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Characteristic
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S
u c c e s s f u l S t u d e n t s (SSs)
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U n s u
c c e s s f u l S t u d e n t s (USs)
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Ambition
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SSs
have "aligned ambitions." They are motivated to obtain professional
careers after they graduate; they are aware of the knowledge, skills, and
characteristics (KSCs) required for these careers; and they have realistic
and accurate ideas of how they can use their education to acquire these KSCs.
They fully understand that the most important outcome of their education is
not the diploma they will receive when they graduate, but the positive ways
in which they have allowed their education to change them in order to prepare
for their futures. Students with aligned ambitions make careful decisions
about which courses to take, which organizations to join, and how to spend
their time. They use their school's supporting services (e.g., academic
advising, mentoring, the Career Services Office, etc.) to increase the wisdom
of these decisions.
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USs
are often as ambitious as SSs (i.e., they also want to become doctors,
lawyers, and business managers), but they possess "misaligned ambitions."
They find it difficult to fulfill their dreams because they are unaware of
the steps that will help them achieve their ambitions, which are often
dreamlike and not realistically connected to specific educational and career
paths. Regardless of how hard they try, they find themselves running in
place, unsure of why they are in their current location and even more unsure
of how to get to the final destination of their dream. They can be
characterized as "drifting dreamers," who have limited knowledge
about (1) the requirements of their proposed occupations, (2) the educational
requirements of their schools, and (3) the educational opportunities that can
prepare them for their occupations.
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Attendance
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SSs
have perfect to almost perfect attendance, and their commitment to their
classes resembles their teachers'. Their faithful attendance gives the
distinct impression that their primary purpose for enrolling in classes is to
learn and that they are interested in the material being taught.
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USs
often miss or are late for class. In some cases, they put other priorities
(e.g., sleep) above their classes. In other cases, their health, fatigue, low
level of motivation, lack of time management skills, social life, family,
and/or job commitments prevent them from attending their classes regularly or
keeping up with the demands of their classes.
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Preparation
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SSs
are prepared. Their assignments are complete, accurate, and carefully
written. They complete their assigned readings, and their attention to detail
is such that they occasionally catch their teachers in inconsistencies or
mistakes.
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The
work of USs is often carelessly-prepared, incomplete, inaccurate,
inconsistent, late, or not submitted at all. Their obvious lack of
preparation clearly communicates to teachers that their education is a low
priority for them.
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Curiosity
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SSs
show interest in their classes and their subject matter. They look up what
they don't understand, ask questions, and make thoughtful comments in their
classes.
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USs
appear enroll in their classes because they are required to do so, not
because they are interested in acquiring the knowledge and skills their
classes are designed to provide.
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Comprehension
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SSs
are able to connect their past learning experiences with the present, and use
these experiences to help them understand new material. They are willing to
learn how to think critically (i.e., to comprehend, apply, analyze,
synthesize, and evaluate information) , and they understand how these skills
can benefit them in school and in their future careers.
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When
USs study, they concentrate more on memorizing than comprehending. Their idea
of studying is to memorize terms and definitions in the hope that their
teacher will ask them to merely regurgitate information on the test. When
they are asked to comprehend, apply, analyze, synthesize, or evaluate
information, they are often unable or unwilling to do so.
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Attitude
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SSs
have a positive attitude. They have the determination and self-discipline
necessary for success, and they show initiative by going beyond the
requirements of their classes and doing things they have not been
specifically instructed to do (e.g., extra credit).
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USs
are not visibly committed to their classes. They participate without
enthusiasm, and their body language communicates obvious boredom (e.g., they
arrive late for class, slouch in their seats, talk to their classmates during
lecture, and occasionally sleep during class).
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Talent
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SSs
have something special. It may be exceptional intelligence, creativity, organizational
skills, commitment, motivation, or a combination thereof. These gifts are
evident to their teachers and to the other students in their classes as well.
The most important aspect of these talents is that SSs actually put them to
use in a productive way in their classes.
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USs
vary enormously in talent. Some have very high ability, but show obvious
signs of poor self-management, low motivation, or bad attitude. Others try
hard, but are handicapped by below-average academic abilities (e.g., poor or
under-developed reading, writing, speaking, listening, note-taking,
vocabulary, time-management, or study skills).
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Goal
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The
primary goal of SSs is to gain the knowledge, develop the skills, and acquire
the attitudes that are the designated student learning outcomes of their
classes.
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The
primary goal of USs is to pass their classes in order "to get it out of the
way" so they can accumulate the 124 hours required for graduation.
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R E S U L T S
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SSs earn above-average grades. They learn from the
feedback they receive from their teachers, their performance increases
steadily once they understand what is expected of them , and they appear to
benefit from the information and skills they acquire in their classes. From
their teachers' perspective, their work is a pleasure to grade.
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USs earn lower-than-average grades. They have a vague
idea of what is going on, but clearly have not mastered the material in their
classes. The least successful students appear to be the truly clueless, who
rely on common sense--rather than on material from the textbook or lectures--in
a futile attempt to overcome their low level of preparation
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