Please note: Workshops vary from presenter to presenter, as multiple staff members are prepared to share different perspectives on the tools necessary to succeed in college. Also, workshops typically last for 50-55 minutes, but can be adjusted to shorter time slots if necessary. Please contact the AAAC for more information about scheduling a workshop.

Time Management

This workshop begins with an overall discussion about the overall college experience. What have been the easiest parts about college? The hardest? Using these talking points to encourage dialogue, the students are able to draw out some of the similarities and differences that exist between high school and college. Next, students are encouraged to exchange ideas about how they manage time at college. Finally, students have an opportunity to fill out a semester plan, as well as an hour-by-hour calendar with the appropriate amount of study time, committed time, and other obligations.

Study Skills

Students begin this workshop with a discussion about learning, specifically addressing a time that they learned something well enough to teach it to someone else. From these experiences, students are encouraged to apply these experiences/techniques to studying in college. Further questions are presented. Where do they study? How do they study? What are the best strategies they've found? Next, a learning assessment called the VARK is administered. Small groups are then formed in accordance to the four learning styles (visual, auditory, read/write, and kinesthetic). Here students discuss three situations that might pose the most challenges for their learning in college, and five strategies they might use to overcome these challenges. The workshop is concluded by a conversation about how each style overlaps and how many students are multimodal in their learning.

Test Taking

Students begin by sharing their relationship with tests; many of these stories speak of how students struggle to prepare for tests and the anxiety that is apparent within the testing experience. An honest discussion about testing at the college level follows, and from this, the students break up into small groups and are assigned a section of the handout to “teach” to the rest of the class in an interactive way. A facilitated conversation following these presentations on test preparation enables students to define strategies on to succeed on multiple choice exams, essay exams, and problem-solving exams.

Goal Setting

The question “where will you be in 10 years?” begins this workshop, and from these large picture goals, a presentation about long term vs. short term goals ensues. The characteristics of SMART goals (specific, measurable, achievable, realistic, and timely) are presented, and then students are encouraged to write their own SMART goals, both long term and short term. Student examples are then used to show specifically how to write SMART goals; students leave with a clearer picture of how to use goal setting to succeed academically at KU (i.e. in setting short term goals), as well as the ability to move forward in formulating larger goals to guide them throughout their lives.

Specific Requests

Presentations on other topics can be facilitated as well, including stress management, procrastination, disability resources, and more. contact the AAAC if you have a particular request, and we will work to accommodate you.

Campus Resources

Additional Resources

The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression and genetic information in the University’s programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Director of the Office of Institutional Opportunity and Access,, 1246 W. Campus Road, Room 153A, Lawrence, KS, 66045, (785)864-6414, 711 TTY.