Success Stories Single Pages Spring 2016

UCCESS toriesSSSUCCESS Program Advising
SUCCESS students can benefit from
multiple advisement resources. As an FDU
student, you may utilize the Advisement
Center on campus (Robison Hall), the
faculty in your “major” department, and the
SUCCESS Program office. Day and/or
evening appointments.
Other advisement professionals
including Career Management
staff are also available.
An appointment with Dr. Denise Hart,
Director of Adult Education,
can be made by calling
201-692-7153, 6508 or
E-mail: hart@fdu.edu
SUCCESSInside
2-3 Curriculum Corner
5 A SUCCESSful Portfolio Assessment
6-7 FYI
4-19 Successful Reflections
14 SUCCESS Program Highlights
ABOUT THIS NEWSLETTER
SUCCESS stories is a publication of the Office of Adult Education and
for SUCCESS Program students who are undergraduate adult learners
seeking a baccalaureate degree.
Your contributions, comments and recommendations about issues,
policies and procedures which affect the adult learner are important to us.
Submit your typed/word processed recommendations/ideas directly to
Dr. Denise Hart, Director, Adult Education, SUCCESS Program,
Fairleigh Dickinson University, 1000 River Road, H-DH1-02,
Teaneck, New Jersey 07666.
VOLUME 24, ISSUE 32 ACADEMIC SUPPORT SERVICES FOR ADULT LEARNERS MARCH 2016
The Secret Weapon That Will Make You and Your
Business Stand Out in the War of Ideas
Posted by Carolyn Kilmer on February 8, 2016 in Book News, Entrepreneur.com.
ASilicon Valley venture capital investor turned to me during a
recent lunch and said, “I’ve seen more than 2,000 pitches, and
I can only remember about 10 of them.”
“What made the 10 stand out?” I asked.
“They all told a personal story.”
Professional investors agree: ideas that catch on are wrapped in
story. “Show me an MBA and your sales numbers, that’s fine. But
tell me a great story about how you got started and your vision, and
we’ll talk.” says Shark Tank’s Barbara Corcoran.
Although stories inform, illuminate and inspire, very few en-
trepreneurs and business professionals are aware of the power of
story to persuade. But it gives those who do master the art of story-
telling a significant competitive advantage. In today’s increasingly
automated world where robots are replacing humans in nearly ev-
ery task, storytelling is the one skill that will keep you relevant and
successful through your career.
“Storytelling is the most underrated skill,” says Ben Horowitz,
general partner with venture capital firm Andreessen Horowitz.
“The company story is the company strategy. If don’t have a clearly
articulated story, you don’t have a clear and well thought-out strat-
egy. The story must explain at a fundamental level why you exist.”
While conducting the research for my new book, The Storyteller’s
Continued on page 7

2 SUCCESS Stories
Curriculum Corner
SUCCESS Program Courses, Fall 2016
Note: All Fall 2016 courses listed below are offered at the Metropolitan campus.
UNIV 2001.54 Cross Cultural Perspectives (3) TH 5:30-8:00 pm
UNIV 2002.53 Global Issues (3) T 5:30-8:00 pm
BIOL 1060.51 Genetics & Society Lecture (3) TH 5:30-7:10 pm
BIOL 1061.51 Genetics & Society Lab TH 7:20 – 9:00 pm
Recommended for Success Students
BIOL 1105.21 The Human Environment (3) T 8:00-9:40 am
BIOL 1115.21 Lab W 8-9:40 am
BIOL 1105.52 The Human Environment (3) W 5:30-7:10 pm
BIOL 1115.52 Lab W 7:20-9:00 pm
BIOL 1105.53 The Human Environment (3) M 5:30-7:10 pm
BIOL 1115.53 Lab M 7:20-9:00 pm
BIOL1106.51 Over the Counter Drugs (3) W 5:30-7:10 pm
BIOL1116.51 Lab W 7:20-9:00 pm
BIOL1106.52 Over the Counter Drugs (3) M 5:30-7:10 pm
BIOL1116.52 Lab M 7:20-9:00 pm
CHEM 1118.51 Forensic Science (3) M 5:30-7:10 pm
CHEM 1119.51 Lab M 7:30-9:00 pm
CHEM 1119.21 Lab (3) M 3:30-5:10 pm
CHEM 1119.22 Lab (3) M 1-2:40 pm
ENVR 1101.21 Physical Geology (3) M 11:50 am-1:30 pm
ENVR 1102.21 Lab M 10:00 am-11:40 am
PSYC 2204.51 Child Development (3) T 5:30-8:00 pm
PSYC 3317.51 Psychology and the Law (3) W 5:30-8:00 pm
PSYC 3330.51 Health Psychology (3) TH 5:30-8:00 pm
PSYC 4431.21 SS: Behavioral Psychology (3) MW 10-11:15 am
CREDITS
Editor in Chief Dr. Denise Hart Graphic Designer Craig M. Cannon Contributors Mark Budig, C.M.,
Dr. Denise Hart, Evangelina Ocasio, Robyn Pearce, and Julia Wagner

Spring/Summer 3
Curriculum Corner
Curriculum Corner
Continued from page 2
BUSI 3620.E1B Human Resource Systems (3) Peiffer T 5:30-9:30 pm
RESTRICTED to Success Students
Note: Success Students, Dept. Chair Approval Restr: Open to students in Individual Studies,
Liberal Arts, or Hotel Rest, Cannot register online. Please see the department chairperson,
Students cannot register for this course online.
Class meets August 30-October 11, 2016 inclusive.
ENVR 1104.E1B Principles of Physical Geography (3) Konsevick M 5:30-9:30 pm
Class meets August 29, September 12-October 17, 2016 inclusive.
HIST 2105.E1B Crime in History (3) Dodd M 5:30-9:30 pm
Class meets October 24-December 12, 2016 inclusive.
HIST 3308.E1B Native American History (3) Mulligan M 5:30-9:30 pm
Class meets October 25-December 13, 2016 inclusive.
INTER 4438.E1B Ethics & Public Affairs (3) Markowski W 5:30-9:30 pm
RESTRICTED to Success Students Kane
Class meets August 31-October 12, 2016 inclusive.
MATH 1131.E2B College Math I (3) J. Colagreco TH 5:30-9:30 pm
Class Meets September 1-October 13, 2016 inclusive.
HUMN 3002.EIB Table Talk: Literature of Food (3) J. Colagreco TH 5:30-9:30 pm
Class meets October 20-November 17 & December 1-15, 2016 inclusive.
“Immense power is acquired by assuring yourself in your
secret reveries that you were born to control affairs.”
— Andrew Carnegie, Industrialist
Retrieved from ASCD Smartbrief.com, Thursday, 2/11/2016 10:47 AM

4 SUCCESS Stories
THE ROAD TO
CHALLENGE EXAMINATION
By Evangelina Ocasio
Preparing for the Challenge Exam was a complex but
manageable task. As an adult learner I had to jug-
gle multiple responsibilities, but this experience proved
to be a great exercise in perseverance, determination
and commitment. For me and for many other adult
learners, obtaining a college degree means far more
than academic achievement. It is also an opportunity
to build on our professional credentials, and the Chal-
lenge Exam allows us to bridge both worlds.
As a working adult and parent, I have learned that
time is a valuable commodity. Starting the preparation
process early was my first step in order to provide ade-
quate time for research and writing. Next I began look-
ing back at my work experience to identify key aspects
that were most relevant to the course objectives/learn-
ing outcomes. The guidance and support provided by
Dr. Denise Hart in the Office of Adult Education in this
regard were indispensable determining factors to my
success.
I then began reviewing my portfolio and résumé
to identify key examples that substantiated my experi-
ence. During the Challenge Exam, the examples served
as a powerful resource to help demonstrate mastery of
the skills and competencies that I was challenging. My
next step was anticipating what questions I would be
asked in order to prepare accordingly.
From the beginning I wanted the look and feel of
the presentation and support materials to be a reflec-
tion of my professional brand, therefore I created a
presentation theme that incorporated my learning and
which also followed FDU’s PLA format. Devoting time
to the organization and flow of the content narrative,
support documentation and letters with an appropriate
index made it easier to transition from one point to the
next.
Preparing for presentation day required rehearsal.
I remembered the saying practice makes perfect. Ul-
timately, familiarity with the content afforded me the
comfort level
Continued on page 7
SUCCESSful Reflections
“There are many kinds of success in life worth having.”
—Theodore Roosevelt, 26th US President
Dear Students, Faculty, and Staff:
The Metro Writing Studio is open for tutor-
ing services for the spring semester. Regu-
lar hours of operation are Monday thru Thurs-
day 10 am to 7 pm, Friday 10 am - 4 pm, and
Saturday 1 pm - 5 pm. For a full schedule of
events, check out the Metro Writing Studio on-
line at HTTP://UCOLL.FDU.EDU/METRO
eTutoring, which provides online tutor-
ing services within multiple disciplines is also
available. Undergraduates can access these ser-
vices by logging onto https://www.etutoring.
org/ and following the instructions posted.
The studio is staffed with professional writ-
ing tutors who are available to help students
with their writing needs, and our many workshops
are geared toward written assignments. We are look-
ing forward to seeing students, faculty, and staff in the
studio this spring!
*****************************************************
Julia Wagner
Senior Lecturer, School of the Humanities Director,
Metro Writing Studio
Fairleigh Dickinson University
1000 River Road, T-GL1-03
Teaneck, New Jersey 07666
201-692-2165
jawagner@fdu.edu

Credit for Prior Learning:
Are You a Good Candidate?
To find out, take the simple assessment below.
1. Do you have five or more years of experience in one field?
■ Yes ■ No
2. Do you have five or more years of experience in fields related
to your field that demonstrate a consistency of professional
purpose?
■ Yes ■ No
3. In your work, in your field have you been exposed to a broad
range of experiences?
■ Yes ■ No
4. Do you usually feel in control of your own successes and
failures?
■ Yes ■ No
5. Are you willing to assume new roles and responsibilities?
■ Yes ■ No
6. Do you keep abreast of changes in your profession by
reading recent publications and by enrolling in credit or
non-credit courses?
■ Yes ■ No
7. Do you formally and informally network with others in your
field?
■ Yes ■ No
8. Are you involved or been involved in volunteer activities
where you use your professional skills?
■ Yes ■ No
9. Do you want to consolidate your lifetime of learning
experiences by earning formal educational or professional
recognition?
■ Yes ■ No
How Did You Score?
15-18 Points, High probability of success. 10-14 points, Average
probability of success. 0-9 points Don’t give up the chance to reap the
rewards of your past. Contact an advisor who may notice skills and
experiences that you may not have considered, or check out resources
in the bookstore on obtaining college credit for life experience.
http://www.back2college.com/assesstool.htm
So you’ve decided to take advantage of FDU’s Portfo-
lio program? Congratulations! Smart move on your part.
Now don’t just sit there, do something now! Start plan-
ning and putting your portfolio together without delay—
graduation is closer than you think. With careful planning
and execution now, you can put together a quality portfolio
without being rushed or worse, accumulate too many other
credits and render your efforts for naught. Here are some
tips on how to build a quality portfolio while keeping sane
as you race against the clock.
First Things First
Begin with the easy stuff by getting the preliminar-
ies out of the way. After completing your first 6 credits at
FDU, sign up for and take a portfolio workshop, where
you will receive more comprehensive information than I
can provide within the confines of my little vignette. You
will receive guidance on submitting the forms and organiz-
ing your portfolio.
Next, make a trip over to the Records Office on your
“home” campus and get a student copy of your transcript.
You will need this to provide proof that you have complet-
ed six credits at FDU (but less than the maximum allowed
and still be able to submit your portfolio), as well as proof
that you also meet the minimum GPA requirements to be
eligible to submit a portfolio. A student (non-certified)
copy is free, by the way, and only takes a minute to obtain.
If you don’t already have a copy of the FDU Univer-
sity Undergraduate Studies Bulletin (the complete course
catalog not to be confused with the newsprint version of
the undergraduate and graduate course offering booklet
that comes out each semester as an enrollment aid), get
one now. You will need this to get an idea of what courses
are offered at FDU whose content you may have already
learned. You will also need the catalog to copy the course
description for each item in your portfolio for which you
are seeking course credit.
Lastly, get a copy of your FDU check sheet from your
academic advisor. Required as part of your portfolio, your
check sheet will tip you off on FDU-required basic courses
that you may able to satisfy by portfolio. And while
you’re there, discuss your plan to submit a portfolio and
obtain the forms you will need (application for portfolio
assessment and portfolio evaluation course request form).
This way, your advisor won’t be surprised when you ap-
proach him/her for their signature, nor will you be fum-
bling to fill out the forms on the spot when you do get your
advisor to sign-off on your portfolio application. By the
way, you’ll also get copies of the forms that you’ll need at
the Portfolio Workshop.
Been There, Done That
Now that you have run around and gathered every-
thing in the last section, catch your breath and open up the
FDU course catalog and start flipping through it to
Continued on page 16
A Recipe for “Successful”
Portfolio Assessment
Spring/Summer 5

or our nformation
IYF UNDERGRADUATE PROGRAM ADVISORS
METROPOLITAN CAMPUS
Inordertoplanyouracademicprogramandregisterforthecomingsemester,youmustvisityourAcademicAdvisor,
the Academic Advisement Center, located in Robison Hall, or call the appropriate school, as indicated below, to
schedule an appointment with a faculty advisor.
School/Department Advisor Only
PROGRAM SCHOOL/DEPARTMENT TELEPHONE
Medical Technology, School of Nursing & Allied Health 201-692-2888
Nursing, Allied Health Technology,
Clinical Lab Science &
Radiologic Technology & Physical Therapy
Electrical Engineering, School of Computer Sciences & Engineering 201-692-2260
Civil Engineering Technology
Construction Engineering Technology,
Electrical Engineering Technology,
Information Technology,
Mechanical Engineering Technology,
Computer Science & Mathematics
QUEST: Teacher School of Education 201-692-2853
Certification Program
Interdisciplinary Studies Petrocelli College 201-692-2741
Individualized Studies Petrocelli College 201-692-2746
Psychology (Juniors & Seniors only) School of Psychology 201-692-2300
School/Department Advisor PREFERRED
If you are unable to reach a Faculty Advisor in your school or department listed below,
please call the Academic Advisement Center at 201-692-2339.
Criminal Justice School of Criminal Justice, Political Science and International Studies 201-692-2465
Academic Advisement Center OR School / Department Advisor
Art, Fine Arts School of Art & Media Studies 201-692-2168/2801
Academic Advisement Center 201-692-2339
Communications School of Art & Media Studies 201-692-2263
English Language & School of English, Philosophy & Humanities 201 -692-2263
Literature Academic Advisement Center 201-692-2339
6 SUCCESS Stories

Required Mentoring in Academic Department
FOLLOWED BY Academic Advisement in
Academic Advisement Center
Hospitality & Tourism Management International School of Hospitality & 201-692-7271
Tourism Management
History, Economics, History: School of History, Political and
Political Science, International Studies
International Studies, Academic Advisement Center 201-692-2339
French & Spanish
Biochemistry, Biology, School of Natural Science
Chemistry, Marine Biology, Academic Advisement Center 201-692-2339
Science
Individualized Studies International School of Hospitality &
(Hotel concentration only) Tourism Management 201-692-7278
Academic Advisement Center ONLY
Accounting, Academic Advisement Center 201-692-2339
Business Administration,
Finance, Entrepreneurship,
Marketing & Undecided Business
Still Exploring Academic Advisement Center 201-692-2339
(Undecided Liberal Arts)
Humanities & Philosophy Academic Advisement Center 201-692-2339
Non-Degree Students Academic Advisement Center 201-692-2339
Psychology (Freshmen & Sophomores only) Academic Advisement Center 201-692-2339
or our nformation
IYF
Spring/Summer 7
ROAD TO EXAMINATION
to focus on my audience and maintain a good energy
level while presenting.
The experiential learning opportunities provided
me with a renewed sense of confidence as an adult and
as a professional. For years, I felt that the lack of a de-
gree was a hurdle stopping my career advancement but
the process of finding academic value in my work ex-
periences helped me understand the tremendous value
of skills acquired in the workplace.
Evangelina Ocasio, BAIS, February 2015
The Secret Weapon
Secret, I discovered that many of the world’s most suc-
cessful business leaders are master storytellers: Star-
bucks CEO Howard Schultz, Facebook COO Sheryl
Sandberg, Bill Gates, Richard Branson, Sara Blakely
and others. While their stories are very different, they
share three common communication habits.
1. Make stories at least 65 percent of your presenta-
tion. Human rights attorney Bryan Stevenson received
TED’s longest standing ovation. In his now famous TED
talk, Stevenson told three personal stories to reinforce
the theme of injustice in the prison system. Stevenson
spoke about his grandmother, meeting Rosa Parks and
an event that happened in a courtroom when he was
particularly drained — an incident that gave him the
courage to go on.
“Narrative is hugely important in effective com-
munication,” Stevenson told me. He should know. Ste-
venson argues and wins cases before the U.S. Supreme
Court. Stevenson believes story is the secret to winning
hearts and minds.
2. Introduce heroes and villains.
Tesla CEO and space visionary Elon Musk relies on the
components of story to pitch products, notably heroes
and villains. When Musk introduced the Tesla Power-
wall, a home battery to generate energy from sunlight,
he launched the presentation in the form of a problem
(villain) and solution (hero).
“This is how it is today,” Musk began as he showed
Continued on page 8

8 SUCCESS Stories
The Secret Weapon
a photo of a power plant spewing pollution into the air.
“It’s pretty bad. It sucks. This is real. This is actually how
most power is generated, with fossil fuels.”
Musk continued: “The solution is in two parts. Part
one, the sun. We have this handy fusion reactor in the
sky called the sun. You don’t have to do anything. It just
works. It shows up every day and produces ridiculous
amounts of power.”
A technology blogger covering the event wrote,
“Dude’s selling a battery and still manages to be inspir-
ing.” Musk is inspiring because he understands the lan-
guage that’s hardwired in our DNA: story.
3. If you’ve faced hardship, share it.
Once you’ve introduced a villain, the hero of your story
must wage battle against the adversary. People don’t
want to hear about your solution or your success until
they know you understand their failures and struggles.
Great storytellers are relatable because they share their
tales of struggles, failures and hardships.
Starbucks CEO Howard Schultz often tells the sto-
ry of growing up in a Brooklyn housing project and
watching as his family struggled after his father was
injured on the job. They had no health insurance and
found it difficult to make ends meet. The story under-
pins Schultz’s initiatives such as offering health insur-
ance for all employees, including part-time workers.
Don’t pretend you’ve never had to struggle. Em-
brace your past and the experiences that define you.
There’s a war going on — a war of ideas. Selling
products, building companies and grabbing attention
are increasingly difficult in this hyper-competitive
global economy. Your story might very well be the se-
cret weapon that you need to stand out.
Author: Carmine Gallo Keynote Speaker, Bestselling Author, Commu-
nication Coach Carmine Gallo is a popular keynote speaker and interna-
tionally bestselling author. His new book, The Storyteller’s Secret: From
TED Speaker to Business Legends, Why Some Ideas Catch On And Oth-
ers Don’t, features famous TED speakers, business legends and success-
ful entrepreneurs who reveal why some ideas catch on and others don’t.
Gallo is also the author of The Wall Street Journal bestsellers Talk Like
TED and The Presentation Secrets of Steve Jobs. For more information or
to sign up for Gallo’s newsletter, visit CarmineGallo.com
Retrieved February 24, 2016,
http://gallocommunications.com/category/entrepreneur-com-articles
Cool Apps for Health and Fitness to help
jump-start your New Year!
MyFitnessPal
Who it’s for: Weight watchers looking for an all-in-one
diet, fitness, and calorie tracker
iOS: Free
Android: Free
Syncing with over 50 different activity-tracking
wearables and apps, Myfitnesspal makes it super easy
to keep close tabs on your daily intake and exertion,
helping you reach your health goals
7 Minute Workout
Who it’s for: Aspiring fit-freaks who’d prefer the least
pain for the most gain
iOS: Free
Android: Free
This popular app shows you how to squeeze in a
highly effective seven-minute sweat-fest using only
your own bodyweight and a selection of routines.
C25K
Who it’s for: First timers who want to start running
iOS: Free
Android: Free
Designed to get first-time runners ready for a 5K in
under two months, C25K helps get you into a three-a-
week workout routine so that you’re in the sort of shape
you need to be to crush any 3.1-mile course.
Calm
Who it’s for: Anyone desperately in need of some
peace, quiet, and relaxation
iOS: Free
Android: Free
Whenever you’re feeling swamped and stressed,
click on the Calm app, a simple mindfulness medi-
tation app providing quick meditative session (last-
ing anywhere from two to 20 minutes) complete with
soothing sounds, guided relaxation, and peaceful ani-
mated imagery.
Retrieved from info@riverfrontnutrition.com, 2/15/16.
With Permission.

Reference Guide for Online Studies
and Information
Welcome to online learning! This guide explains
how to access your course, email, and student
records at FDU. Important contacts are listed on the
last page.
WebCampus: You will use FDU’s WebCampus to
participate in your online or blended course through-
out the semester to access course material, receive and
submit assignments, and engage in exchanges with
classmates and your instructor. WebCampus uses
Blackboard 9.0 software.
Accessing Your Course:
In order to access your course, you must have an
FDU WebMail account. You can apply for an FDU
WebMail account online at http://webmail.fdu.edu
(see instructions below). A few days after you have cre-
ated your WebMail account, you will be able to log in
to our WebCampus.
1. Point your browser to http://webcampus.fdu.edu.
2. Enter your FDU WebMail username (e.g. name@
student.fdu.edu) and your FDU WebMail password in
their respective boxes and click Login.
3. All of the courses for which you are registered will
be listed in the box titled My Courses on the right side
of the window. Click on the appropriate course link to
access course contents.
Course Information & Course Material:
• You can access the course syllabus, text book infor-
mation, readings, assignments, links and requirements
by clicking on the buttons or text links (such as Course
Information, Course Documents, etc.) located on the
left panel. Be sure to check the Announcements sec-
tion, shown on the very first page each time you enter
a course, for recent and important information from
your instructor.
• You can access the Blackboard Student Manual from
within your course by clicking on Tools (located on the
left panel of the screen) and selecting User Manual.
Please note: Course content may not be available until classes of-
ficially begin.
Ordering Book(s):
Obtain the required text information listed by
your instructor in your WebCampus course. You can
purchase traditional and e-books from the FDU Met-
ropolitan Campus Bookstore via phone at: 201-692-
2093 and 201-836-7818; or by using their online op-
tion. Books can also be purchased from other online
vendors or directly from the publisher. Book rental is
another option available from many sources.
To order through the FDU online bookstore:
• Go to FDU bookstore directly at: http://www.fdu.
bkstr.com
• Click on the Textbooks and Course Materials but-
ton; then
• Select Your Program: Metropolitan Campus
•SelecttheappropriateTerm,Department (e.g. ENGL),
Course (e.g. 1112) and Section (e.g. E2D).
• Click Submit. The book(s) for the course will be list-
ed; choose the one(s) you wish to purchase.
WebMail: WebMail is the official email used by FDU
faculty, staff and students. All students taking an on-
line class are required to create a WebMail account.
WebMail user login is also required to access other
helpful resources such as the University Library data-
bases.
Creating your WebMail account:
• Open a Web browser and navigate to WebMail:
https://webmail.fdu.edu.
• Follow the instructions under “Create New Account.”
• Please note the following:
• Online students should select Metro Campus
(Teaneck/Hackensack).
• Be sure to use a four-digit birth year.
• Do not use hyphens when entering your Social
Security number.
• E-mail can be addressed to either your PRIMARY
Spring/Summer 9

10 SUCCESS Stories
Useful Links
Here are some useful online resources to help you
with your writing.
Fairleigh Dickinson University:
Writing Program Guide for Students
http://view.fdu.edu/default.aspx?id=7678
Purdue Writing Online:
http://owl.english.purdue.edu/
APA style guide:
http://owl.english.purdue.edu/owl/resource/560/01/
APA Online Tutorial:
http://writing.wisc.edu/podcasts/index.html
MLA style guide:
http://owl.english.purdue.edu/owl/resource/557/01/
American Heritage Dictionary:
http://www.bartleby.com/61/
Resources for Writers:
http://writingcenters.org/resources/resources-for-writers
Grammar:
http://web.mit.edu/writing/Resources/Writers/gram-
mar.html
http://www.dianahacker.com/resdoc/ research and
documentation help. Learn not only how to find sourc-
es in the humanities, social sciences, history, and the
sciences but also how to document them accurately
(includes MLA, APA, Chicago, and CSE formats).
Source: http://view.fdu.edu/default.aspx?id=6617
Retrieved 3/6/14
©MarkParisi/offthemark.com
Study Tips For Students (of all ages!)
Robyn Pearce
1. Write down your goals When you write down your goals it becomes
easier to know where your priorities lie. You can then, with greater ease,
stay focused when seductive time stealers such as TV, friends or a sunny
day try to lure you away.
What marks do you want? What do you wish to achieve with the
qualification you’re striving for? Stay focused on the benefits and payoff,
and your hours of concentration will feel purposeful.
2. Chunk out your study time, and work a plan When you look at the
whole project it often feels too big, too overwhelming. Instead, break it
into small pieces and you can easily get a grip on just how much work you
need to invest each day.
Ask yourself: ‘When is the assignment or exam due? How many
weeks have I got?’
Work backwards from the final date, cutting some slack for days off,
or times when you’re too busy to work. Also leave a realistic chunk of time
for review or editing (if it’s an assignment) at the end. If you start early
enough, you’ll be delighted how surprisingly little time is needed per day.
In one quick stroke your thinking changes from ‘This is too much’ to ‘I
can do this!’
3. Use a mind map to gather the parts My second book, ‘About Time –
120 Tips for Those with No Time’ was written in three weeks. I’d been out
of the country for a month prior, we were packing to move home to New
Zealand from Sydney at the end of that month, the Olympics were on
(and I attended some events), I had lots of work, mates to say goodbye to,
a house to pack up, and more. As well, nearly 40,000 words rolled off my
flying fingers with ease, because of a one-page mind map (and a deadline
with major benefits to me if I reached it).
Before a single word went into the computer, I chunked out the key
parts of the book – decided on twelve sections, and ten tips in each sec-
tion. Then, reviewing all my material, I brainstormed what each tip would
be, noting a few reminder words for each on the mind map.
Working backwards from the deadline, and allocating an extra week
for review and editing, it was easy to see that I needed to write nearly
six tips per day. If I missed one day due to other commitments, that just
meant I had to write twelve the next day (which didn’t seem such an at-
tractive option!).
If you’re writing an assignment, your target might be a set number of
words that you must reach before you get up from your computer. Or for
study, it could be a section in a book, or a section of notes to review.
4. Use prompts to keep you on track I’m quite visual, so I also ruled up a
chart showing 120 little squares, and the goal date for completion. Each
day I ticked off the number I’d done. Something so simple is amazingly
motivating, especially if you like to ‘see’ progress.
If you’re triggered by sound, you could ring a bell each time you
reach a milestone.
If you’re tactile, you may have a dish on your desk or in your room
with as many marbles or pretty pebbles as there are components in your
task. Each day, as you complete your allocation, transfer the correspond-
ing number of marbles into another dish.
5. Find a quiet space where you won’t be distracted – Not in front of the
TV! Music of your choice is fine, but TV is too distracting. I find music
with no words works better when I’m concentrating.
6. Do the big job first When I was writing that book, the six tips were the
first task of the day, (before I looked at the emails or did anything else) un-
less it was a day when I had to be out of the house early. (I’m a very early
riser – it’s the best part of the day for me, an incredibly creative time.)
Once the allocation was met, pressure was off. Everything else seemed
easy by comparison. You’ll find yourself energized and feeling invincible
– and the sense of achievement carries through to everything else you do
for the day.
Many folk try and get the little things handled before they start on
their big tasks. The outcome? The important tasks pile up, and they get
Continued on Page 13

Reference Guide for Online Students
E-MAIL ADDRESS (e.g. albert_einstein@student
fdu.edu) or your LOGIN NAME (e.g. einstein
student.fdu.edu).
• If you are having trouble being validated, please
contact FDU’s technical support. (973-443-8822).
For a complete WebMail Help Guide, go to: http://
webdocs.fdu.edu/index.html
WebAdvisor: WebAdvisor is a Web interface that
allows you to access information contained in the ad-
ministrative database used by Fairleigh Dickinson Uni-
versity. Using WebAdvisor, you can access your student
records to view and print grade reports, transcripts,
and tuition statements. After registering for your first
course, a WebAdvisor user ID and password are usually
emailed to your WebMail account. NOTE: WebAdvisor
will not accept your WebMail login information.
If you do not remember (or did not receive) your
WebAdvisor user ID:
• Open a Web browser and navigate to
WebAdvisor: http://webadvisor.fdu.edu.
• Click on Account Information at the bottom of
the screen.
• Click on What’s my User ID?
• Enter your last name and either your Social
Security Number or Datatel (FDU, 7-digit)
ID Number.
• Your WebAdvisor User ID will be displayed on
the screen.
If you do not remember (or did not set up) your
WebAdvisor password:
• Open a Web browser and navigate to WebAdvi-
sor: http://webadvisor.fdu.edu.
• Click on Account Information at the bottom of the
screen.
• Click on What’s my password?
• Select the desired option:
• Show Password Hint: If you forgot your
previously set password and want to see your
reminder.
• Reset Password: If you want to change your
previously set password either for security
reasons or because you can’t remember it
despite the password hint. Your newly chosen
password will be emailed to your WebMail
account.
• Set Up Password: To set your password for the
first time. Your password will be emailed to
your WebMail account.
Getting Help:
• Office of Online Programs, Academic/Administra-
tive issues, including questions about the program, ad-
missions, course registration, academic advising, etc.:
Contact the Office of Online Programs at 201-692-
7357 or at online@fdu.edu.
• Account issues (including bill, payment or grade re-
port, etc): Contact Enrollment Services at 201-692-
2206.
• Course-related problems (course requirements, as-
signments and their due dates, course material, etc):
Contact your Course Instructor using email or phone
as provided in the WebCampus course under “Faculty
Information” or as given by the individual instructor.
• FDU Bookstore (Metro Campus) orders: 201-692-
2093 / 201-836-7818.
• Financial Aid questions (student loans, grants, etc):
Contact the Financial Aid Office at 201-692-2363.
FAQs: http://view.fdu.edu/default.aspx?id=402
• Veterans Services Office (e.g. GI Bill): Contact Act-
ing Director Jeffrey Dunn at 201-692-7085 or e-mail
him at veterans@fdu.edu.
• WebCampus, WebMail or WebAdvisor: Contact the
Fairleigh Dickinson University Technical Assistance
Center (FDUTAC) anytime at 973-443-8822 or at
fdutac@fdu.edu. For quickest service have your (7-dig-
it) FDU student ID number handy.
• WebAdvisor: Email webadvisoradmin@fdu.edu.
• Success Program/Office of Adult Education: Con-
tact Dr. Denise Hart at hart@fdu.edu or judyg@fdu.edu
or 201-692-7153.
Note: Some of these resources and others are found on FDU’s
homepage, www.fdu.edu. Click on “Web Shortcuts” drop-down
menu, select appropriate option.
Thanks to Joanna Steiner for this information!
Spring/Summer 11

12 SUCCESS Stories
FREE ONLINE TUTORING FOR UNDERGRADUATES
Fairleigh Dickinson’s Metropolitan and Vancouver campuses, the Community College
Partnership, and Petrocelli online learners have joined eTutoring.org to provide
undergraduates free, professional, online tutoring in writing and in other disciplines.
Students can log in anytime and anywhere! Undergraduates can create an account
using the instructions found in the left column to access three tutoring options:

1. The eWriting Lab where you can submit up to three drafts of the same paper to a
tutor, ask for specific feedback, and receive a tutor's written response within
forty‐eight hours.

2. Live Tutoring (or eChat) where you meet online with a tutor in a one‐on‐one, fully
interactive, virtual online session. The subjects currently available are:
 Math (from the developmental level through Calc II)
 Accounting
 Biology (including Anatomy & Physiology)
 Chemistry
 Information Literacy (and Research Methods)
 Statistics
3. Offline eQuestions where you can leave a specific question (such as how do I cite
a DVD as a source or can my thesis sentence be put in the second paragraph?) for
an eTutor and get an answer within forty‐eight hours.

If you have any questions or need assistance, please contact the Metro Writing
Studio at 201‐692‐2166 or stop by during tutoring hours.  Log‐in instructions are also
available at http://ucoll.fdu.edu/metro.
e-Tutoring.org
Getting Started:

1) Eligible undergraduates can go to
eTutoring.org and click on the red
“Login Now!” arrow.

2) A pop‐up box will open; click on
"Northeast Consortium" (because
we live in the northeast region).

3) A drop‐down box will open; scroll
down to find Fairleigh Dickinson
alphabetically on the list.  When you
click on FDU, our eTutoring home
page will come up.

Logging in:

4) Your user name is your seven‐digit,
FDU student ID number.

5) Your password is your  birth date in
eight digit format; for example, if
you were born on April 9, 1991, your
password would be 04091991.

6) The page will ask you (in red) to type
your student ID twice more to
confirm, and you will need to accept
the terms of the site by checking the
box and clicking the “Update Your
Profile” bar at the bottom.

If you need assistance logging‐in, call
or visit the graduate assistants in the
Metro Writing Studio.
Metro Writing Studio
2n d
Floor, Giovatto Library
1000 River Road
Teaneck, NJ 07666
Phone: 201-692-2166
http://ucoll.fdu.edu/metro

Spring/Summer 13
E. Johnson J. Adams J. Adams D. Maclean D. Maclean
10:00 - 2:00 10:00 -2:00 10:00 - 2:00 10:00 - 2:00 10:00 - 2:00

A. Wright E. Johnson
11:00-3:00 12:00-4:00
T-Gibson H. Kuttner J. Horna
12:00-4:00 12:00-4:00 H. Kuttner 12:00-4:00
12:00-4:00

XXXX Y. Shekhtman T. Gibson
2:00-7:00 2:00-7:00 2:00-6:00

B. Morris E. Johnson
3:00-7:00 3:00-7:00
xxxxxxxxx xxxxxxxxx xxxxxxxxx xxxxxxxxx xxxxxxxxx
xxxxxxxxx xxxxxxxxx xxxxxxxxx xxxxxxxxx xxxxxxxxx
Drop-in
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
6:30
7:00
7:30
xxxxxxxxx
xxxxxxxxx
xxxxxxxxx
xxxxxxxxx
xxxxxxxxx
A. Wright
1:00 - 5:00
xxxxxxxxx
xxxxxxxxx
xxxxxxxxx
xxxxxxxxx
xxxxxxxxx
xxxxxxxxx
xxxxxxxxx
xxxxxxxxx
xxxxxxxxx
xxxxxxxxx
xxxxxxxxx
xxxxxxxxx
xxxxxxxxx
xxxxxxxxxCall 201-692-2166 to schedule.
Our free tutoring is available to all FDU students, faculty, and staff on a drop-in basis.
No appointment needed. *No tutoring available on Saturdays.
Tutors assigned to specific hours subject to change.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SUNDAY
SPRING 2016 TUTORING SCHEDULE - METRO WRITING STUDIO
January 5, 2016
Giovatto Library/2nd Floor • http://ucoll.fdu.edu/metro
Study Tips For Students
Continued from Page 10
bogged down in minutiae and perfectionism. Instead, handle the things
that really matter first. You’ll be amazed at how the small activities fit in
and around the important activities. Do the study first, and then you’ve
got the rest of the day (or evening if you like to study after school or
work) to do everything else.
7. Develop a ‘Do it NOW’ attitude Instead of thinking about what you’d
like to do, get started. Create momentum, make the first move, and the
rest will follow.
Try the following quote on your bathroom wall: ‘If I do today what
others won’t, I’ll have tomorrow what others can’t.’ My kids quote it
back to me now – they lived with it for so many years that it’s become
their philosophy too.
8. Learn to say ‘no’ If you can politely say ‘no’ when asked to invest
time into activities that don’t match your goals, you consistently achieve
more. Listen to your intuition – it will guide you.
9. Do it better Always look for ways to shorten and improve your pro-
cess. Hold a permanent question in your mind: ‘how can I improve?’
The danger is that we fall into a comfort zone, and don’t want to change.
Welcome the opportunity to improve.
10. Eliminate clutter Messy desk, house, bedroom, office, garage, car
– it doesn’t matter what it is. When things are lying around your subcon-
scious mind has to work harder to ignore the ‘mind traffic’ distractions;
you become slower and less effective.
Do yourself a favour – clear up your work space before you start
(but don’t let that be a procrastination device!), and then keep it going –
put away as you go. The feeling of freedom is its own reward.
By Robyn Pearce
— NZ Herald
For 22 years author and speaker Robyn Pearce (known by her clients as the Time
Queen) has been sharing her experiences and knowledge about time management
and productivity with countless clients and readers around the world as a keynote
speaker, educator, coach and writer of 8 books and many hundreds of articles. She
often appears as a subject specialist on television and radio. Robyn learnt her sub-
ject the hard way. Through the years of raising six kids, single parenthood and then
a highly successful real estate career, time management was her biggest challenge.
The good news is – she won, and now helps others find more time.
Retrieved 10/6/15
https://www.gettingagrip.com/study-tips-for-students-of-all-ages/
Website: www.gettingagrip.com
Blog: www.bettertimemanagementhabits.com
Contact details:
robyn@gettingagrip.com
+ 64 (0) 275 846 348

14 SUCCESS Stories
SUCCESS Program Highlights
or Paramedic). Other profes-
sional program may likewise
yield college credit, e.g. Fairleigh
Dickinson University’s Paralegal
Program, Certified Financial Plan-
ning, etc., contact the office of
Continuing Education at 201-692-
7153.
Scores and/or transcripts for
standardized exams and ACE
credit are sent directly to the
Admissions Office (for new
students) or to the Records Office
(for continuing FDU students)
on the student’s home campus.
Corollary Recommendations for
law enforcement, CPR and EMT
credentials are forwarded through
the transfer evaluator, Petrocelli
College for Continuing Studies
Metropolitan Campus. Challenge
exam results are forwarded by
the FDU department/school to
the Records Office with a copy to
your advisor.
Consult with your academic ad-
visor/advising center for details of
approximating for your academic
plan and associated processes.
• Classes which satisfy general
education, core and major
requirements offered for adult
learners. (See Curriculum
Corner and WebAdvisor
for each Fall and Spring
semester)
• SUCCESS Stories
newsletter
Published twice per year.
• Enrollees may have certain
college courses waived*
:
• Freshman Seminar
• Physical Education
*
At the option of the student
in consultation with their
advisor. Based on the major,
the total number of credits
must be satisfied for the
baccalaureate degree.
In addition, to meet foreign
language requirements,
SUCCESS students may take
Literature in Translation
courses. (Lang Courses) or the
Elementary Languages I & II.
• SUCCESS Program
individualized advisement
In addition to “major”
advisors, the SUCCESS
Program welcomes you to
inquire about academic issues
and guidance. Call for an
appointment.
Dr. Denise Hart, Director,
Adult Education
201-692-7153, 6508
or via E-mail: hart@fdu.edu
• Adult Student Admissions
Information
Hear about the SUCCESS
Program and opportunities for
adult learners. Call Adult
Admissions for more
information:
201-692-2551.
• Portfolio Assessment of
experiential learning
(“life/work experience”)
equal to college-level
learning.
Students are encouraged to
consider developing portfolios
for experiential learning credit
evaluation. A maximum of 30
credits can be earned in this
way. This involves identifying
your experiential learning that
is equal to a course or courses
currently offered at FDU and
demonstrating by portfolio
that you have acquired the
knowledge, skills, & compe-
tencies normally learned
through an academic course.
Each semester, portfolio
workshops are offered on the
Metropolitan Campus to
explain the portfolio format
and process.
For information, call
201-692-7153.
• Other Credit Options
Adult students may also
explore the variety of credit
bearing options available to
them. These include FDU
challenge exams (where
available), CLEP, TECEP,
Excelsior College exams,
DSST’S, NYU Language
Proficiency Exams, ACE
College Credit Recommenda-
tion Service awards, FDU
expert evaluated Corollary
College Credit Recommenda-
tions for law enforcement,
CPR and EMT (Basic and/
SUCCESS Courses:
“Don’t wait
until conditions
are perfect
to begin.
Beginning
makes conditions
perfect.”
Alan Cohen,
writer and motivational speaker

Spring/Summer 15
Bliss, Elation, Achievement,
SUCCESS…
Bliss, elation, achievement, SUCCESS….these are
just some of the adjectives that describe my feelings
in September 2015, when I graduated from FDU. My
graduation would not have been achieved until some-
time in 2016 (or later), if it were not for the Experiential
Learning Program’s Portfolio Assessment that is avail-
able to FDU students. This is a particularly attractive
program to adult learners or non-traditional students,
as we typically have expertise derived through work,
certifications, life, or other means that provide an op-
portunity to translate those skills and experiences into
college credits.
By way of background, I was an Accounting major
at Florham-Madison campus many years ago and had
nearly three of my four years of university completed
when life interrupted school. I had to work full time to
help my family and, through hard work and having a
good academic foundation, my career in financial ser-
vices thrived, as I was most fortunate along the way to
have employers base their hiring decisions on my work
product and ethics, not strictly a degree. With this said,
years later, I was frustrated that I could not complete
my degree due to schedule limitations, which did not
fit with traditional classes, and, having moved out of
the area, the process would be elongated, as universi-
ties require upper level classes be taken through their
programs, thus I would have to duplicate courses al-
ready completed. Further, I had growing concern that
at some point the absence of a degree would prohibit
me from obtaining a desired job opportunity. In fact,
even though I was generally being recruited instead
of seeking out jobs, I always felt like I was holding my
breath through the process, as I was not sure the hiring
company would be comfortable that I did not have my
degree, especially as I advanced into more senior posi-
tions with increased responsibilities. It felt like a dark
cloud that followed me around, as all of my colleagues
had their Bachelor’s degree, if not their Master’s. It was
just the standard in my industry – I was an anomaly.
Later, with the growth of online degree opportu-
nities across the nation, I sought out a university pro-
gram that would utilize my hard earned credits, pro-
vide the flexibility a full-time working mother that had
to travel would need, and propose a reasonable path to
obtain my degree as quickly as possible. FDU’s Bach-
elor of Arts in Individualized Studies (BAIS) degree, a
baccalaureate degree program structured to meet the
educational needs of adult learners was the perfect fit.
So, in the fall of 2013, I began my journey to achieve
my long-time goal of a college degree.
While taking some classes online, I began to ex-
plore the other options FDU offers to its students,
specifically the aforementioned Portfolio Assessment.
Through the thoughtful, thorough guidance of Dr.
Hart and her team, who coordinated with other advi-
sors and professors throughout the process, as well as
provide tons of encouragement and support, cham-
pioning me and my work, I was able to earn (10) ten
credits. The courses ranged from Presenting Technical
Information (ENGW 3004, 3 credits), which satisfied
my advanced writing requirement to Jogging for Fit-
ness (PHED 1126, 1 credit), which filled a free elective.
Even though a course may not be offered in a particular
semester, as long as it is listed in Coursefinder and is an
appropriate fit for your skill or experience, a student
may seek a Portfolio Assessment with Advisor approv-
al. Adult (and other) learners should keep in mind this
is a wonderful option to present your experience and
receive college credit, which expedites your degree and
lowers your educational expense. Through the SUC-
CESS Program, work and life experience is valued and
recognized by awarded course credit.
I will forever be grateful to Dr. Hart and her team,
who truly looked for each and every way they could
help me achieve success. I encourage FDU students to
take advantage of this amazing, progressive program
and its team. Now, while it may read a little corny, my
dark cloud has been replaced by academic sunshine. I
no longer worry that someone may learn I didn’t have
my degree. I have a new confidence and I can breath
easy. In fact, my degree has afforded me the opportu-
nity to pursue a new job opportunity, which I recently
started. I am enjoying the fruits of my SUCCESS each
and every day.
C.M.

16 SUCCESS Stories
UCCESSful ReflectionsSPortfolio Assessment
get an idea of what classes you might be able to apply for.
If they bestowed degrees for getting through “the
school of hard knocks,” or for “street smarts,” all adult
learners would be Ph.D.’s, right? Yet submitting a portfolio
leverages knowledge we have picked up along the way
from the time we were of traditional college age up to now.
We adult learners have an edge on our younger fellow stu-
dents. We have already mastered many of the subjects and
skills being taught and/or required of them, and we may
receive credit for that learning.
Take for instance, an introductory course in computer
usage. If you’re as old as I am, you have been using a PC
and business software since PC’s became desktop staples
in the early eighties. You probably remember a time when
“windows” were something made of glass, and that before
you could get a PC to do anything for you, you had to mas-
ter MS-DOS. My point is that, having learned all of this,
by the time that the Windows®
operating system caught on,
you already had become proficient with a PC and learning
Windows®
and the graphical versions of other Office®
soft-
ware was second nature. So why reinvent the wheel when
you can demonstrate that you have already acquired the
skills and knowledge taught in that class and can move on
to higher level learning? So flip through the course catalog
and glance at your
check sheet. You will probably find other classes you can
satisfy by portfolio assessment of your learning.
Once you have decided on which courses you want to
submit portfolios for, fill out the forms and get your advi-
sor to pen his/her approval. Also, if at all possible obtain
a copy of the syllabus for each course you are applying for
so that you can provide documentation that addresses the
course content. You’re now ready to start building.
Do You Know Me?
When you take a traditional class you get to interact
with other students and your professor, who gets to know
you as the course proceeds. The reverse, however, is true
when your portfolio is being evaluated. Chances are that
you might never meet your portfolio evaluator and, more
importantly, he/she will not know you from Adam (or
Eve). That’s why it is very important that your portfolio
convey a sense of who you are. You will do this to a great
extent when you write your narrative for each course for
which you build a portfolio—we will discuss this later. Yet
for everything you do from here on, you need to put your-
self in the reviewer’s shoes. This is the person to whom
you must demonstrate that you have satisfied the course
content. Don’t assume (and don’t expect) he/she will read
through a vague set of papers tucked into a binder. Do
the reviewer a favor by including only pertinent items.
Organize your portfolio well to make his/her job easier to
award you the credits you covet.
Just the Facts
You need to provide documentation that demonstrates
your mastery of the knowledge and proficiency in the
skills are equivalent to the courses for which you seek
portfolio evaluation. There are numerous ways in which
you can document what you have learned. We were
brought up to be humble, but in the case of portfolio
building, do not hesitate to blow your own horn if the data
you submit backs you up. The following is a partial list of
items you might use for inclusion in your portfolio:
• Job performance evaluations that specifically
describe your proficiency/skill in the subject
matter (e.g., the quality of your presentations). An
appraisal that merely states you are a good worker
without quantifying what it is you are good at is
not enough;
• Certificates for completing in-company training
(e.g., software training, public speaking classes,
etc.); Examples of your work (e.g., samples of
your writing, examples of work created with each
of the MS-Office®
suite of software, CD’s.
videotape and/or slides of a speech or
presentation, etc.);
• Letters from your employer/manager that provide
testimonials of your learning or skills. These can
expand upon the more austere job appraisal. In
some cases, a letter from a peer may also be
acceptable/appropriate; Awards received in
connection with mastery of the subject matter.
• External customer commendations if they
demonstrate the course skills.
There are countless other sources you might use, de-
pending on the portfolio. Don’t be afraid to be creative.

Spring/Summer 17
UCCESSful ReflectionsSPortfolio Assessment
Pulling it Together: Presentation is Everything!
As I mentioned earlier, your task is to demonstrate that
your portfolio has fulfilled FDU’s course content. A neat,
well laid-out portfolio binder goes a long way in stating
your case for course credit:
• Follow the prescribed ordering as described in the
portfolio workshop. Itemize EVERYTHING in
your portfolio-every last letter, evaluation, etc.;
• Besides inventorying the whole of your portfolio
in your table of contents,
• Consider sub-indices at every tab page. (I did this,
and it looked great!);
• Use plastic page protectors and tab separator
pages with differently-colored tabs;
• If you are submitting non-paper items (e.g.,
diskettes, video tapes, etc.) consider a pocket page
to place these in. This looks nice, and minimize
the chance of loss if they are securely in their
pockets.
The Narrative
Now it’s time to make your case – why should FDU
give you course credit for knowledge obtained outside
of the traditional classroom? I highly recommend writ-
ing your narrative last, after the collection of all of your
documentation. (You have listed it in your index and have
reserved a tab for it already, right?) By saving it until the
end, it will allow you to write a narrative that will be clear
and concise, now that you know what your portfolio con-
tains.
Keep it flowing. Briefly introduce yourself, and
explain how you learned and mastered the subject matter
for the courses in your portfolio. Act as a tour guide to the
evaluator. Walk them through the items in your portfolio.
Explain the relevance of items, especially those that may
not be self-explanatory. Build step by step, item by item,
demonstrating how each item leads to satisfaction of the
course requirements. Sum up and draw a conclusion that
the aggregate of all the items in your portfolio prove you
have, indeed, met the objectives for the course.
Parting Thoughts
Although I had a fairly clear idea of what would be in
each of my portfolios, I spent probably an equal amount
of time each between planning, gathering documentation,
portfolio aesthetics, and penning the narrative. It took a lot
of time, perfectionist that I am. Was it worth it? You bet!
Not having to take the classes, for which I submitted the
portfolios, not only saved time, but also catapulted me closer to
graduation.
Submitted by M. Budig (slightly edited) A “Success-ful” student Spring 2002
It’s time to register for class…
Every student requires academic advisement in or-
der to register for a credit course toward a degree. If
you are new to FDU, your initial contact at the univer-
sity, most likely the Admissions Office, will direct you
to an academic advisor. If you are a returning student,
you will be revisiting your academic advisor. See FYI in
this newsletter for a listing of Program Advisors at the
Metro campus.
When advising and registration for the next semester
begins, there are some things you’ll need:
1. Knowledge of the course listings found on
Webadvisor (www.fdu.edu) for the current semester
2. A registration form (either electronic or hard copy,
provided by your academic advisor)
Prior to your appointment:
• Check to see if an appointment is required with
your advisor
• Gather all relevant papers to bring with you,
i.e. transcripts
• Identify the days you’ll be able to take classes
• Familiarize yourself with the courses required in
your curriculum
• See which courses are offered at the times you have
available. Use Webadvisor and Coursefinder
(www.fdu.edu), the Success Stories newsletter
Curriculum Corner, and the recommendations of
your faculty and advisors
• Some courses are restricted, some have
prerequisites, etc.
• Register early. Some courses close early, especially
those which are required.
• Be sure that all fees and tuition from previous
semesters have been paid (outstanding fees may
prevent a current registration, check Webadvisor if
you’re a current student).

18 SUCCESS Stories
UCCESSful ReflectionsS
Interested in getting
“Experiential Learning Credit”
via Portfolio Assessment?
For information, please call 201-692-7153
or E-mail: judyg@fdu.edu
It’s Time To Register
At your appointment:
• Your advisor will provide a registration form
• Review your work and home schedules, in order
to develop an appropriate academic schedule;
select a schedule of classes.
• When making your course selection, refer to your
checksheet. Your check sheet shows your degree
requirements. This document specifies the course
requirements for your curriculum. Be sure to select
a course for a requirement you have not yet
completed.
• You may be able to meet with your advisor “at a
distance” via phone and/or email. Check to confirm.
Advising and Registration Tips
When making your course selection, please consider
these tips:
• Complete your basic degree requirements and
prerequisite courses (English Composition,
humanities, social sciences, etc.) before selecting
upper level, more specialized courses.
• Note the start and end dates of courses you select,
and location of classes.
• Familiarize yourself with course and program
requirements; some courses have prerequisites;
some courses are sequential and must be taken in a
certain order.
• You will be contacted if the course you chose is not
available.
• As a courtesy, call/email to cancel an appointment
with sufficient notice
• If you have more than one advisor, i.e. BAIS &
HRTM, QUEST & ___, be sure you have met with
both advisors and that they have conferred re your
present registration.
Electronic Registration for Success Program/Office
of Adult Education:
• After meeting with your advisor, and have
approval for your schedule, complete the
registration form that will be sent to you upon
request and return via email or fax. Please read the
University policies on the second page.
To complete the form:
• Electronically: type the information requested into
the gray areas and sign the form by typing in your
name. Save the file and then attach it to an email
and send to judyg@fdu.edu in the Success
Program office.
• By Hand: print the form, complete it by hand
(including signature) and fax it to 201-692-6505.
No cover page is required.
You may not register online for ‘Restricted’ Success
Program classes. Approval by the Director, Adult Edu-
cation and the Success Program is necessary for these
classes.
Note: follow procedures for BAIS online and CASS or
other academic advising as outlined by those offices.
Electronic Registration for Office of Online Programs:
• Complete the electronic registration form provided
upon request and return via email or fax. Please
read the University policies on the second page.
To complete the form:
Electronically: type the information requested into
the gray areas and sign the form by typing in your
name. Save the file and then attach it to an email to
jsteiner@fdu.edu. Please email your form to only one
person (one email address).
By Hand: print the form, complete it by hand (includ-
ing signature) and fax it to 201-692-7359. No cover
page is required.
Check with the Office of Online Programs in advance
of registration if there are any questions.

Spring/Summer 19
New Dietary Guidelines & Cheat Sheet
Lets face it, dietary advice can be confusing! Nutri-
tion studies are constantly being conducted and
published, and figuring out the results and what they
mean can be extremely dumbfounding. To help make
all this information more “palatable”, the federal gov-
ernment releases updated dietary guidelines every
5 years. Just a few days ago, the government released
the most recent dietary guidelines. While some of the
guidelines have remained consistent, a few may shock
you!
Sugar: Sugars basically fall into one of two categories,
naturally occurring sugars (found in fruit and plain dairy
products) AND added sugars. According to the guidelines,
we should keep added sugars to less than 10% of our daily
calories. The average American’s sugar intake is 22 teaspoons
per day, and this new limit only allows about 12 teaspoons.
To put this in perspective, a 12-oz can of coke contains al-
most 10 teaspoons of sugar! While one does not have to go
crazy counting sugar grams and teaspoons, it is very impor-
tant to cut back on added sugars.
Coffee: Starbucks and Dunkin Donut fans unite! For
the first time, the guidelines say that a “moderate” amount of
joe (up to five cups a day) is beneficial for health. The panel
agrees that having coffee daily can help reduce the risk of
heart disease and type 2 diabetes. With that said, enjoy your
daily cup, but remember to limit your added sugar intake.
Red Meat/Protein: According to recommendations,
red meat, in moderation is OK, especially if you choose lean
cuts (sirloin, filet, 93% lean ground beef) and don’t overdo
your servings. But to really reduce your overall saturated fat
intake, I recommend choosing leaner proteins, like skinless
poultry, fish, seafood, legumes and soy.
Salt: Less than 2,300 milligrams/day for everyone. This
is equivalent to one teaspoon. (Previously, guidelines said if
you were African-American, older than 50 or had certain
chronic conditions, the recommended limit would have
been 1,500 mg/day).
Cholesterol: For years, Americans were told to limit
their cholesterol to 300 milligrams, the amount in 2 whole
eggs. But egg lovers rejoice, there is no longer a strict limit.
But for heart health, it is important to be mindful of your
overall cholesterol intake. While an egg yolk a day is OK, it is
still important to limit your intake of other high cholesterol
foods like fried foods, pastries, and fatty meats.
Another major dietary guideline change is the shift
from focusing on individual nutrients to adopting an over-
all healthy eating pattern. Here is a cheat sheet to help you
incorporate the guidelines into your lifestyle:
How to incorporate the new guidelines:
Eat more of:
• A variety of vegetables: dark green, red and orange,
and other vegetables
• Fruits, especially whole fruit
• Grains, at least half of which are whole grain
• Fat-free or low-fat dairy, including milk, yogurt,
cheese, and/or fortified soy beverages
• A variety of protein foods, including seafood, lean
meats and poultry, eggs, legumes (beans and peas),
soy products, and nuts and seeds
• Oils (in moderation), including those from plants:
canola, corn, olive, peanut, safflower, soybean and
sunflower. Oils also are naturally present in nuts,
seeds, seafood, olives and avocados.
Eat less of:
• Added sugars
• Read Labels: Reading the ingredient list on a food
label can tell you if the product contains added sugar.
Names for added sugar include: Raw sugar, brown
sugar, cane sugar, sucrose, glucose, fructose, malt,
maltose, corn syrup, lactose, sorbitol, mannitol,
honey, molasses, evaporated cane juice, and barley
malt extract.
• Cut back on the amount of sugar added to the things
you eat or drink regularly, like coffee, cereal,
pancakes or tea.
• Choose seltzer or water over soda and juice
• Limit your intake of processed sweets like cookies
and candy and instead, choose fresh fruit or fruits
canned in water or natural juice
• Saturated and trans fats
• Limit intake of fatty meats, whole milk dairy/cheese,
fried food, baked goods
• Sodium
• Put down the salt shaker and instead, season with
spices and herbs
• Choose “whole” foods over processed foods
• Limit dining/eating out
Retrieved from info@riverfrontnutrition.com,
January 11, 2016, With Permission.

Office of Adult Education
1000 River Road, H-DH1-02
Teaneck, New Jersey 07666
Experiential Learning
Workshop Dates
March 31, 2016
May 19, 2016
If you believe you have experiential learning
that is equivalent to college level courses taught
at FDU, you may want to attend an Experiential
Learning Workshop to develop a means for identify-
ing your learning and demonstrating educational ac-
complishments. There is a fee to cover materials and
recommended readings.All workshops are held from
6-9:30 pm at the Metropolitan Campus.
To register for the workshop,
please call 201-692-7153 or
email judyg@fdu.eduThe Road to Success
From Etude Magazine. October, 1913
http://scriabin.com/etude/1913/10/the-road-to-success.html

Success Stories Single Pages Spring 2016

More Related Content

Similar to Success Stories Single Pages Spring 2016

Success Stories Single Pages Spring 2016