Motivation, Assessment, and Career Planning - Quick Reference

Check grades in eCampus (imported from Cengage); rely on eCampus for your actual course grades.
Structure for this course: reading → quiz → assignment (per chapter 3 focus).
For submission: write your first and last name on the paper.
Bring paper to class and place it on the desk; use the eight-week schedule cadence.

Typical quiz time: about $30$ – $35$ minutes.
If you cross out answers, circle the final choice to indicate the correct answer.
Do not place a question mark on uncertain items; marked questions are treated as incorrect.
If you’ve read chapters 1–2, the quiz should be relatively easy.

Read chapters 1–3 to keep pace; chapters 1–2 are foundational for quick success.
The instructor emphasizes staying organized (bring a paper, name on it) to keep track of work.

Purpose of a degree goes beyond just earning a credential; clarify what you want to do with your degree.
Examples discussed:
- Law: interest in arguing; not necessarily the degree path.
- Dean of a university: undergrad in business + health studies minor; goal set last year.
- Engineering/Architecture: pursue traits and paths (e.g., mentorship and internships) to gain real-world experience.
- Interior design/teaching: pursue internships, shadowing, mentorship to build resume and experience.
Move beyond “I want a degree” to concrete steps: internships, mentorships, shadowing, networking.

Not everyone is cut out for a 4-year degree; alternatives include:
- Transfer to a four-year program after an associate degree.
- Trade school or apprenticeship path; on-the-job study to advance.
Practical mindset: explore multiple routes based on fit and career goals.

The chapter includes discussion of how stimulants and opioids affect college students.
Keep substances off campus to protect your degree and health; non-prescribed use can have serious consequences.
Real-world caution based on personal stories; prioritize personal health and campus safety.

Activity: rank the quality of a professor’s advice in a case study; prepare to justify your ranking.
Consider: engagement, relevance, and motivational impact of each professor’s approach.
Also consider an approach not mentioned that could be more motivating for you.

Key concept: motivation is not solely provided by the educator; students must cultivate self-motivation.
Formula to remember: $V \times E = M$
- $V$ = value placed on your education
- $E$ = expectations for success
- $M$ = motivation
Educators’ role: motivate but cannot be your sole motivator; you must choose to be self-motivated.
Practical habits that matter: showing up on time, doing your work, participating, and avoiding late or sloppy work.
Wednesday activity: a worksheet to assess motivation in each class; expect to revisit this concept.
Inspirational reminder: the quote about letting your light shine (popularized in Coach Carter) emphasizes empowerment and motivation to pursue goals.

Use eCampus for your grades; don’t rely on other systems.
For quizzes: circle the final answer, avoid question marks, manage time (~30–35 min).
Actively plan your career path: internships, mentorships, shadowing; think beyond just earning a degree.
Consider multiple post-degree routes (4-year, transfer, or trades) that fit you.
Stay safe and responsible with substances; prioritize your degree and health.
Understand and apply the motivation formula $V \times E = M$ ; you are responsible for your own motivation and success.
Be prepared to discuss and justify your rankings in case-study exercises and to articulate next steps for your own goals.