This document provides information and advice about academic success at Webster University. It discusses the importance of attending and participating in class, taking good notes, reading textbooks effectively, developing strong study strategies like spacing out study times, getting to know professors, using the Academic Resource Center for tutoring and other supports, and meeting with advisors for guidance in course registration and academic planning.

1. Academic
Success
Webster 101

2. Which of the following
statements are true for you?
 I never miss class unless I am sick.
 I am sometimes late for class because I oversleep
or lose track of time.
 I often ask questions in class.
 If I miss class, I don’t worry about it. I just make sure
I read the book to get the information.
 I avoid eye contact with the instructor to ensure I
don’t get called on to answer a question.
 If no one asks questions or participates in
discussion, I think the class will be over quicker.

3. Classroom Savvy
 Attendance
 Preparation
 Participation
 Read or review
ahead
 Be on time
 Come prepared
 Ask questions
 Answer questions
 Sit near the front

4. Classroom Savvy
 Keep in mind:
 Webster has small class sizes. Your instructor
will know if you’re absent.
 Many instructors factor attendance and
punctuality into your class grade.
 Do more than just show up. If you actively
participate in discussions and ask questions,
your instructor will look upon you favorably,
and you’ll get more out of the class.

5. Critical Thinking Skills
 Ask good, probing
questions
 Answer those
questions, reason
them out
 Believe the results
of your reasoning
 DON’T: In the ear and
out the pen without
pausing in between;
sometimes good study
habits may only mean
you’re a good
stenographer
 DO: Think about the
main points of the
things you’re learning
in class; create your
own definitions; ask for
examples

6. Professors
 Get to know your professors! They’re people
too.
 Don’t be afraid to ask your professors for
help. They want you to be successful.
 Speak up in class—ask questions, pose
ideas, and be interested. Your professors
are passionate about the subjects they are
teaching.

7. Which of the following
statements are true for you?
 I can’t read my own handwriting.
 I try to write down everything the professor
says during lecture.
 I take notes, but never look at them again.
 I never really know what I should be writing
down.
 I prefer to just listen to the professor rather
than trying to listen and write at the same
time.
 My notes are useless for studying.

8. Organizing Notes
 These are some methods to help you take
organized notes:
 Topic headings and subheadings
 Examples
 Tables, charts, graphs, diagrams, time lines, and
labeled figures
 Names and dates
 Formulas, equations, step-by-step problem
solving
 Boxes and bubbles
 Visual cues

9. Organizing Notes
 Cornell Note-Taking Method
 Leave 2 ½ inch margin on left side of paper
 Write cues, prompts, or questions related to notes you
took
 Instant study guide
 Leave 4 inch margin at
bottom of each page
 After class or completion of
reading assignment, review
each page and summarize
it briefly
 Quick reference

10. Which of the following
statements are true for you?
 I never get anything out of reading textbooks;
they’re sooooo boring!
 I read my class reading assignments regularly
and before the next class.
 I have so much reading to do; all I have time
for is quickly skimming through the pages.
 I read for hours at a time but don’t remember
anything.
 I just look for words in bold and read the
sentences they’re in. That covers the
important stuff.

11. Reading
 When, Where, and How to Read
 Helpful Highlighting
 Think before you mark
 Take Advantage of the Features
 Use Review Questions
 Use Headings and Subheadings

12. Which of the following
statements are true for you?
 I have no specific strategies for studying; I
just wing it.
 I save all of my studying until the day or
two before the exam—that’s the only way
I’ll remember it.
 I find studying with others helpful.
 I begin studying many days before an
exam and feel well prepared by test time.
 I study by doing lots of memorizing.

13. A Test for You
 Write the words to the Star Spangled
Banner
OR
 Write the lyrics to your favorite song

14. Test Results
 Now check your work. Did you get the
lyrics mostly right? So, when did you study
for this test? You couldn’t have known it
was coming, so how was it you did so
well?

15. Test Results continued
 Of course, you already knew the answer.
But how did you come to know it? At
what point did you spend time studying
the lyrics to the national anthem or your
favorite song? If your answer is never,
think how cool that is! You learned
something significant and important,
without ever having to study. Wouldn’t
you like to do that with everything you
have to learn?

16. Learn to Study and Have It Not
Feel Like Studying
 It’s likely you learned those lyrics from
constant exposure. You can apply the
same principle to learning materials from
class. All it requires is a little time and your
willingness to do it.

17. Learn to Study and Have It Not
Feel Like Studying
 On 1st day of a new unit, read through the
notes you’ve taken
 Don’t memorize, don’t study, just
thoroughly read
 Next day of class, do same thing, starting
on 1st page of notes
 Continue after each class

18. Learn to Study and Have It Not
Feel Like Studying
 Here are additional tips for effective studying:
 Keep up with material
 Develop sense of control and reduce stress level
(which means not waiting until the night before
the test)
 Establish a source of motivation (i.e. your study
environment, a reward upon completion, etc.)
 Provide foundation for learning the info that is
presented later
 Practice active studying (techniques like
highlighting, flash cards, tables, charts, graphs,
etc.)
 Form a study group

19. How to Get an A (or almost an
A)
 Go to class regularly and on time
 Do all assigned homework
 Take notes
 Be in tune with your professor
 Take advantage of tutoring
 Organize
 Have a positive attitude

20. Webster’s Academic Resource
Center
 Spend some time on the Academic
Resource Center’s website so you can
familiarize yourself with their services:
http://www.webster.edu/academic-
resource-center/

21. Webster’s Academic Resource
Center’s Services
 The Writing Center: Qualified writing coaches will work with you at
any stage of the writing process, from ideas to final drafts.
 The Peer Tutoring Program: Staff and student tutors can clarify
concepts and reinforce skills learned in class.
 The Testing Center: Faculty may send and students may take
make-up tests to be proctored at the ARC. The Testing Center
also provides information about and administers examinations
including DANTES/DSST, CLEP, CBASE, Webster foreign language
placement (Spanish, French, German), and Webster course-
waiver exams for MBA students (accounting and economics).
 The Transitions Program: Students can take advantage of
individualized academic support through regular meetings with a
mentor and a variety of additional resources intended to help
each student perform to the best of his or her ability.

22. Webster’s Academic Resource
Center’s Services continued
 Disability Accommodations: Students with documented physical
and learning disabilities must register with the ARC assistant
director/ADA coordinator in order to arrange for academic
accommodations at Webster.
 Academic Counseling: With a counselor's assistance, students will
be guided through a process in which they will identify academic
challenges, set goals, and discuss strategies to achieve success.
We offer individual sessions for students who need to develop
better organizational and learning strategies as well as ongoing
counseling and mentoring services. We also have handouts
available with a variety of study and learning tips.
 Assistive Technology: Students and faculty can schedule sessions
to learn more about assistive technologies such as Dragon
Naturally Speaking, JAWS, Kurzweil 3000, Alternative-Format
Textbooks, and more.

23. Webster’s Academic Advising
 Beyond the major and general education requirements, all
elective coursework at Webster is chosen by the student to meet
individual educational goals; therefore, academic advising plays
a major role in the student's academic career at Webster and
provides degree-seeking students with individualized academic
program planning.
 On acceptance to the University, undergraduate students
normally schedule an appointment with the Academic Advising
Center to discuss their academic plans and to register for first
semester classes.
 Based on this initial advising session, the office assigns the student
to an academic advisor. This individual is usually a faculty
member or professional staff advisor within the student's intended
area of study. Students who have not yet chosen a field of study
are advised within the Academic Advising Center.

24. Webster’s Academic Advising
 Throughout their academic careers at Webster, students work
with their academic advisors to plan their choice of University
courses. The advisor helps the student choose coursework to
meet individual educational and career goals, informs students
about academic policies and procedures, and helps solve a
variety of academic problems.
 If you are a student that has been placed on Academic
Probation, you are expected to meet with an academic
counselor in the Academic Resource Center. More information
can be found at http://www.webster.edu/academic-resource-
center/academic_counseling/academic_probation.html
 Ultimately, however, it is the responsibility of each student to
keep apprised of current graduation requirements for his or her
particular degree program. Students may request a change of
advisor through the Academic Advising Center.

25. Spring 2016 Registration
 Freshmen can register for Spring 2016
classes on November 4.
 Prior to registration, you should plan out
your classes and meet with your
academic advisor.