DVCUB STUDENT SELF-ASSESSMENT Program Application

UPWARD BOUND PROGRAM STUDENT SELF-ASSESSMENT
Student Name*

First NameLast Name
Preferred Name
Student Grade*
Student School*
(E.G. Concord High School, Mount Diablo High School, etc.)
Date*

MonthDayYear
Date
For questions or assistance with this application, please contact our program staff:
Miranda Rosas, Interim Program Coordinator ||mrosas@dvc.edu
Program Assistant ||
Ramona McCoy, Office Assistant || rharrell-mccoy@dvc.edu

Fill In The Blank

Read each statement carefully and select the appropriate term that best fits the statement. Terms Listed: Survey Course, Tuition, Syllabus, Expected Family Contribution (EFC), Bachelor’s Degree, Elective Course, Packaging, Online, Interdisciplinary, Financial Need, Master’s Degree, Aid Award, FAFSA, General Education Course, Need Blind, Curriculum, Grants
Courses dealing with two or more academic subjects are called _____*
The _____is the amount a student and his/her family are expected to pay towards the student’s cost of attendance and is used to determine a student’s eligibility for the student financial assistance programs*
_____ is the process of combining various types of student aid such as grants, loans, scholarships and employment to attempt to meet the full amount of the student’s need. *
Often called a 4-year degree program, a/an _____ is granted for completion of a course of study usually requiring 120-128 semester credits.*
A course a student takes by choice, as distinguished from a course specifically required by a degree, is called a/an _____*
The monetary assistance that helps a student attend college is called _____ *
_____ courses, sometimes-referred to as web-based courses, are regular college credit classes utilizing technology, including the Internet, to deliver course content and to promote class discussion.*
The _____ is an outline of topics to be covered by the instructor, including assignments to be completed by students during the course. *
A/An _____ is a course designed to provide a general overview of an area of study.*

Rows	Rarely	Sometimes	Often
I browse the headings, pictures, charts, questions and summaries before I start reading a chapter.
I make questions from a chapter before, during and after reading it.
I try to get meaning of new words as I see them for the first time.
I look for familiar concepts as well as ideas that spark my interest as I read.
I look for the main idea as I read.

Rows	Rarely	Sometimes	Often
I take notes as I read my textbook.
I take notes during class lectures.
I reword, rewrite or type up my notes.
I compare my notes with other classmates.
I try to organize relevant details with main ideas.

Rows	Rarely	Sometimes	Often
I study where it is quiet and has few distractions.
I study for a length of time then take a short break before returning to studying
I have all my supplies handy when I study, such as pens, paper, calculator, etc
I set study goals, such as the number of problems I will do or pages I will read
I study at least 30 minutes for every hour I am in class each week
I say difficult concepts out lout in order to understand them better
I summarize my notes into my own words, for better understanding
I try to create associations between new materials and information I already know

Rows	Rarely	Sometimes	Often
I study with classmates or group
When I do not understand something, I get help from tutors, classmates and/or my teacher.
I do all homework assignments and turn them in on time
I can easily identify what I have learned and what I have not yet learned before I take a test.
I anticipate what possible questions may be asked on my test and make sure I know the answers
I quiz myself over material that could appear on future exams and quizzes

Rows	Rarely	Sometimes	Often
I use a planner or other method to write down upcoming academic and personal activities.
I use a ‘to-do’ list to keep track of completing my academic and personal activities
I start studying for quizzes and tests at least several days before I take them
I start papers and projects as soon as they are assigned.
I have enough time for school and fun.

UPWARD BOUND PROGRAM STUDENT SELF-ASSESSMENT

True or False

Fill In The Blank

Student Self-Assessment Study Skills

Student Self-Assessment Self-Motivation

Student Self-Assessment Self-Esteem

Rows	Rarely	Sometimes	Often
I am confident in my abilities to achieve goals I set for myself
When working on my goals, I put forth my best effort and work even harder if I have encountered a setback.
I set written goals and objectives on an annual basis to achieve what I aspire in life.
I think positively about setting goals and working towards achieving them.
I reward myself when accomplishing a significant goal
I believe that if I work hard and apply my abilities and talents, I will be successful.
I am aware of my deadlines and ensure I meet or exceed them
When an unexpected situation jeopardizes my accomplishments, I consider my options and work diligently towards achieving my goals
My biggest reward after completing something is the satisfaction of knowing I have done a good job
I tend to put forth my best effort so that I feel proud of my work.
I set challenging goals for myself.
Before I start a new substantial goal, I clearly understand what is involved in the process, how long it will take to accomplish and how it aligns with what is most important to me in my life.

Rows	Rarely	Sometimes	Often
I feel that I am not in control of what happens to me.
I set goals and stick to them.
I have a positive outlook on life
I believe I can cope with whatever happens to me.
I have trouble making up my mind.
I state my needs and feelings without putting others down.
Most people like me and enjoy being around me.
My problems seem overwhelming to me.
It is hard for me to relax and not worry so much
Most people respect and value my opinion
I do not feel that I am successful.
I have difficulty standing up for myself
I try to take good care of my health.
I can talk to people without feeling nervous.