CHAPTER 1

CREATE

BUILDING YOUR
OWN
SUCCESSFUL
FUTURE
“The greatest
reward of an
education is to be
able to face the
world with an
open mind, a

PA R T O N E C H A N G I N G Y O U R T H O U G H T S
caring heart, and
a willing soul.”
—R. M. Sherfield
 WHY
WHY is it important to know
READ THIS how to create success? WHY is it

CHAPTER? important to understand the dif-

ferences between a community/
technical college and a univer-
What’s in it for me? sity? WHY is it important to
understand the culture of a
Why? Because this chapter, indeed this whole book and course in which community college? WHY do
you are enrolled, is about helping you become the most successful stu-
dent, thinker, citizen, leader, and lifelong learner that you can possibly I need to know how to write
be. The information in this chapter is included to help you understand realistic goals?
some of the basic truths about community college life and academic sur-
vival. Quite simply, this chapter was written to help you learn how to adjust to the culture of a
two-year college, discover your potential, build on your strengths, and make positive, intelligent
transitions in your life. Understanding your institution and instructors is going to be vastly impor-
tant to your success.
By carefully reading this chapter and taking the information provided seriously, you will be able to:

3 Identify and employ the steps to create a successful future.

3 Understand the culture and basic truths of community colleges.
3 Identify and discuss the differences between high school, college, and career.
3 Identify and use the Ten Essential Cornerstones for Success in a Changing World.
3 Set realistic, attainable goals.

CHAPTER 1
CREATE

“Though no one can go back and make a brand

new start, anyone can start from now and make
a brand new ending.”
—Carl Bard

2
 How my
COMMUNITY
COLLEGE
changed my life
ROBERT M. SHERFIELD

I
am the son of textile workers. Both of my parents worked in a cotton
Spartanburg Methodist
College, Spartanburg, mill for over 30 years. My mom graduated high school but my father
South Carolina only went to the third grade. My hometown is in the rural South
about 35 miles from the nearest metropolitan area. I attended a small
high school and had never been a good student. Because of my poor performance through the years,
working full time, and family commitments, I decided to attend a community college and then trans-
fer to a four-year college. I never imagined how my high school performance would affect my appli-
cation to college—and indeed the rest of my life. It took me years to overcome the effects of self-
defeating behaviors, a horrible academic background, a negative attitude, and terrible study skills. I
quickly learned that my success depended on becoming an open-minded person who knew how to set
goals, work to achieve them, develop self-motivation, and study effectively. These were not easy
steps for me after 12 years of failure and disappointment.

I barely finished high school with a D– average and my are to do your homework assignments. If you do what I ask
SAT scores and class rank were so bad, I was denied entrance you to do, read what I’ve assigned to you, and do your home-
to the community college. The college granted me provisional work activities, you will learn more about Western civilization
acceptance only if I enrolled in, and successfully completed, than you ever thought possible. If you don’t keep up with me,
a summer preparatory program. I graduated high school on a you won’t know if you are in Egypt, Mesopotamia, or pure hell!
Friday night and began my college studies the very next Mon- Now get out!”
day morning enrolled in the prep program. I never realized On the 30-mile trip home, my mind was filled with new
what lay ahead. I never realized how my life was about to thoughts . . . Lord Byron, Mesopotamia, professors who talked
change forever. too fast, professors who did not talk at all, tuition, parking,
My first class that semester was English. Professor Bran- and the size of the library. I knew that something was differ-
non walked in, handed out the syllabus, called the roll, and ent, something had changed in me. In one day at my commu-
began to lecture. Lord Byron was the topic for the day. My nity college, I had tasted something intoxicating, something
second class was Professor Wilkerson. She entered with a dust that was addictive. I had tasted a new world. My community
storm behind her, went over the syllabus, and before we had college experience changed my life in so many ways, but the
a chance to blink, she was involved in the first lecture. “The number one thing that happened to me was that I learned
cradle of civilization,” she began, “was Mesopotamia.” We all how to be more comfortable in more places. Because of my
scurried to find notebooks and pens to begin taking notes. I experiences at SMC, I began to be as comfortable in New York
could not believe I was already behind on the first day. “Who City at a Broadway play as I was at my job in the cotton mill.
teaches on the first day?” I thought. I learned to be as comfortable sailing the River Thames past
One minute before class ended, she closed her book, Big Ben and Parliament as I was working at the Buffalo Sewer
looked directly at us, and said, “You are in history now. You District. My community college experience taught me to ap-
elected to take this class and you will follow my rules. You are preciate the joys and wonders of travel, learning, and meeting
not to be late, you are to come to this class prepared, and you new people. I had never known this before. This community

3
How my COMMUNITY COLLEGE changed my life (continued)
college experience changed my life, and I will be forever THINK ABOUT IT
grateful to those professors who opened the door to the world
1. What adversities in your past will you have to work
for me.
to overcome to persist in your community college
Over 30 years later as I coauthor your Cornerstones text,
studies?
I am still addicted to that new world I first experienced at my
2. What changes and adjustments do you think you are
community college. Community college changed my life, and I
going to have to make in your personal and aca-
am still changing—with every day I live, every new book I
demic life to reach your goals, graduate, and enter
read, every new class I teach, every new person I meet, and
the career you want?
every new place to which I travel, I am changing. I wish the
same for you.

BEFORE YOU READ

SCAN &
QUESTION

In the preface of this book (page xiv), you read about the SQ3R study method. Right now,
take a few moments, scan this chapter, and on the SQ3R Mastery Study Sheet on page 25,
write five of your own questions that you think will be important to your mastery of this
material. In addition to the two questions below, you will find five questions from your
authors on that study sheet. Use one of your “Study for Quiz” stickers to flag this page for
easy reference.

EXAMPLES:
3 What are the steps to creating a successful future? (from page 4)
3 What are the basic truths about the culture of community colleges? (from page 12)

CREATING YOUR SUCCESS

Can You Really Create Your Future?
Is it really possible to draft a blueprint of your own future? Is it possible to “create success”? The
answer is yes. The process of creating success begins with an internal idea that you have the power,
the passion, and the capacity to BE successful—to reach your chosen goals. It has been said that
those people who are not out there creating their own future will be handed a future over which
they have little control. You can be a person who creates the future for yourself and your family.
Your college education is vital in this process because your education will give you options and al-
ternatives. It will also help you create opportunities, and, according to Leo Buscaglia, writer and
speaker, “the healthiest people in the world are the people with the most alternatives.”
“So, how do I create a successful future with more options?” you may be asking. The formula is
simple, but the action required may not be as simple—and have no doubt, action IS required.
The formula consists of four steps:

1. The willingness to set clear, realistic goals and the ability to visualize the results of those
goals
2. The ability to recognize your strengths and build on them

4
 BUILDING YOUR OWN SUCCESSFUL FUTURE 5

3. The ability to recognize your weaknesses or challenges and work to

improve them
4. The passion and desire to work at your zenith every single day to
make your goals and dreams a reality

Simple? The first three are rather simple. Number four is the kicker.
Truthfully, most people have little trouble with the first three; it is the
work and passion involved with number four that causes most people to
give up and never reach their fullest potential—and to be handed a fu-
ture over which they had little say in creating. You can create your own
future, your own success, and your own alternatives.
Coming to the realization that there is no “easy street” and no
“roads paved with good intentions” is also important to creating your
success. In his landmark book, Good to Great, Jim Collins suggests that
once you decide to be great, your life will never be easy again. Rid your-
self of the notion that there is some easy way out—that college will be a
breeze or that college will make your professional life easier. Success re-
quires hard, passionate work on a daily basis. This passionate work may
require you to change some of your thoughts, actions, and beliefs. That
is what this chapter and indeed this entire course is about—creating suc-
cess through positive change.

COMMUNITY COLLEGE
AND YOU iStockPhoto

Why Is It the Partnership of a Lifetime?

What can a community college education do for you? The list will cer-
tainly vary depending on whom you ask, but basically, community col- How can having a
leges can help you develop in the areas listed below. As you read through the list, place a check- positive, healthy attitude
mark beside the statements that most accurately reflect which skills you hope to gain from
attending your community college. If there are other skills that you desire to achieve from your help you focus on your
community college experience, write them at the end of the list. future and success?

Grow more self-sufficient and self-confident

Establish and strengthen your personal identity
Understand more about the global world in which you live
Become a more involved citizen in social and political issues
Become more open-minded
Learn to manage your emotions and reactions more effectively
Understand the value of thinking, analyzing, and problem solving
Expand and use your ethical and moral thinking and reasoning skills
Develop commanding computer and information literacy skills
Manage your personal resources such as time and money
Become more proficient at written, oral, and nonverbal communication
Grow more understanding and accepting of different cultures
Become a lifelong learner
Become more financially independent
Acquire credits toward a bachelor’s degree
Enter a career field that you enjoy
_______________________________________________________________________
_______________________________________________________________________
6 CHAPTER 1 CREATE

Which skill is THE most important to you?

_____________________________________________
_____________________________________________
Why? ________________________________________
_____________________________________________
_____________________________________________
What plans will you put into action to hone and master
this skill?

Scott Cunningham/Merrill
_____________________________________________
_____________________________________________
_____________________________________________

How can your college

classes help you grow,
change, and prosper? CREATING SUCCESS THROUGH
POSITIVE CHANGE
How Can You Bring Positive, Lasting Change
to Your Daily Life?
Change is quite often met with resistance, not only by the person directly involved in the
change, but by those around that person. As you begin to change, grow, and take control of
your future, you will notice that your relationships with others may change, too. Change is not
easy and the person who initiates it (hopefully you) may not be the most popular person
around. People like stability and they like things “the way they have always
been.” We’re creatures of habit, and change creates unfamiliar ground.
“Your time is limited, so There will be people along the way who may try to derail your hopes.
Some of your friends who have always been comfortable may feel threat-
don’t waste it living ened by the differences they see in you. If you are going places, people
someone else’s life.” don’t like the idea of being left behind. But remember, there are going to
be people pulling for you, too. There are going to be people in your life
—Steve Jobs who support your dreams and goals and want nothing but the very best
for you. Your courage and desire and reliance on these people will see you
through hard times.
So why is change so important to you and your future? Quite simply, change that you di-
rect creates opportunities for you to grow and prosper in ways you may have never imagined. It
allows you to become and remain competitive. It allows you to actively live in a world that is
fluid and unpredictable. There are several things you need to know about creating success in
your life through positive change. Consider the following ideas:

1. Change is a skill. Change is a LEARNED SKILL that any willing person can accomplish.
Period. Public speaking is a skill. Learning how to drive a car is a skill, and just like those
activities, learning to change is a skill, too. You’ll need to familiarize yourself with the tools
to learn this skill.
2. Change takes time. Change does not happen immediately at the snap of your fingers. If
you’ve ever taken piano, guitar, or drum lessons, you know it took time to learn how to
play because it is a skill—just like change. You did not learn to play overnight just as you
won’t learn everything about math or history or nursing in one semester. Often, change is
a slow, systematic series of events that eventually leads you to your desired end.
 BUILDING YOUR OWN SUCCESSFUL FUTURE 7

3. Change requires an “attitude adjustment.” A recent contest-

ant on America’s Got Talent was being interviewed about
her chances of success on the show. Queen Emily was an
African-American single mother working full time. She had
given up her dream of being a professional singer years
earlier to raise her children. She stated that before her audi-
tion, she stood and looked in the mirror crying. Her only
thought was “My time has passed; this is never going to hap-
pen for me. Never! ” Then she looked herself in the eyes and
said, “Why NOT me? I’m talented. I’m good at performing,
and I KNOW I can sing. WHY NOT ME?” As corny or
hokey as it may sound, her attitude adjustment was the key
to her ability to change her life. She auditioned, surpassed
thousands of contestants, and was invited to Los Angeles as

Corbis RF
one of five finalists. She now performs in a major show in
Las Vegas, Nevada.
How can surrounding
4. Change demands action. Although circumstances and desire may drive the need for change yourself with positive,
in your life, don’t lose sight of the fact that ultimately, change is an action. It is something
you must do—mentally, physically, spiritually, and intellectually, just as Queen Emily in upbeat, optimistic people
the previous example knew that without action by her, her life was not going to change. help you with personal
5. Change is about working toward something, not running away from something. If you want change?
true, lasting, meaningful change in your life, you have to think about it as working toward
good, positive, useful results, not as running away from bad, negative, unpleasant circum-
stances. “Working toward” is positive and internal. “Running away from” is negative
and external. Try to work toward a goal and not run from a problem.
6. Change is about letting go and holding on. As with any new endeavor, you will DID YOU KNOW
have to decide what is working in your life and what is not. By doing so, you
can decide what you need to hold onto and what you finally need to let go of.
You will want to hold onto the positive strengths and talents you have while let- ABRAHAM LINCOLN
ting go of the negative, destructive attitudes that you may have held in the past. was born on February
12, 1809, in Hardin,
Kentucky, to unedu-

THE TIMES . . . THEY Courtesy of the Library cated farming parents.

of Congress
They lived in a one-

ARE A-CHANGIN’ room log cabin. His mother died when he

was 10 years old, just a few years after his

What Is the Relationship Between Your father moved the family to Illinois.
He was raised in great poverty and only
Education and the New World Economy? had 18 months of formal schooling. He
Composer, singer, and activist Bob Dylan once wrote, “The times, they are studied very hard on his own and learned to
a-changin’.” Truer words have never been spoken—especially for anyone living at read, write, and do mathematical problems.
this moment. This is not your daddy’s economy. It is not your mama’s workplace, He went on to become a lawyer. One of his
and it certainly is not your grandfather’s job market. To glide over this simple truth law partners once said of him, “His ambition
could be the most costly decision of your life. was a great engine that knew no rest.”
“New world economy,” you might say. “Who cares about a world economy?” He lost the love of his life when he was
“China? Who cares about the fluctuating economy in China, Russia, Dubai, or 26, suffered a nervous breakdown at age 27,
India? I live in Kansas and I’m worried about America’s future.” failed in business twice, lost eight elec-
“An iPhone? A BlackBerry? An iPad? Facebooking? Twittering? I can’t even afford tions, and suffered the deaths of three chil-
my bus ticket this month,” you may be thinking. dren all BEFORE he became president and
While you may not be alone in thinking “this does not matter to me,” you changed the course of our nation. On Good
would be very wrong and exceptionally foolish to think that today’s world affairs do Friday, April 14, 1865, Lincoln was assassi-
not concern you, your education, and your future. Yes, it may be true that you are nated at Ford’s Theatre in Washington, D.C.,
simply trying to get a degree in medical assisting to work in a small doctor’s office in by John Wilkes Booth. (White House, n.d.)
Spokane, Washington—or to obtain a degree in criminal justice to work at the local
8 CHAPTER 1 CREATE

police department in Union, South Carolina—or to earn a degree in educa-

“When it comes to the future, tion so that you can teach first grade in Stockton, California. However, no
certificate, no degree, no job, and certainly no person will be exempt from
there are three kinds of people: the changes and challenges of the new world economy.
“So where does this leave ME?” you might be asking. It leaves you in
those who let it happen, those an exciting, vulnerable, challenging, scary, and wonderful place. We did
who make it happen, and those NOT include this information to scare you or to turn you off, but rather
to give you a jolt—to open your eyes to the world in which you live and
who wonder what happened.” the workforce for which you are preparing. We included it to encourage
you to use every tool available; every resource possible; every connection
—John Richardson, Jr. imaginable; and every ethical, moral, and legal means feasible to prepare
yourself for this ever-changing world in which we live today. The present
and the future may not be as rosy as you had hoped for, but it is here, it is real, and it is yours.
However, you must know this: If you make the strategic changes in your life now, you can have
a much brighter future. No workplace will be immune from the changes facing our world to-
day, and your very survival depends on being prepared and knowing how to quickly adapt and
change to a variety of situations.
In The 2010 Meltdown, Edward Gordon (2005) writes, “Simply stated, today in America,
there are just too many people trained for the wrong jobs. Many jobs have become unnecessary, tech-
nically obsolete . . . or worse yet, the job/career aspirations of too many current and future workers are
at serious odds with the changing needs of the U.S. labor market” (p. 17). However, all is not lost
to you or your future. People who possess superb oral and written communication skills, know
how to solve problems, have the capacity to change, and can work well with others will be in
high demand for many years to come.

What Employers Are Saying

According to the report College Learning for the New
Global Century (National Leadership Council for
Leadership Education and America’s Promise, 2008),
“Employers want college graduates to acquire versa-
tile knowledge and skills. . . . sixty-three percent of
employers believe that too many recent college grad-
uates do not have the skills they need to succeed in
the global economy and a majority of employers be-
lieve that only half or fewer recent graduates have the
skills or knowledge needed to advance or to be pro-
moted in their companies.” The Association of
American Colleges and Universities (2010) cites the
iStockPhoto

following 10 skills as vitally important in today’s

global economy:
Why is it important to
1. The ability to work well in teams—especially with people different from yourself
learn as much as
2. An understanding of science and technology and how these subjects are used in real-world
possible about settings
technology? 3. The ability to write and speak well
4. The ability to think clearly about complex problems
5. The ability to analyze a problem to develop workable solutions
6. An understanding of the global context in which work is now done
7. The ability to be creative and innovative in solving problems
8. The ability to apply knowledge and skills in new settings
9. The ability to understand numbers and statistics
10. A strong sense of ethics and integrity
 BUILDING YOUR OWN SUCCESSFUL FUTURE 9

Whether we like it or not, a massive transformation is going on all around us in this coun-
try, as well as all over the world. Thriving in the coming years is going to be more difficult than
in the past and will require certain new and different abilities and attitudes to be successful. You
will need to learn and acquire the skills that will make you competitive, give you an edge, and
help you master a life filled with changes and challenges. Many of these skills are outlined in the
Ten Essential Cornerstones for Success in a Changing World (Figure 1.1). These skills will
be needed for your success, personal independence, and growth in the new millennium. Study

1.1 Ten Essential Cornerstones for Success in a Changing World

FIGURE

PASSION—The ability to show a passion about one’s mission and a willingness to align personal goals with education,
talents, experiences, and skills. An ability to demonstrate concern not only about personal success, but also about the
world and one’s surroundings—a commitment to civic literacy and seeing oneself as “a citizen of the world.”

MOTIVATION—The ability to find the inner strength and personal drive to get up each day and face the world with
an “I can, I will” attitude. The ability to develop a strong personal value and belief system that motivates you when
the going gets tough. The ability to know who you are and never let anyone steal your identity or erode your personal
ethics.

KNOWLEDGE—The ability to become highly skilled in a profession or craft that will enable you to make a good liv-
ing for yourself and your family in a rapidly changing workplace and to use lifelong learning to maintain your market-
able skill sets. The ability to master important academic information beyond your major field in areas such as math,
science, psychology, history, technology, economics, and communication and to practically apply that information in
an evolving and highly technical work environment.

RESOURCEFULNESS—The ability to apply information literacy—to know WHERE to find information and the resources
that will help you be successful in your academic studies and your chosen profession, and HOW to evaluate that infor-
mation to determine if it is useful and accurate. The ability to look for and to seek new opportunities, options, and
outcomes. The ability to imagine, integrate, and implement new ways of solving old problems.

CREATIVITY—The ability to use creativity and innovation in solving problems that will enable you to anticipate new
and emerging issues, to communicate and use what you know and what you have learned and discovered to answer
critical questions and solve complex and demanding problems.

ADAPTABILITY—The ability to make good choices based on future opportunities and a changing workplace and to
constantly reinvent yourself as change brings about necessity and opportunity. The ability to work effectively in a
climate of changing priorities and uncertainty.

OPENMINDEDNESS—The ability to accept and appreciate a highly diverse workplace and the inherent differences
and cultures that will be commonplace. The ability to listen to others with whom you disagree or with whom you may
have little in common and learn from them and their experiences. The ability to learn a new language, even if your
mastery is only at a primitive, broken, conversational level. The ability to conduct yourself in a respectable and pro-
fessional manner.

COMMUNICATION—The ability to develop and maintain healthy, supportive personal and professional relationships
and to build a solid network of well-connected professionals who can help you and whom YOU can help in return.

ACCOUNTABILITY—The ability to accept responsibility and be accountable for all aspects of your future including your
psychological well-being, your spiritual well-being, your relationships, your health, your finances, and your overall sur-
vival skills. Basically, you must develop a plan for the future that states, “If this fails, I’ll do this,” or “If this job is
phased out, I’ll do this,” or “If this resource is gone, I’ll use this,” or “If this person won’t help me, this one will.”

VISION—The ability to guide your career path in a new global economy and to understand and take advantage of the
inherent impact of worldwide competition—even if you live in a small town and work for a small “mom and pop”
company. The ability to “see” what is coming and prepare for the changes, adapt to circumstances, and grow with
grace and style.
10 CHAPTER 1 CREATE

them carefully as each one will help you create a positive transition to the university setting
or the world of work.
By learning to develop these enduring skills, you will be able to carry them with you on
your first job, your tenth job, and well into your future. By learning how to change and rein-
vent yourself with the times and demands of the world, you will position yourself to be-
come—AND remain competitive.

THE M & M THEORY

What Have Your Money and Your Mama
Got to Do with It?
What is the M & M Theory? It is quite simple really. We all pay attention to and try to pro-
tect the things that matter most to us. Your “money and your mama” are symbolic of what
you care about. Most people care deeply about what happens to their
families, their income, their friends, their careers, and the environment,
“Forget mistakes. Forget and most people do care and are concerned about the facts presented re-
garding our ever-changing world.
failures. Forget everything However, in the hustle and bustle of finding day care, studying for
except what you’re going to classes, working a full-time job, cleaning the house, helping the kids with
homework, and trying to prepare a meal from time to time, we may lose
do now . . . and do it.” sight of some of the most important things in our lives. Try to keep this
thought in mind: Your EDUCATION is important, too. In fact, it is of
—Will Durant paramount importance to your future on many levels—culturally, socially,
intellectually, and in preparing you for the future. Your education is a part
of the M & M Theory because it involves your money—the future financial health for you
and your family.
According to one of the leading research sources in higher education, The Chronicle of
Higher Education (August 28, 2009, p. 18), first-year students had a variety of thoughts re-
garding college education and money. Of the 240,580 students who replied to the survey,
How can your friends,
76.8 percent noted that “being very well off financially” was an essential or very important
classmates, and peers objective, and 66 percent responded that “the chief benefit of a college education is that it
help you achieve your increases one’s earning power.” Another interesting finding was that 79 percent of those
goals? responding to the survey stated that they believe that
“through hard work, everybody can succeed in Ameri-
can society.”
The United States Census Bureau’s annual report on
education and training pay (U.S. Bureau of the Census/
U.S. Bureau of Labor Statistics, 2007) shows that people
with college degrees can earn considerably more than
those who do not have a degree. For instance, those with a
bachelor’s degree average approximately $29,000 more per
year in earnings than those with only a high school educa-
tion. People with an associate’s degree average approxi-
mately $10,000 more per year in the earnings than those
with only a high school education. For a complete look at
the earning power of U.S. citizens 25 and older, look
at the figures on annual education, pay, and unemploy-
ment in Figure 1.2.
By focusing on money in this section, we do not
Bananastock

mean to suggest that the only reason for attending college

is to make more money. As a matter of fact, we feel that it
is a secondary reason. Many people without college degrees
 BUILDING YOUR OWN SUCCESSFUL FUTURE 11

FIGURE 1.2 Education, Pay, and Unemployment Statistics of Full-Time

Workers, 25 and Over

Unemployment Rate Degree Mean Earnings

2.3% Professional Degree $141,997

2.5% Doctorate Degree $113,455

3.9% Master’s Degree $83,371

5.2% Bachelor’s Degree $71,004

6.8% Associate Degree $48,534

8.6% Some College, No Degree $46,168

9.7% High School Graduate $40,175

15.0% Less Than High School Graduate $31,121

Source: U.S. Bureau of the Census/U.S. Bureau of Labor Statistics, Education and Training Pay, 2009.

earn huge salaries each year. However, as the data suggest, traditionally, those with college de-
grees earn MORE money and experience LESS unemployment. Basically, college should make
the road to financial security easier, but college should also be a place where you learn to make
decisions about your values, your character, and your future. The college environment can in-
spire you to make decisions about the changes that need to occur in your life so that you can
effectively manage and prosper in an ever-changing world. College can also be a place where
you learn the skills to change and continue to grow long after you graduate.

COMMUNITY COLLEGE
VERSUS UNIVERSITY STUDIES
Is There Really a Difference Between the Two?
At first glance, a community college and university may look very similar except that you at-
tend one for an associate’s degree and the other for a bachelor’s, master’s, or doctorate degree.
However, on further inspection, there are vast differences. Community colleges focus on
teaching whereas many universities focus on research, publishing, and grant writing. This is not
to say that there are not many, many fine universities that have a teaching focus and that
community college faculty do not do research and writing. However, the primary focus of
a community college is teaching and learning.
Some other major differences include the following:
3 Cost. Community colleges are most often much less expensive than universities, some-
times by as much as 50 to 75 percent.
3 Class size. Community college classes usually have fewer people enrolled in them. For in-
stance, your community college biology class may have 25 to 30 students whereas a univer-
sity biology class may have over 200.
12 CHAPTER 1 CREATE

3 Class make-up. You will certainly find nontraditional students at a university, but statisti-
cally, many more attend community colleges. Over 45 percent of community college stu-
dents are over 25, 33 percent are female, nearly 90 percent work full or part time, and over
40 percent are the first in their families to attend college.
3 Student focus. Graduation rates are somewhat low at community college, relatively speak-
ing, because many students attend community colleges as “transfer students” with the ex-
press intention of moving to a university after a few courses or a year. On the other hand,
many students who attend universities do so with the intention of graduating from that
institution.
3 Degrees. Community colleges offer a variety of programs, including diplomas, certificates,
and associate’s degrees. However, some community colleges do offer bachelor’s degrees and
some universities offer associate degrees.

THE CULTURE OF COLLEGE

What Are the Basic Truths about
Community College Success?
In your lifetime, you will have many experiences that influence and alter your views, goals, and
livelihood, including travel, relationships, and personal victories or setbacks. However, few
events will have a greater influence than your college experience. A community college educa-
tion and degree can mean hopes realized, dreams fulfilled, and the breaking down of social and
economic walls. To get the most from your community college experience and to lay a path to
success, it will be important to look at your expectations and the vast differences between high
school, jobs you may have held, and the culture of your community college. This section will
introduce you to some of the changes you can expect.

Basic Truth 1: Success Is about Choices,

Sacrifices, and Making Intelligent Transitions
Life is a series of choices. Hard choices. Easy choices. Right choices. Wrong choices. Neverthe-
What sacrifices do you less, the quality of your life is determined by the choices you make and your willingness to evalu-
ate your life and determine whether transitions are in order. You will have many important
think you'll need to
and hard choices in the near future, such as deciding whether to devote your time to studying
make in your personal or partying, whether to ask for help in classes that challenge you or give up and drop out,
life to be academically whether to get involved in campus life or “go it alone,” and whether to make the sacrifices
successful? needed for your future success or take the easy road. Those
choices will determine the quality of your future. Some of the
choices that you make will force you to step beyond your com-
fort zone—to move to places that may frighten you or make
you uncomfortable. That’s OK. That’s good. In fact, that’s very
good.
So what is a comfort zone? It sounds cozy doesn’t it? Warm
and fuzzy. However, do not let the term fool you. A comfort
zone is not necessarily a happy and comfortable place. It is sim-
ply a place where you are familiar with your surroundings and
don’t have to work too hard. It is where you feel confident of
Patrick White/Merrill

your abilities, but it is also a place where your growth stops. It

can be a prison, and staying there is a cop-out. Successful people
who have won personal and professional victories know that
moving beyond one’s comfort zone helps in nurturing change,
 BUILDING YOUR OWN SUCCESSFUL FUTURE 13

reaching your potential, and creating opportunities for positive

growth.

Basic Truth 2: Community

College Is a Two-Way Street
TIPS FOR PERSONAL SUCCESS
Perhaps the first thing that you will notice about higher educa- Consider the following tips to help you move beyond
tion is that you have to give in order to receive. Not only do you your comfort zone:
have expectations of your community college and instructors, but
your community college and instructors have expectations—great 3 Take one positive risk per week.
expectations of you. To be successful you will need to accept sub- 3 Ask others for help when you need it.
stantially more responsibility for your education than you may
have in the past. By attending your college of choice, you have 3 Volunteer for activities and to help others.
agreed to become a part of its community, values, and policies. 3 Forget past mistakes and setbacks and embrace the
You now have the obligation to stand by its code of academic and future.
moral conduct, and you have the responsibility of giving your
very best to every class and organization in which you are in- List two other tips that would help you move beyond
volved. And you also have a responsibility to YOURSELF of ap- your comfort zone.
proaching this new world with an open mind and curious enthu- 1. ___________________________________________
siasm. In return, your institution will be responsible for helping
you reach your fullest potential and live the life you desire. 2. ___________________________________________
So what are your thoughts at the moment? Respond to the
following questions honestly and personally.

1. Thus far, I think the most rewarding class and instructor this term are going to be ______
________________________________________________________________________

2. I believe this because _______________________________________________________

________________________________________________________________________

3. To date, I’ve learned that this instructor expects me to ____________________________

________________________________________________________________________

Basic Truth 3: You’re in Charge Here—It’s All

about Self-Motivation and Self-Responsibility
ONE person and ONLY one person has the power to determine your thoughts and the direction
of your future. It is YOU! You will decide the direction of your future. You are NOT a victim and
you will not be treated as a victim at this community college. You will not be allowed to use “vic-
tim excuses” or employ the “victim mentality.” This is all about you and
your desire to change your life. Higher education is not about others do-
ing the work, but rather about finding internal motivation and accepting
responsibility for your actions, your decisions, your choices, and yourself.
“You gain strength, experience,
It is not about making excuses and blaming others. You are in charge here. and confidence by every experience
This is YOUR education, and no one else will be responsible for acquir-
ing the knowledge and skills you will need to survive and thrive. No one where you stop to look fear in
will be able to “give you” personal motivation.
Regardless of your circumstances, that late paper for English is not
the face. You must do the thing
your husband’s fault. That missed lab report is not your child’s prob- that you think you cannot.”
lem. Your tardiness is not your mother’s mistake. That unread chapter
is not your partner’s liability. Likewise, that 98 you scored on your —Eleanor Roosevelt
drug calculation test is yours. That A you got on your paper about the
14 CHAPTER 1 CREATE

1.3 Victim and Winner Chart

FIGURE

The Victim The Winner

The victim blames others for his or her The winner accepts responsibility for what happens
problems. in his or her life.
The victim procrastinates and makes The winner thinks ahead and plans for success.
excuses for not doing a good job.
The victim sees adversity as a permanent obstacle. The winner sees adversity as a way to get stronger.
The victim constantly complains and has a The winner has an optimistic attitude and is
negative mentality about most things. pleasant to be with most of the time.
The victim does just enough to get by and The winner works hard to raise his or her level of
is happy with poor grades and mediocre achievement and constantly seeks to improve.
accomplishments.
The victim lets life happen without trying to The winner has a plan and sets goals and works
make things happen. every day to make positive things happen.
The victim is always late and often absent The winner is on time, prepared, and rarely ever
and always has an excuse. negligent regarding his or her responsibilities.
The victim hangs out with negative people who are The winner surrounds himself or herself with people who
troublemakers and party animals and have low are working hard to make something of themselves
ambition and a poor work ethic. and who are encouraging and motivating.

criminal justice system is yours. That B+ you got on your first math test is yours. This is about
YOU! Your life. Your future. Your attitude is going to greatly affect your possibility of success.
Consider Figure 1.3’s description of the differences between a victim and a winner.

1. Name one person available to you (personally or professionally) who can offer you sup-
port, encourage you, and to whom you can turn when things get tough.

2. Why do you respect or admire this person enough to ask for help?

3. Generate a list of three questions you would like to ask about this person’s life and how he
or she “made it” and overcame adversity.
1.
2.
3.

Basic Truth 4: Self-Management

Will Be Your Key to Success
A major transition coming your way involves the workload for your courses and the choices
YOU will need to make regarding your schedule and time. You may be assigned a significant
amount of reading as homework; in fact, the amount of reading that college classes demand is
usually a shock to many students. Although you may have only two or three classes in one day,
the basic guideline is that for every hour spent in class, a minimum of two to three hours should
be spent in review and preparation for the next class.
Quick math: If you are taking five classes and are in class for 15 hours per week, you need
to spend 30 hours studying; this makes a 45-hour week—five hours more than a normal work-
 BUILDING YOUR OWN SUCCESSFUL FUTURE 15

week for most people! Not I, you may say, and you may be right. It all
depends on how wisely you use your time, how difficult the work is,
and the strength of your academic background. We will discuss time
management and study techniques later in this text.

Basic Truth 5: This Is Not High School

It sounds so simple, but this is perhaps the most universal and impor-
tant truth discussed here: College is very different from high school
OR the world of work and perhaps one of the most different places
you’ll ever encounter. High school, college, and work expectations for
four different areas are compared in Figure 1.4. Review each area care-
fully and consider your past experiences as you study the differences.

Basic Truth 6: Eliminating the “This

Isn’t Harvard” Syndrome Will
Be Essential to Your Success
Some students enter community or technical colleges with little or no
perception of how much work is involved or how much effort it is go-
ing to take to be successful. They do not think that the local commu-
nity or technical college could possibly be “that difficult.” Many even
perceive it to be less rigorous than it actually is. “It’s only Brighton
Community College” or “It’s just Trion Technical College,” some might
reason. They do not think that the community or technical college
IndexOpen

they are attending has the academic standards of a Harvard, a Yale, or

a Stanford University. The truth is that your college education is what
YOU make of it. When you graduate and are interviewing for a job, What is the most
the name of your institution may hold some weight, but your skills, your passion, experiences, surprising thing you
knowledge, and thinking abilities will be the paramount “tipping point.”
have learned about your
True, you may not be at Harvard or Yale, but the rigor of your programs, the amount of
reading required, the level of math skills needed, and the degree to which critical thinking, institution’s curriculum
communication, and information literacy skills will be demanded may surprise you. We think thus far?
that it is important to dispel the “This Isn’t Harvard” Syndrome as quickly as possible so that you
can prepare yourself for the coursework and requirements ahead and make the most of your
college experience.
You’ve probably already attended a few of your classes and received syllabi from those
classes as you read this. Examine two of your current classes. What has surprised you the most
about what is going to be required of you this semester?

CLASS SURPRISING REQUIREMENT YOUR PLAN FOR SUCCESS

By embracing these truths about college life, learning, self-motivation, and education in
general, you will have taken some very important steps toward your success.
16 CHAPTER 1 CREATE

1.4 A Guide to Understanding Expectations

FIGURE

HIGH SCHOOL COLLEGE WORK

Punctuality Expectations: Expectations: Expectations:

and • State law requires a • Attendance and • You are expected to be at
Attendance certain number of days participation in class are work and on time on a
you must attend strictly enforced by many daily basis
• The hours in the day professors Penalties:
are managed for you • Most professors will not
• Your salary and
• There may be some give you an extension on
promotions may depend
leeway in project dates due dates
on your daily attendance
Penalties: • You decide your own
and punctuality
schedule and plan your
• You may get detention • You will most likely be
own day
• You may not graduate fired for abusing either
• You may be considered Penalties:
a truant • You may not be
• Your grades may suffer admitted to class if
you are late
• You may fail the assignment
if it is late
• Repeated tardiness is
sometimes counted as an
absence
• Most professors do not
take late assignments

Teamwork and Expectations: Expectations: Expectations:

Participation • Most teamwork is • Many professors require • You will be expected to
assigned and carried teamwork and cooperative participate fully in any
out in class learning teams or learning assigned task
• You may be able to communities • You will be expected to
choose teams with • Your grade will depend on rely on coworkers to
your friends your participation help solve problems and
• Your grade may reflect • Your grade may depend increase profits
your participation on your entire team’s • You will be required to
Penalties: performance attend and participate
• You will probably have in meetings and sharing
• If you don’t participate,
to work on the project sessions
you may get a poor
outside of class • You will be required
grade
Penalties: to participate in formal
• You may jeopardize
teams and possess the
the grade of the • Lack of participation and
ability to work
entire team cooperation will probably
with a diverse
cost you a good grade
workforce
• Your team members
will likely report you Penalties:
to the professor if you do • You will be “tagged”
not participate and their as a nonteam player
grades suffer as a result • Your lack of
participation and
teamwork will cost
you raises and
promotions
• You will most likely be
terminated
 BUILDING YOUR OWN SUCCESSFUL FUTURE 17

FIGURE 1.4 A Guide to Understanding Expectations (continued)

HIGH SCHOOL COLLEGE WORK

Personal Expectations: Expectations: Expectations:

Responsibility • Teachers may coach you • You are responsible for • You are hired to do
and Attitude and try to motivate you your own learning certain tasks and the
• You are required by • Professors will assist company or institution
law to be in high you, but there is little fully expects this of you
school regardless of your “hand holding” or • You are expected to
attitude or personal coaching for be positive and
responsibility level motivation self-motivated
Penalties: • College did not choose • You are expected to
you; you chose it and model good behavior and
• You may be
you will be expected uphold the company’s
reprimanded for
to hold this attitude work standards
certain attitudes
toward your work Penalties:
• If your attitude
prevents you from Penalties: • You will be passed over
participating you may • You may fail the for promotions and raises
fail the class class if your attitude • You may be reprimanded
and motivation • You may be terminated
prevent you from
participating

Ethics and Expectations: Expectations: Expectations:

Credibility • You are expected to turn • You are expected to • You will be required
in your own work turn in your own work to carry out your job
• You are expected to • You are expected to in accordance with
avoid plagiarism avoid plagiarism company policies, laws,
• You are expected to write • You are expected to and moral standards
your own papers write your own papers • You will be expected to
• Poor ethical decisions in • You are expected use adult vision and
high school may result in to conduct research and standards
detention or suspension complete projects based Penalties:
Penalties: on college and societal
• Poor ethical decisions
standards
• You may get detention or may cause you to be
suspension Penalties: severely reprimanded,
• You will probably fail the • Poor ethical decisions terminated, or in some
project may land you in front cases could even result
of a student ethics in a prison sentence
committee or a faculty
ethics committee or
result in expulsion
from the college
• You will fail the project
• You will fail the class
• You may face
deportation if your
visa is dependent on
your student status
18 CHAPTER 1 CREATE

SUCCESSFUL
DECISIONS: An Activity for Critical Reflection
After the first week of classes, Devon was very disheart- never make him a better, more prepared person. Drop-
ened about the difficulty of the classes for which he was ping out would never afford him the opportunity to pro-
registered. He did not think that he was going to have vide a better life for his family. However, Devon felt that
so much reading or homework and he never thought the he was just too far behind to catch up. He was at a loss
instructors would be so demanding. He had never been as to what to do.
strong in math, but he was just floored at how difficult
In your own words, what would you suggest that Devon
his beginning math course had become. He failed his
do at this point? Pretend that Devon is enrolled at your
first test. He passed his first essay in English, but only
institution. List at least two additional approaches that
with a grade of C. He seriously considered dropping out.
he could take to ensure his success and not drop out.
It was just too much. It was more than he expected.
Think about services that are offered and which people
Devon knew, however, that he had to succeed. He
might be of assistance to him.
looked at his current financial situation, his dead-end
job, and his desire to work in a health profession. Drop- 1.

ping out would never get him there. Dropping out would 2.

Basic Truth 7: Avoiding the “Bulldozer”

Approach to Education Will Help You Greatly
“Bulldozer approach?” you may be asking. “What is that?” The “bulldozer approach” describes
taking more classes and engaging in more activities than you can possibly complete successfully.
We know that time is money and that many of you may be enrolled to “get in and get out,” but
try not to engage in more than you can do well. If you have a full-time job, care for children,
keep a house, watch out for your elderly parents, and try to take seven classes, most likely it will
just be too much. It is much better to slow down and do things well than to cram it all in and
do it poorly—or worse yet, fail your classes and put your family in jeopardy. The “bulldozer ap-
proach” may sound like a good idea, but you may quickly find that the “turtle approach” is
more effective and, in many cases, more enjoyable.

Basic Truth 8: Community and Technical Colleges

Help You Prepare for an Exciting Future
You may be attending your two-year college in preparation to transfer to a four-year institution.
You may be attending to obtain your degree or certificate to enter the world of work in one of
countless exciting professions. Or you may be attending to hone a set of skills that will help you
with a promotion and moving up the ranks in your employment. Regardless, research suggests
that the benefits of attending community and technical colleges are powerful. From reduced
tuition to smaller classes to diverse course offerings to remediation in math and science, two-
year colleges help you prepare for a successful future.
People with associate degrees earn on average 20 to 30 percent more than people with only
a high school diploma (Bailey et al., 2004). In a recent study profiled in The Chronicle of Higher
Education (January 29, 2010), one of five Americans who earned a Ph.D. attended a commu-
nity college at some point. For several minority groups, the proportion was even higher (see
Figure 1.5). Allow your community college to help you achieve your goals by participating in
the many academic, social, and cultural services provided on campus.
 BUILDING YOUR OWN SUCCESSFUL FUTURE 19

FIGURE 1.5 From Community College to Ph.D.

Nearly 1 in 5 Americans who

earned doctorates in 2008
attended a community 12.8%
college at some point. of Asian
For some groups the Ph.D.s
proportion was 39.0%
17.0% of American
even higher.
of African Indian Ph.D.s
American Ph.D.s

19.6%
of Caucasian
Ph.D.s
26.0%
of Multiracial
Ph.D.s
23.6%
of Hispanic
Ph.D.s

Source: Adapted from “From Community College to Ph.D.” Chronicle of Higher Education. (January
29, 2010). Retrieved from http://chronicle.com/article/Chart-From-Community-Colle/63712.

BUILDING A NEW YOU

How Can You Change Your Life Through Goal Setting?
Positive change can be brought about in several ways, but the most effective method is through
goal setting and having a “change plan.” Think about what you really want or what you need to
change in your life. More importantly, think about why you want “this thing” and what it is
going to mean to your life. By thinking about what you want, what needs to change, and where
you want to be, goals become easier.
Goal setting itself is relatively easy—it is the personal commitment and
self-motivation that require detailed attention, hard work, and unbridled “Decide you want it more
passion. The most vital step toward reaching your goal is making a personal
commitment to yourself that you are going to achieve it and then commit- than you’re afraid of it.”
ting all of your possible resources toward the completion of that goal.
—Bill Cosby
Characteristics of Attainable Goals
The following characteristics will help you in your quest to bring about change through effec-
tive goal setting. Goals should be:
3 Reasonable. Your goal should be a challenge for you, but also within reason based on your
abilities.
3 Believable. To achieve a goal, you must really believe it is within your capacity to reach it.
 BILL CLAYTON
ACE Certified Personal Trainer / Post-Rehabilitation Specialist
Owner/Operator, Clayton Personal Fitness—Las Vegas, Nevada

“I was . . .” Those are powerful words. meth. It was my life. I hung around I had been in a life-threatening mo-
For example, I was the manager of the people who used with me and they be- torcycle accident years earlier and re-
gardening department of a major retail came my family. I met Kathy, the membered the great care I received from
chain. I was an employee in a shop that woman I would eventually marry, while my physical therapist. So, I began to look
prints and mails inserts and flyers. I was a performing with my band. She and I hit at PT programs and that is when I found
rock band drummer for several bands. I it off even though she knew of my ad- the Personal Trainer Program at our local
was a crystal meth addict. Yes . . . I was! diction. One evening after we were mar- college. Something about this was very
It seems strange to write that now, ried, Kathy and I were talking and she attractive to me. Again, I was lucky. I
but the term “I was . . .” is impossible mentioned that she would like to have happened to find my passion and my
to erase. My friends and clients often children one day. I wanted children, life’s vocation without much struggle.
ask me how I man- too. At that mo- Today, after working through my
aged to go from the ment, the strangest addiction, surviving a divorce, and
life of a meth addict My friends and clients thing came to my mourning the death of my mom, I can
to a personal mind. I thought, “If say without a doubt that I am one of
often ask me how I
trainer. The journey she gets pregnant, the luckiest people on earth. Because I
was a strange one managed to go from the I’ll stop doing was willing to change and stay commit-
and often difficult. life of a meth addict to a meth.” How could ted to finding a better life, I own my
I began playing I be so messed up own gym, hold certifications from every
the drums when I personal trainer. that I would work major fitness and rehabilitation organi-
was six years old to abolish my ad- zation in America, and count each day
and by the time I diction for a child as a true gift.
was eight, I had my first “garage band.” not yet born, BUT I would not consider
Writing and playing music were my trying to stop just for ME ? That was my EXTRAORDINARY
only passions. They were my life. After wake-up call. I knew I had to change REFLECTION
high school, I worked many odd jobs, my life. I was 29 years old. Read the following
but my love of performing never waned. I was one of the lucky ones. I was statement and respond in
In my 20s, I had a band that steadily able to stop “cold turkey” on my own. I your online journal or class
played gigs and I was living the life of a know that others are not so lucky. I be- notebook.
rocker. We traveled. We sang. We par- gan to look at my life and tried to deter- Mr. Clayton mentions that he was one
tied. We traveled some more and we mine what I wanted to do. I had to seri- of the “lucky ones.” What role do you
partied some more . . . and more. Before ously evaluate every aspect of who and think luck plays in one’s success? Is
I really realized what was happening what I was. I knew that I had to set goals there a difference between luck, readi-
with me, I had become addicted to to get my life back on track. ness, and action? If so, what is it?

20
 BUILDING YOUR OWN SUCCESSFUL FUTURE 21

3 Measurable. Your goal needs to be concrete and measurable in some way. Avoid such terms
as “earn a lot” or “lose some weight.”
3 Adaptable. Your goals may need to be adapted to changing circumstances that may be hap-
pening in your life.
3 Controllable. Your goals should be within your own control; they should not depend on
the whims and opinions of anyone else.
3 Desirable. To attain a difficult goal, you must want it passionately. You should never work
toward something just because someone else wants it.

How to Write Your Goals to Bring

about Positive Change
“I will pass my next math test with a B or better” is an example of a short-term goal. “I will pur-
chase my first home in seven to ten years” is probably a long-term goal. During college, more of
your goals may be short term than long term, but you can certainly begin setting both. Goals
can be lofty and soaring, but great goals can also be as simple as “I will spend two hours at the
park with my children tomorrow afternoon.”
Well-written, exciting, and effective goals include:
3 A goal statement with a target date
3 Action steps
3 A narrative statement
3 An “I deserve” statement
3 A personal signature
The goal statement should be specific and meas-
urable; that is, it should entail some tangible evidence
of its achievement and it should have a target date—a
timeline for accomplishment. Your goal statement
MUST also use an action verb. An example of a goal
statement with an action verb and target date is “I will
lose 10 pounds in six weeks” or “I am going to join a
campus club by the fifth week of this term.” This is a
much more powerful statement than “I am thinking
about joining a club” or “I want to have a new car.”
After you write the goal statement, you’ll need to
create specific action steps that explain exactly what
Shutterstock

you are going to do to reach your goal. There is no

certain number of steps; it all depends on your goal
and your personal commitment. An example of action
steps for weight loss might begin as follows: (1) I What exactly is it going
WILL join the campus health center, (2) I WILL meet with a personal trainer on campus, (3) I
to take to achieve your
WILL set an appointment with a nutrition counselor in the health center, (4) I WILL . . .
The next step is to write a narrative statement about what your goal accomplishment will biggest, most important
mean to you and how your life will change because of reaching this goal. For example, if your goal goals?
is to lose 30 pounds, paint a “verbal picture” of how your life is going to look once this goal has
been reached. Your verbal picture may include statements such as “I’ll be able to wear nicer
clothes,” “I’ll feel better,” “I’ll be able to ride my bicycle again,” or “My self-esteem will be
stronger.” If your goals don’t offer you significant rewards, you are not likely to stick to your plan.
Next, write two reasons why you deserve this goal. This is called your “I deserve it” state-
ment. It may seem simple, but this is a complex question. Many people do not follow through
on their goals because deep down, they don’t feel worthy of them. The narrative statement
helps you understand how your life will look once the goal is met but your “I deserve” state-
ment asks you to consider why you merit this goal.
22 CHAPTER 1 CREATE

1.6 Goal Sheet

FIGURE

My Personal Goal
To help you get started, use this goal-setting sheet as a template for this and future goals.

Name

Goal Statement (with action verb and target date)

Action Steps (concrete things you plan to do to reach your goal)

1.

2.

3.

4.

5.

Narrative Statement (how your life will look when you reach your goal)

What obstacles will you need to overcome to reach this goal?

I deserve this goal because:

1.

2.

I hereby make this commitment to myself.

My Signature Date
 BUILDING YOUR OWN SUCCESSFUL FUTURE 23

Finally, sign your goal statement. This is an imperative step in that your signature shows
that you are making a personal commitment to see this goal to fruition. This is your name. Use
it with pride. The goal sheet in Figure 1.6 shows how to build your goals.

ONE LAST, IMPORTANT WORD

ABOUT YOUR GOALS
What Happens When Aspirations
and Behavior Collide?
Earlier in the chapter you read about how to bring about a positive change in your life. One of
the ideas discussed was the process by which “change demands action.” Your goals demand
action, too. Many students are dismayed when they realize that goals don’t just happen. Dreams
and plans and aspirations are fine, but the ending can be quite painful if you don’t put forth the
effort to bring them to fruition. To reach your goals and meet your aspirations, you may have
to work harder than you’ve ever worked in the past. You may have to change the way you ap-
proach things. You may have to adjust the way you think about involvement and most impor-
tantly, you may have to change the level of action that you put toward your goals.
The point at which many students leave college is the point at which their aspirations and
behaviors collide. They realize that monumental changes are going to have to occur before their
aspirations are met and they are simply not ready, willing, or able to make these adjustments.
Begin work today on employing healthy study habits, getting involved in campus life, forging
relationships with professors and counselors, working with advisors, and reaching out to people
across campus who can help you. Build on your strengths and work tirelessly to overcome your
challenges. These steps will help you reach your goals and make your future aspirations a
reality.

REFLECTIONS ON CHANGE
AND GOAL SETTING
The transition from one place to another is seldom easy, even when the
change is what you want. Entering college has given you the opportunity to
assume new roles, develop new friendships, meet new people, work under
different circumstances, and create a bountiful future. It is an opportunity to improve on who
you are at this moment or to build an entirely new person if you choose to do so. Going to col-
lege gives you the opportunity to reflect on your strengths and consider areas where you might
need to change. These changes form the very essence of the college experience; they create won-
derful new experiences and help you discover who you really are and what you have to offer the
world.
As you reflect on this chapter, keep the following pointers in mind:
3 Evaluate your reason(s) for attending college and what it means to your life.
3 Understand and use the Ten Essential Cornerstones for Success.
3 Work hard to be a winner, not a victim.
3 Use goal setting to help you direct changes in your life.
3 Don’t just let change happen; get involved in your own life and learning.
24 CHAPTER 1 CREATE

C ONNECTING
Think about the people on your college campus. With whom
can you make a connection to learn more about the power
of goal setting? (Example: counselor, advisor, retention
specialist, etc.) Why and how will this connection be
important?

R EADING
Find one brief, relevant article (in print or online) relating
to community college success. After you have read the
article, write a brief summary of the additional facts you
have learned.

E -LEARNING
Using any search engine, find one piece of valid, reliable
information about how to bring positive change into your
life. Briefly explain what you learned and why you think it
is important.

A NALYZING
Choose one main idea or topic from this chapter. After
exploring and researching this idea further, determine how
this information can help you succeed in other classes.

T RANSITIONING
How will you use the content found in this chapter to help
you create a successful transition plan to your next
semester and beyond?

E MPOWERING
Thinking about the entire spectrum of your life (college,
family, friends, finances, career, etc.), how can you
empower yourself to be more successful through the
information found in this chapter?
 BUILDING YOUR OWN SUCCESSFUL FUTURE 25

SQ3R Mastery Study Sheet

EXAMPLE QUESTION (from page 4) ANSWER:
What are the steps to creating a successful future?

EXAMPLE QUESTION (from page 12) ANSWER:

What are the basic truths about the culture of community colleges?

AUTHOR QUESTION (from page 7) ANSWER:

What is the relationship between you and the world economy?

AUTHOR QUESTION (from page 9) ANSWER:

Identify the Ten Essential Cornerstones.

AUTHOR QUESTION (from page 10) ANSWER:

What is the M & M Theory and how is it used?

AUTHOR QUESTION (from page 11) ANSWER:

What are the major differences between
community college and university studies?

AUTHOR QUESTION (from page 19) ANSWER:

What are the characteristics of attainable goals?

YOUR QUESTION (from page ____) ANSWER:

YOUR QUESTION (from page ____) ANSWER:

YOUR QUESTION (from page ____) ANSWER:

YOUR QUESTION (from page ____) ANSWER:

YOUR QUESTION (from page ____) ANSWER:

Finally, after answering these questions, recite this chapter’s major points in your mind. Consider the following general questions to help
you master this material:
3 What was it about?
3 What does it mean?
3 What was the most important thing I learned? Why?
3 What were the key points to remember?