There are many educational success strategies, but each student may need to design a plan that works specifically for them. For example, students who are also parents of young children may need to design a success strategy that includes caring for children; students who work full-time may need an entirely different success strategy for their educational pursuits.

Generally, students should have a strategy for getting their coursework completed. This may include blocking out time in the calendar for coursework. Coursework includes readings, assignments, quizzes, and more. Some of this work may be done in small spurts, rather than a large block of time. For example, if the student rides a bus to work, they may use the time during that ride to read or study course material.

One important fact to consider is that many healthcare profession programs require a level of English comprehension and math skills. These courses may be required as prerequisites before students are admitted into certain education programs.

Setting goals is an important part of educational success. This may include goals for completing course work, or goals for reaching a particular grade. Any goal should be reasonable and achievable. Students set themselves up for failure if they set their goals far too high. A common type of goal setting is called SMART goals. This stands for specific, measurable, achievable, and time-sensitive. An example of a SMART goal would be if a student wants to finish an assignment by the end of day on Sunday. The goal is specific (get the paper done by Sunday), measurable (get the paper done by Sunday), achievable (the student should have the time to get the assignment completed by Sunday), and time-sensitive (get the paper done by Sunday). Setting goals that are not achievable causes students to lose momentum, or become discouraged in their studies.

Students with children in the home may engage the children in studying. For example, a teen may hold flash cards for the parent while the parent practices memorizing terms from their course. Students may also team up with classmates to go over materials or study for exams.

A good rule of thumb is for students to be realistic about what they can achieve. A student working full-time with young children at home may not have the ability to devote enough time to course work as a student who does not work and lives alone. Some students may face time constraints for their educational pursuit. For example, if a student is on a particular financial aid program that requires their degree or certificate be completed within one year, that student will need to devise a success strategy that takes the time constraint into focus.

Generally, students should expect to spend three hours per week for each credit in college courses. That means, a student taking 10 credits should plan on 30 hours per week for the course work. This includes in-class time, homework, and studying. Some students may need more than that while others may need less.

For students who have challenges in completing coursework, it is important to seek out solutions to those challenges. For example, if a student struggles with reading, ADHD, language proficiency, or anxiety, or has a need for any accessibility accommodations, the student needs to be familiar with the resources their college offers.

A few success tips that apply to all students include:

• Using the syllabus. Read through the syllabus thoroughly and ask questions of the instructor if there is anything that does not seem clear.
• Attend class. The material presented in class is designed to provide students with the information and skills needed to pass the course. Skipping classes robs the student of important information.
• Reach out to the instructor. Students who find themselves struggling with the material in their course need to reach out to their instructor early in the class. The instructor may have suggestions for the student on study skills, where to find resources that accompany the course materials, or referral to tutoring.
• Seek out needed resources. Students who need accessibility accommodations need to be proactive in seeking out those resources on campus. These accommodations may be in the form of extra time provided for quiz taking, a dedicated note-taker, or a particular desk or chair for the student to use while in class.

Study Skills

Study skills differ based on what the student is studying for. Students studying for exams may benefit from:

• Flashcards. These are very helpful in memorizing content. Flashcards are small cards or pieces of paper with a question on one side and the answer on the other. Students are able to check their knowledge using these cards. A study tip for flashcards is for the student to go through the cards and remove those they are able to answer. The student should then keep working with the cards until they are able to answer them all.
• Take notes in class. Reading through notes taken in class helps students in learning the material. For students who are unable to keep up with taking notes, instructors may allow for audio recording of lectures.
• Highlight material in the course resources. During lectures, the instructor may point out or focus on particular points from the text. This is a good indicator that the instructor intends to include this on an upcoming exam.
• Use recall. After reading material, look away from the text and think about what material was covered.
• Join a study group. This may take the form of just two students working together or several in a larger group. Study groups help students stay focused on the material and accountable to one another. Working within a study group is a great way for students to develop their ability to work in teams. Within study groups, it is common for each member to take on a topic or skill to master, then present the information to the other members of the group.
• There are several study apps that can be found online. Some are at no cost whereas others must be purchased.
• Take breaks. Set a timer and take breaks on a regular basis. Get up and move around, go for a walk, or get something to eat.

Students studying for performing skills may benefit from:

• Practicing the skill with classmates. In courses where instructors provide time for students to practice skills with one another, students should take advantage of that opportunity.
• Practice the skill with family or friends. For some skills, students may practice with their family or friends. This could include taking blood pressure or other vital signs, practicing professionalism, or positioning for medical exams.

Many instructors provide study guides and publisher materials, as well as explain the best way to utilize outside resources, such as websites, to accompany the course materials. Instructors may allow students to audio record lectures, which students may use later for study or assignment purposes.

Most college campuses have a Student Center, Writing Center and Tutoring Center (including math) available to students at no extra cost. In many cases, students may be linked up with a tutor who is also a student in that college. Writing Centers typically offer students a tutor for writing essays or papers. Students in math classes may find a math tutor at their college. Understanding the resources available is an important part of success in performing course work and succeeding in the course.

Time Management

Effective time management starts with creating a realistic schedule for course work. This may include blocking out time on the calendar for course work. Many students find using a calendar or planner to be effective. These tools help students to track when coursework is due or when a quiz will be taken.

Time management plans need to start from the first day of the course. This includes reading the syllabus and making plans for required reading, assignments, and quizzes. In some classes, there may be outside activities, such as interviewing a person working in the healthcare field. Time needs to be planned out for setting up interviews or meetings to ensure you are avoiding scheduling overlaps as well as including the time it takes to appropriately prepare for these kinds of experiences.

To ensure time is being used effectively, students need to learn how best to prioritize their time. If the student is taking two classes and one of them is less intensive than the other, the student will need to set aside more time for the more intensive course. Many students may be stressed by the course work and the need to learn new skills. Students should set rewards for themselves when particular tasks are accomplished. For example, once the student performs the scheduled amount of time for coursework, the student might reward themselves with something pleasant, such as watching a TV show, walking the dog, or having some ice cream.

For students looking to utilize a time management tool, there are a number of commercial products available. These tools come with a one-time price or a monthly user fee. There are also a number of apps students can use on their smartphone, tablet, or computer.

Note Taking

Note taking in courses may take on different forms, depending on the course and how the student learns. In courses where instructors provide PowerPoint presentations or other lecture notes, students might print those, bring them to class, and make notes or highlight material. For students who have difficulty writing, instructors may allow for laptop computers or tablets in the courses for electronic note taking.

Any time an instructor repeats material, or calls out material as “important,” students should make a note. When instructors provide examples, students should make a note. Instructors may show videos or other visual resources. Students should ask for links to those resources, when available, in order to view them as part of their study process.

It is important to listen and think about the material, rather than writing down everything the instructor says. Good note-taking skills include capturing ideas from the lecture that will resonate when studying the material at a later date.

There are professional note taking systems that students may research. One is the Cornell University note taking system.

For students who learn best by hearing information, instructors may allow for audio recording of lectures. With today’s technology, students might take a photo with their smartphone of anything the instructor writes or draws on the dry erase board.

For students who need accessibility accommodations, colleges typically provide a note taker through the Office of Disabilities on campus. In such a case, the college may provide a payment for another student in the course to share their written notes with the student who needs accessibility accommodations.

Reading

Most courses require some reading of materials. This may take the form of a textbook, or handouts from the instructor. Textbooks may be in the form of a physical book or an online textbook. For some courses, the book may be available as a free open educational resource (OER). Students should be sure to schedule time for reading material. Some material may be easier to digest than others. Students should read materials more than once, especially if the student is struggling with understanding the material. For students who need help with reading skills, courses are available to improve reading comprehension. This is also an area where students might reach out to a tutor.

Many college courses include textbook readings. Many students make highlights when they read materials. This helps with drawing the student back to the material they may need to focus on, or terms that need to be memorized. Another technique may include making margin notes. This is where the student makes notes in the margin of the material that highlights or summarizes the material.

For reading material that includes captions, figures, or tables, students need to be sure they understand these items. These visual cues are often a great resource to understanding some of the more technical aspects of the reading.

Many textbook chapters begin with a list of key terms and learning objectives. Students should be sure to fully understand each key term and be confident they’ve reached the learning objectives. Textbooks typically call out key terms in the chapter. Many textbooks also include a glossary where students may look up key terms. Textbooks may also include key concepts throughout the chapter, or scenarios that provide examples of the content.

Textbooks will commonly have end of chapter reviews. Students should be sure they are familiar with everything mentioned in the review. If end of chapter questions are included, students should be sure they are able to accurately answer all questions. Many college textbooks are accompanied by a student workbook. These workbooks may contain learning activities that help students with absorbing the material.

Textbook publishers today often include electronic resources for students. These may include videos, interactive scenarios, audio recordings, or even games and puzzles designed for students to learn the material.

Though instructors try to assign reading materials that are relevant and important, some readings may be technical in nature for students. It is important that students don’t read right before going to bed, or while in bed. If the material is very technical, students may doze off while reading. If this is the case, the student should be sure to read the material while wide awake and be even more attentive to taking notes or highlighting important materials.

Attributions

1. Figure 13.1: image released under the Pexels License
2. Figure 13.2: image released under the Pexels License
3. Figure 13.3: image released under the Pexels License
4. Figure 13.4: image released under the Pexels License
5. Figure 13.5: image by BenBalter is released under CC BY-NC-SA 2.0