StudentLingo On-Demand Student Success Workshop
Time Management: Strategies For Success
Overview
The various aspects of college life place many demands on your time. Psychologists have studied time management practices extensively and have concluded that effective time management practices have a significant influence on college achievement. Consider that academic achievement takes time and you have to complete a large number of tasks in a short period of time. You may feel overwhelmed and stressed, thus leading you to consider how you might manage your time more effectively. This session will help you do just that: manage your time and behavior, so that you can achieve academically and still have some room for fun.
Objectives
Students will learn:
- Strategies to self-regulate learning
- The 8-8-8 Formula for effective time management
- To plan for both long and short-term goals
- How to follow a three-tier time management system for college students: creating a semester schedule, designing a weekly schedule, and making a daily schedule
- Tips for following through the time management plan
Who is the presenter?
Laurie L. Hazard holds an Ed.M. in Counseling and an Ed.D. in Curriculum and Teaching from Boston University. Laurie's experience with academic support began as a graduate student at Boston University and later as a reading and writing specialist in an innovative, team structured learning assistance program at Boston University. For two years, Laurie served as the Director of Academic Support Services at Becker College, a department which housed advising services for at-risk students, learning assistance programs, and tutoring services.
Laurie has been the Director of the Academic Center for Excellence and Writing Center at Bryant University for the last nine years. Laurie has been teaching and designing curricula for first-year experience and study skills courses for the last seventeen years. She has taught courses in college reading and study skills, liberal arts seminars, psychology, personality psychology, abnormal psychology, and social psychology. Her area of expertise is the personality traits and attitudes of college students that influence academic achievement and mediate the utilization of newly learned study strategies.
Laurie is a New England Peer Tutor Association Board member and has hosted their Annual Forum at her institution. She has presented at national conferences such as the First Year Experience and Students in Transition, the Conference on College Composition and the College Reading and Learning Association.
Laurie co-authored a text entitled Foundations for Learning designed for study skills and first-year experience courses. Laurie has done extensive work writing about and assessing the effectiveness of learning assistance programs and FYE courses. She has been a Guest Editorial Board member for the Learning Assistance Review. Publications by Laurie and her co-author include: Exploring the Evidence, Volume III: Reporting Outcomes of First-Year Seminars, a monograph published by the National Resource Center for The First-Year Experience and Students in Transition and "What Does It Mean to be 'College-Ready'?", an article which appears in Connection: The Journal of the New England Board of Higher Education.
Laurie, an award winning educator, was recently selected by the National Resource Center for The First-Year Experience and Students in Transition as a top ten Outstanding First-Year Student Advocate. In 2006, she also received the Learning Assistance Association of New England’s Outstanding Research and Publication Award.
