees require 60-100 credits and take 2-3 years to complete. An associate’s degree of general studies (AA or AS) is often a stepping stone to another degree at DSU or another college or university. Associate of Applied Science (AAS, ASB, ADN, APE) degrees are often geared toward a specific job. • General Studies (AA/AS) • Automotive Mechanics (AAS) • Business (AS-ASB) • Criminal Justice (AS) • Dental Hygiene (AAS) • Early Childhood Education (AA/AAS) • Emergency Medical Services (AAS) • General Marketing (AAS) • General Technology - Business Emphasis (AAS) • Medical Laboratory Science (AAS) • Medical Radiography (AAS) • Nursing (AAS-ADN) • Operations Management (AAS) • Physical Therapist Assistant (AAS) • Pre-Engineering (APE) • Respiratory Therapy (AAS)

CERTIFICATES Certificates vary widely in the number of credits they require. They are typically intended for a specific job or profession. • Automotive Mechanics (24 credits) • Computer Forensics (39 credits) • Digital Forensics Basics (9 credits) • eMarketing (18 credits) • Emergency Medical Technician (EMT) (9 credits) • Advanced Emergency Medical Technician (A-EMT) (8 credits) • General Marketing (32 credits) • Nurse Assistant (CNA) (4 credits) • Paramedic (55-62 credits) • Phlebotomy (4 credits) • Surgical Technology (47-49 credits) • Visual Technologies (30 credits)

A BACHELOR OF SCIENCE OR ARTS AT ANOTHER COLLEGE OR UNIVERSITY If you are interested in getting a bachelor’s degree in a subject not offered at DSU, you can finish one to two years here, then transfer to another college or university. All courses over 1000 level transfer to other public institutions within the state of Utah and usually to other colleges and universities as well. You should begin checking into what credits transfer and what the degree requirements are at colleges you might want to go to — see the Academic Advisement Center for assistance. It is a good idea to get a Letter of GE Completion (31 credits) if you plan to attend a public institution in the state of Utah or an associate’s degree (60 credits) for any college or university before leaving DSU so that you will not need to take extra GE courses after you transfer.

212 2. DECLARE YOUR MAJOR Once you’ve decided which degree you wish to pursue, you should declare your major officially with the university.

Some certificates and degrees allow you to declare this major yourself by requesting it online or speaking with an advisor. Other degrees require that you fulfill prerequisites, meet certain requirements, fill out a form with an advisor, or apply and be admitted to the program before declaring this major. For these majors, follow the steps below and you will be listed as a pre-major (for example, if you declare nursing as your major, you will be listed as a pre-nursing major). Then contact the advisor for this program. See the Academic Advisement section of this book for for a current list of advisors.

DEGREES THAT YOU MAY DEGREES THAT REQUIRE DEGREES THAT REQUIRE SELF-DECLARE: YOU TO MEET CERTAIN PREREQUISITES AND • Automotive Mechanics REQUIREMENTS AND FILL AN APPLICATION, AND OUT A FORM WITH AN ONLY ACCEPT A LIMITED • Biology ADVISOR: NUMBER OF STUDENTS: • Computer and Information • Accounting • Dental Hygiene Technology • Art • Elementary Education • Computer Science • Business • Medical Laboratory • Criminal Justice • Communication Science • English • Finance • Medical Radiography • Early Childhood Education • Integrated Studies • Nursing • General Marketing • Physical Therapy • History Assistant • Math • Respiratory Therapy • Music • Surgical Technology • Physical Science Composite Teaching • Pre-engineering • Psychology • Social Science Composite Teaching • Spanish • Theatre

To declare your major online: 1. Go to the DSU website at www.dixie.edu 2. In the menu across the top, click on [Current Students] 3. Under [Registration], click on [Registrar’s Office]. 4. Click on [Change Majors] at the left hand side, and fill out the form. 213 3. SEMESTERS AND CREDITS To make a graduation plan, you need to decide which semesters you plan to attend school and approximately how many credits you plan to take each semester. This will determine how long it will take you to graduate. It is recommended that students take 15 credits each semester (or 30 credits each year) in order to graduate in 4 years.

Most students take courses during fall and spring semesters. Summer terms can also be a good time to take care of a class or two, but only classes that many students want to take are usually offered in the summer. Summer courses are taught in about half as much time as fall and spring, so you should only try to take half as many credits during a summer term as you would during a fall or spring semester.

Some courses are also available during the block in fall and spring — this means they start later but finish at the same time as other courses. If you have to drop a class part way through the semester, adding a block class can help you keep on track for graduation.

Beware of the temptation to try to cram too many courses into each semester — remember that every line on your plan represents many hours of studying, taking exams, writing papers, reading textbooks, doing assignments, and so on. You should plan on two hours outside of class for every hour in class — for 15 credits, that’s 30 hours of studying every week!

It is also important to take into account how many hours you plan to be working. Repeated research has shown that if you go to school full time, you should not work more than 20 hours or your grades will suffer. Learning requires time! You can’t expect to do well if you are trying to cram a day’s worth of studying into the few hours you have after work.

4. REQUIRED COURSES To determine the required courses to earn a degree, see the University Catalog at the bottom of the left-hand menu on the DSU homepage. Use the following resources:

GENERAL EDUCATION CHECKLIST General Education (GE) requirements for BS, BA, AA, and AS degrees

DEGREE GRADUATION PLANS; OVERVIEW Required courses for each degree or certificate

DEGREE GRADUATION PLANS; GRADUATION PLANS Sample graduation plans

DEGREE GRADUATION PLANS; COURSE PREFIX AND NUMBER (i.e. ART 1010) Descriptions for each course

DEGREE WORKSHEETS Checklist version for each degree (no 214 course links) 5. BUILD YOUR GRADUATION PLAN To make your graduation plan, write out a list of the courses you will take in your major for each semester or term, keeping track of the total credit hours for each semester. Start with any credits you may already have, then list the courses you are taking this semester. Then start planning for the future by writing in the courses you will need to take for your major, GE, and personal interest. You can use a sample graduation plan from the University Catalog as a starting point.

Your plan will include a list like the following for each semester until you have everything you need to graduate.

Semester: Fall 2014 Course Title Credits Notes BIOL 1610 Principles of Biology I 4 prerequisite for other biology courses

BIOL 1614 Principles of Biology I Lab 1 lab for BIOL 1610

ENGL 2010 Intermediate Writing 3 fills English GE requirement

HIST 1700 American Civilization 3 fills American Institutions GE requirement

FIN 1750 Personal Finance 3 personal finance (seems like a good idea!)

DANC 1170 Social Dance 1 social dance–just for fun! Total Credits 15

As you make your plan, keep the following in mind: • Your plan will need some flexibility. The semesters when each course is taught can change from year to year. Also, a course that you wanted may be full or conflict with the time of another course. Make notes to yourself of which courses can be changed and which are important to take at a certain time. • If possible, try to space out your GE courses. Taking all courses in your major can be exhausting, especially at the end of your degree, when courses may be more difficult. If you can, try to take one class that sounds interesting or exciting each term. However, don’t leave any critical GE requirements until your last semester. • Note that not all courses are available in every semester or term. Upper division courses (those with numbers over 3000) are often taught only in fall semesters, only in spring semesters, or only in odd or even numbered years.

215 6. CHECK WITH AN ADVISOR Once you have a plan, it is a good idea to go over it with an advisor —otherwise you may waste time and money on courses you don’t need or have to take extra semesters because of an important detail that you missed. It is particularly important if you are planning to apply for a program or an AAS degree, as there are deadlines that you may not be aware of.

If you are planning on earning an associate’s degree or a certificate, check with an advisor in the Academic Advisement Center. If you are planning on pursuing a bachelor’s degree offered at DSU, there are program advisors for each major — check the Advisement Center website under [My Advisor] to get the name and contact information for the advisor in the area you are interested in or see pages 39-40 in this book. If you are planning to transfer to another institution and pursue a degree that isn’t offered at DSU, seek out a professor as well as an advisor in the Advisement Center in the area you want to study to discuss your plan with.

You should review your graduation plan each year.

CATALOG RIGHTS Students who maintain continuous enrollment at Dixie State Univer- sity have the right to apply for graduation under the general education and degree requirements listed in the catalog under which they first enrolled as a matriculated student. Continuous enrollment is defined as successful completion of at least one credit-bearing course each academic year. Catalog rights extend for four years for an associate’s degree and seven years for a bachelor’s degree from the date of matriculation into any DSU degree program.

A student may choose to forfeit catalog rights and apply for graduation under the requirements listed in the catalog for the semester in which they will graduate. A student must fulfill all requirements (graduation, degree, general education, and program) from one catalog. See Academic Policies and Procedures in the University Catalog for more information. MY GRADUATION PLAN

DEGREE: ______

Write down all of the classes you plan to take each semester in order to graduate. Include notes about the purpose of each course.

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TOTAL CREDITS 220 BECOMING A SUCCESSFUL STUDENT

Would you rather feel Throughout this book, you have learned different strategies for becoming a successful student — academically, socially, and even fear, discouragement, financially. Now it’s up to you to put it all together and make college disappointment, work for you. frustration, and Before you close the book, here’s a final chance to analyze your strengths failure or would and weaknesses and make a plan to improve. On the following pages you prefer hope, is a list of attitudes and behaviors — those of unsuccessful students on the left, and successful students on the right. Make on X on the line confidence, excitement, below each item, showing where you feel you are in this area. and success? Make As you look at these lists, can you identify some of your strengths? sure your attitudes and Can you see areas for improvement? behaviors will yield Change doesn’t usually happen overnight, but it can happen. Education these results! is a big chance for changing who you are for the better. When you graduate, you should find yourself not only more knowledgeable but also more responsible, more capable, more confident, and more wise. Best of luck!

221 UNSUCCESSFUL STUDENTS SUCCESSFUL STUDENTS

Not sure why they are in school; don’t have any Understand what they want to get out of their specific goals or plans education and have a plan to get it

Complain about GE courses and don’t attend class Take advantage of GE courses to expand their or do assignments because they seem boring intellectual skills and ways of looking at the world

Think of learning as a series of pointless hoops they View learning as a personal quest for knowledge are being made to jump through; think of education and understanding; think of education as worth as a waste of time their time

Register for classes without a plan, hoping that Take the initiative to find out about what courses eventually they will get a degree and find a career will get them started in a major and what careers are available in areas that interest them

Have only one idea of what to major in and what job Have a flexible educational plan of what to major in to get and no idea what to do if it doesn’t work out and what job to get, so that if the first one doesn’t work out, they have alternatives

Only go to campus when necessary, don’t spend Spend time on campus getting to know where time finding out where things are and feel a little lost things ares so that they feel like they belong there and left out

Avoid seeking help from campus resources because Know what resources are available on campus, of fear or lack of motivation and seek help when needed

Feel worried because they aren’t sure how to add Feel confident because they know how to add and and drop classes, change their majors, check campus drop classes, change their majors, check campus e-mail, use Canvas, etc. e-mail, use Canvas, etc.

Not sure what rights they have or what to do if they Know what their rights and responsibilities are have a problem because they’ve never read the under the Student Code and what to do if they Student Code have a problem

Don’t make time for any college activities Get involved in a variety of college activities 222 outside of class. outside of class UNSUCCESSFUL STUDENTS SUCCESSFUL STUDENTS

Too busy and stressed to make time to help Take opportunities to be of service to others anyone else

Stop attending class if they get discouraged or Seek help if they find themselves doing poorly fall behind; forget to drop the class and get a in a class; drop it in plenty of time if it becomes failing grade necessary

Don’t worry about final exams; show up late and Plan early for final exams, show up on time with write down whatever they can remember confidence that they are prepared

Try to handle college the same way they dealt with Make a successful transition to college by taking high school. responsibility for their own learning

Disregard common sense rules when it comes to Make responsible choices to help them staying safe on campus stay safe on campus

Take more classes than they can manage or work Balance classes, work and leisure when more hours than they have time for registering for classes

Constantly torn between various responsibilities; Establish personal priorities to help find a balance always feeling guilty for neglecting family, school, between family, school, work, etc. work, etc

Often have fun when they should be doing Get their work done first, then have fun; take short homework breaks from studying, then get back to work

Frequently skip class, show up late to class, or don’t Do their best to come to class on time, every time, come prepared having prepared for the class activities

Always complete assignments at the last minute and Exercise discipline in getting assignments often turn them in late or not at all done on time

223 UNSUCCESSFUL STUDENTS SUCCESSFUL STUDENTS

Never bother to plan ahead; always behind and Use good time management techniques frequently miss important deadlines to stay on top of classes while still having time for other activities

Fill up on junk food, stay up late every night, and Make an effort to stay healthy by getting enough don’t make time to exercise sleep, eating nutritious diets, getting enough exercise, and so on

Let stress make their college experiences miserable Accept some stress as part of college life but do and deal with stress in unhealthy ways things to reduce their stress in heathy ways

Don’t know where their money is going, are Manage their money wisely by keeping track of always running out of cash, and running up credit money spent, limiting credit card purchases, and card debts having at least a small reserve

Don’t get to know or study with anyone else in their Make efforts to get to know people in their classes classes or on campus and study with them

Let periods of discouragement lead to falling behind When they find themselves getting discouraged, do and dropping out something to help them find their motivation again

Can’t find their course syllabi and have papers for Keep their course syllabi handy and refer to them their classes spread all over their cars or apartments often; keep other papers for classes organized in folders or binders

Don’t know what their learning style is and get Know what their learning style is, and use frustrated when professors teach in a way that is techniques to take advantage of it; recognize when difficult for them to learn professors use techniques that will help students with other learning styles

Even though they are getting poor grades, keep When they get a poor grade, they take stock of doing the same things, hoping grades will get better what they are doing and make a change so that things will improve

224 UNSUCCESSFUL STUDENTS SUCCESSFUL STUDENTS

Think of their professors as task masters and their Think of their professors as coaches and fellow fellow students as competitors students as team members

Don’t worry about other people’s feelings, Treat everyone around them with respect including professors and other students and kindness, realizing that others’ feelings are as real as theirs

Expect the professor to answer all of their questions Approach the professor for help or too afraid to go to the professor for help after making a reasonable effort on their own, with peers, or a tutor

Frequently confront the professor to argue for Worry more about understanding the right answer more points on graded work than getting points back on graded work

Sit in the back of class and talk, daydream or listen Be alert and attentive in class; use good note-taking without taking notes during lectures techniques to help learn and study class material

Never crack their textbooks or skim them Keep up on assigned textbook reading for their briefly and get discouraged with how difficult courses and use techniques to make their reading or boring they are more effective

Hope to get good grades even though there’s not Understand that good learning requires time and enough time to study plan adequate time to study

Never learn anything unless it is required Learn more on their own about things that they think are interesting or useful

Think of what they are learning as only Look for the connection between what they are important in order to pass the next test learning and their everyday life or future career

Feel afraid and anxious when they don’t Enjoy the challenge of difficult material; understand something right away believe that with effort they can understand concepts that don’t make sense right away 224 225 UNSUCCESSFUL STUDENTS SUCCESSFUL STUDENTS

Study by cramming and forget everything they Use active study techniques to go beyond studied after the test is over memorization and have meaningful learning

Glance at their scores on graded papers, Carefully review graded papers, assignments, and assignments and tests, then throw them away tests, looking for what they missed and why

Get angry at professors or themselves for missed Think of missed points as a chance to see where points on assignments, exams, etc. they need to improve

Worry all the time about their grades, or don’t look Keep track of their grades but don’t obsess about it; at grades because they don’t want to know just do their best

Consider it OK to cheat a little if they really have to Value their integrity too much to consider cheating

Start writing papers the night before they are due Start on papers as soon as they are assigned, seek and end up turning in their first drafts help in revising, and turn in polished papers

Panic when problems outside of school get in the Realize that problems outside of school way of schoolwork and demand accommodations can happen, accept the consequences, and ask from the professor professors for accommodations as needed

Secretly haunted by fear of failure, have no idea Have confidence in their ability to succeed, believing what to do if problems arise that if problems arise, they will be able to solve them

Live in fear that someone will finally figure out how Enjoy the journey of education incompetent they are

Look back at the items in which your X is toward the left side. What goals can you set for the future semester to improve in these areas?

3. 226 4. ~Section Notes ~ ~Section Notes ~ ~Section Notes ~ IMPORTANT CONTACTS

In an Emergency, Call 911

DEPARTMENT PHONE LOCATION EMAIL/WEBSITE

Academic Advisement Center 652-7690 HCC 1ST floor [email protected]

Admissions Office 652-7777 HCC 1ST floor [email protected]

Athletics Office 652-7525 Burns Arena

Bookstore 652-7644 Gardner Center 2ND floor [email protected]

Career Center 652-7737 HCC 5TH floor [email protected]

Cashier’s Office 652-7605 HCC 1ST floor [email protected]

Dean of Students 652-7514 Gardner Center, 2ND floor www.dixie.edu/deanofstudents/

Disability Resource Center 652-7516 North Plaza, NE corner [email protected]

DSU Student Association 652-7517 Gardner Center, 2ND floor [email protected]

Financial Aid and Scholarships 652-7575 HCC 1ST floor [email protected]

Fitness Center 652-7989 Eccles Fitness Center [email protected]

Health and Wellness Center 652-7756 34 North 600 East [email protected]

International Students Center 652-7689 SAC (Old Gym) [email protected]

Intramural Sports 879-4263 SAC (Old Gym) [email protected]

IT Helpdesk 652-7951 HCC, SMITH, HAZY [email protected]

Library 634-7714 HCC 2ND-4TH floors [email protected]

Multicultural/Diversity Center 652-7753 SAC (Old Gym) [email protected]

Outdoor Recreation & Adventure Center 652-7986 SAC (Old Gym) south [email protected]

Registration 652-7708 HCC 1ST floor [email protected]

Resident Life 652-7570 Between Shiloh & Nisson [email protected]

Student Activities Center 652-4732 SAC (Old Gym)

Testing Center 652-7696 North Plaza, NE corner [email protected]

Tutoring Center 879-4731 HCC 4TH floor [email protected]

Writing Center 652-7629 HCC 4TH floor [email protected]