Title: Motivating Success
Course: Question Banks

Q: In the fall of 2019, how many students attended college?
- 12.3 million. (Incorrect. There were many more students enrolled in 2019.)
- 9.8 million. (Incorrect. There were many more students enrolled in 2019.)
- 20.1 million. (Incorrect. There were fewer students enrolled in fall 2019.)
- 16.6 million. (Correct! There were 16.6 million students enrolled in college in the fall of 2019, a 5% decrease from 2009.)
A: 16.6 million.

Q: What was the major factor that accounted for the 5% decrease in overall college attendance between 2009 and 2019?
- The decrease in part-time students. (Incorrect. Part-time student college attendance only decreased by 1%.)
- The number of full-time students that were employed was greater than the number of part-time students employed. (Incorrect. Actually, the opposite is true. More part-time students were employed than full-time students.)
- The decrease in attendance in four-year institutions compared to community college. (Incorrect. Actually, from 2009 to 2019, the attendance at four-year institutions increased by 10%.)
- The decrease in full-time students. (Correct! Part-time student college attendance fell only 1% while full-time attendance fell by 7%.)
A: The decrease in full-time students.

Q: The following are true of “nontraditional” college students
- They may have dependents, they may have served in the military, they may finish their degree prior to age 24. (Incorrect. Nontraditional students tend to be older than 24 years of age.)
- They may have dependents, they have entered college immediately after high school graduation, they may be over the age of 24 years old. (Incorrect. Traditional college students are those who enter college in the same year after high school graduation.)
- They are financially dependent on their parents, they may have served in the military, they may be over the age of 24 years old. (Incorrect. Nontraditional students tend to be employed either part or full-time to fund their college education.)
- They may have dependents, they may have served in the military, they may be over the age of 24 years old. (Correct! These are all characteristics that nontraditional students may have.)
A: They may have dependents, they may have served in the military, they may be over the age of 24 years old.

Q: What are some things to consider in searching for your personal values?
- Hobbies, mentors, salary goals. (Incorrect. Salary goals are important, but should not be the guiding principle behind your college choices.)
- Hobbies, favorite sport, role models. (Incorrect. Although there is much to be learned from all sports- fairness, work ethic, teamwork- your “favorite” sport may not reveal much about your personal values. Preferring football over golf may not be helpful.)
- Social media, mentors, role models. (Incorrect. Social media is a great way to be exposed to a variety of observations and experiences, but many are not genuine.)
- Hobbies, mentors, role models. (Correct! These are three things to consider while identifying your personal values. Personal values are important in helping you to make school and life choices.)
A: Hobbies, mentors, role models.

Q: Janine has reviewed a list of core values from a website and has circled these: compassion, connection/relationships, and dependability. Which would be a likely college major for her?
- Accounting. (Incorrect. This would seem to be a likely major to pursue based on the core values she has identified. Perhaps an Accounting major would be more in line with core values like efficiency, integrity, and job security.)
- History. (Incorrect. This would not seem to be a likely major to pursue based on the core values she has identified. Perhaps a History major would be more in line with core values such as learning, tradition, and truth.)
- Architecture. (Incorrect. This would not seem to be a likely major to pursue based on the core values she has identified. Perhaps a major in Architecture would be more in line with core values such as achievement, beauty, and community.)
- Pre-Med/Nursing. (Correct! This would not seem to be a likely major to pursue based on the core values she has identified.)
A: Pre-Med/Nursing.

Q: The following are survey instruments designed to help you conduct a self-assessment of your personal values:
- ISEEK Careers, InSite/Electric Eggplant, FindMyValue.com. (Incorrect.FindMyValue.com is a real estate site.)
- ISEEK Careers, ElectricCloud.com, CheckOutACollege.com (Incorrect. Electric Cloud is a software company for development tools.)
- TraitsAndMajors.com,WhatAreMyValues.com, InSite/Electric Eggplant, CheckOutACollege.com (Incorrect. TraitsAndMajors.com is not a real self-assessment site.)
- ISEEK Careers, InSite/Electric Eggplant, CheckOutACollege.com. (Correct! These are three recommended self-assessment sites.)
A: ISEEK Careers, InSite/Electric Eggplant, CheckOutACollege.com.

Q: Which of the following is an expected responsibility of a college student?
- Attend professor’s office hours every day. (Incorrect. This is not an expectation of a college student.)
- Take at least four pages of notes per lecture. (Incorrect. The number of pages of notes taken per lecture depends on the class and the student.)
- Study five hours for every hour of class time per week. (Incorrect. Normally approximately two hours of homework/study time per one hour of class would be the expectation.)
- Honesty and academic integrity. (Correct! This is a responsibility expected of college students.)
A: Honesty and academic integrity.

Q: What are the two biggest issues with the transition from high school to college?
- Time management and laundry. (Incorrect. Laundry is not one of the big issues in the transition from high school to college.)
- Reading faster and working in groups. (Incorrect. Reading faster is not one of the big issues in the transition from high school to college.)
- Time management and working unsupervised. (Incorrect. Working unsupervised is not one of the big issues in the transition from high school to college.)
- Time management and working in groups. (Correct! These are the biggest issues in the transition from high school to college.)
A: Time management and working in groups.

Q: What is one of the largest changes between high school and college?
- The cost of classes in college vs. high school. (Incorrect. Not all high schools are free (private schools) and not all colleges charge tuition (community colleges).)
- Shorter classes in high school vs. longer classes in college. (Incorrect. Actually, students spend more hours in class in high school than in college.)
- Finals in college vs. finals in college. (Incorrect. Finals are a factor in both high schools and colleges.)
- Following the rules in high school vs. choosing responsibly in college (Correct! There is a subtle but important difference between the commitment required when transitioning from high school to college. High school is mostly about grades, whereas in college students are responsible for maintaining a positive balance between academics and social life.)
A: Following the rules in high school vs. choosing responsibly in college

Q: Which one of the following course delivery formats is geared toward a small group of students who have achieved an advanced level of knowledge or skill?
- Lecture. (Incorrect. Lectures are not restricted in size to small groups of students and are often introductory in nature.)
- Laboratory. (Incorrect. Laboratory courses take place in a controlled environment with specialized equipment providing students with first-hand experience in developing, practicing, translating, testing, and applying principles.)
- Workshop. (Incorrect. Although workshop formats are designed for smaller groups of students, they tend to be short and intense in nature and can involve introductory-level information.)
- Seminar. (Correct! Seminar classes usually do not meet as often as other formats giving students more responsibility to access and process the materials for which they are responsible.)
A: Seminar.

Q: Which one of the following course delivery formats entails the least amount of interaction with fellow students?
- Online. (Incorrect. The pandemic pushed online classes to the mainstream, with applications hosting many students at once to allow maximum possible interaction.)
- Lecture. (Incorrect. Although lecture-style formats revolve around a professor pushing out information to the class, classmates interact through their questions and professors encouraging discussion.)
- Workshop. (Incorrect. Workshop-style courses are generally short in length but intensive in scope and interaction.)
- Independent study. (Correct! Independent study sees a student “breaking off” from classmates to pursue a topic of interest to them. Usually the student in independent study checks in with a faculty member during office hours.)
A: Independent study.

Q: What is a key to success in a study abroad program?
- Consistently attend class. (Incorrect. This is good advice for almost all college programs, but not specifically for a study abroad program.)
- Be prepared to actively participate in class. (Incorrect. This is good advice for almost all college programs, but not specifically for a study abroad program.)
- Have strong note-taking skills. (Incorrect. This is more appropriate for lecture-style formats.)
- Learn as much as you can about your host country in advance. (Correct! This is the best way to ensure your success in a study abroad program.)
A: Learn as much as you can about your host country in advance.

Q: What is a core course?
- A course required to earn a degree in your major. (Incorrect. This would be more accurately called a required course.)
- A course not required for your graduation or your degree, but is taken because it is of interest to the student. (Incorrect. This would be an elective course.)
- A course needed for magna cum laude distinction. (Incorrect. Magna cum laude distinction is awarded to the top 10%-15% of students based on the quality of their work and GPA.)
- A course that must be taken as mandated by your college in order to graduate. (Correct! Also called general education courses, these are required by your institution to graduate.)
A: A course that must be taken as mandated by your college in order to graduate.

Q: This type of course is required in order to qualify for a specific degree from your institution:
- Elective course. (Incorrect. Elective courses can vary and not affect your eligibility for a degree in your major.)
- Core course. (Incorrect. Core courses are needed to graduate from an educational institution.)
- Seminar course. (Incorrect. Seminar courses may be required for your degree program, but it is different from college to college.)
- Required course. (Correct! A required course is taken in order to qualify for a specific degree in your major.)
A: Required course.

Q: Anna is a criminal justice major, but in her first semester as a junior, she takes an Art History course. This course would be considered:
- A core course. (Incorrect. It would be unusual for art history to be needed to graduate from a college.)
- A required course. (Incorrect. Art history would not be required for a criminal justice degree.)
- An optional course. (Incorrect. College courses are not considered “optional”.)
- An elective. (Correct! Art history would not be needed by Anna for graduation or her criminal justice degree.)
A: An elective.

Q: Policies that cover admission standards, tuition and fees, and credits would be considered:
- Course-specific policies. (Incorrect. Course-specific policies would not cover these common topics.)
- Federal policies. (Incorrect. Federal policies would not cover specific policies for individual educational institutions.)
- National education policies. (Incorrect. National education policies would not cover specific policies for individual educational institutions.)
- College-wide policies. (Correct! These topics would be covered in college-wide policies.)
A: College-wide policies.

Q: Johann is reviewing a set of policies that contain rules about attendance, grading, and how to communicate with his professor. These would be part of:
- College-wide policies. (Incorrect. College-wide policies would not go into this detail.)
- Institutional policies. (Incorrect. Institutional policies would not go into this detail.)
- Student government policies. (Incorrect. Student government policies would not cover these areas.)
- Course-specific policies. (Correct! These policies are course-specific, enforced by his professor.)
A: Course-specific policies.

Q: Which of the following policies would an instructor be least likely to share with the class on a syllabus?
- Criteria for final project. (Incorrect. Professors would certainly include this information in their class syllabus.)
- Grading curve. (Incorrect. Professors would certainly include this information in their class syllabus.)
- Contact information. (Incorrect. Professors would certainly include this information in their class syllabus.)
- Credit transfers. (Correct! Credit transfer policy would be covered by a college-wide policy.)
A: Credit transfers.

Q: Jake is a finance major and is thinking about a career in Investing. He should talk to someone in:
- The college reference desk. (Incorrect. The college reference desk would be a good choice to help with research options for a final project.)
- The financial aid office. (Incorrect. The financial aid office would be a good choice to seek assistance with a payment plan or scholarship and aid options.)
- His academic advisor. (Incorrect. His academic advisor may have some good advice based on her personal experiences, but a career counselor would be a better choice.)
- The career center. (Correct! Jake should take advantage of a career counselor to learn more about his interest in investing.)
A: The career center.

Q: Jon has a research paper due on the French Revolution. Where could he find additional sources of information besides his classroom texts and notes?
- The career center. (Incorrect. This would be a better choice if Jon was looking for a career in France.)
- The campus counseling office. (Incorrect. The campus counseling office is concerned with life issues rather than academic ones.)
- The computer lab. (Incorrect. The computer lab would be a good choice if Jon was writing code or learning a new application or operating system.)
- The library reference desk. (Correct! Library staff are trained educators and experts on finding reference information on almost any topic.)
A: The library reference desk.

Q: You are having some difficulties in your math class studies and would like to get help. Which would be the best resource to utilize?
- The library reference desk. (Incorrect. The library reference desk could point you to some resources, but you probably would want direct help from someone who can specifically address the issue you are having with math.)
- The campus counseling office. (Incorrect. The campus counseling office is concerned with life issues rather than academic ones.)
- The computer lab. (Incorrect. The computer lab would be a good choice if Jon was writing code or learning a new application or operating system.)
- The tutoring center. (Correct! The tutoring center would definitely have math students there to help you.)
A: The tutoring center.

Q: What is the most common measure of classroom success?
- Having a perfect attendance record. (Incorrect. Perfect attendance is a good goal and should help your performance, but it is not the most common measure of classroom success.)
- Taking advantage of professor’s office hours. (Incorrect. Taking advantage of office hours is a good goal and should help your academic performance, but it is not the most common measure of classroom success.)
- Taking good notes. (Incorrect. Taking good notes is an important skill and should help your academic performance, but it is not the most common measure of classroom success.)
- Getting good grades. (Correct! Good grades indicate that many things are going well for a college student.)
A: Getting good grades.

Q: Which statement is most accurate regarding success in college?
- Success means never missing a class session. (Incorrect. This could be the definition for success for some students, but one size does not fit all.)
- Success means completing college coursework with no D’s or F’s. (Incorrect. This could be the definition for success for some students, but one size does not fit all.)
- Success means finishing a bachelor’s degree in four years. (Incorrect. This could be the definition for success for some students, but one size does not fit all.)
- Success could mean passing through an Associate’s Degree on a 2.0 GPA, or going on to a honors Ph.D. (Correct! Every individual must have, and will have, their own definition of success in college.)
A: Success could mean passing through an Associate’s Degree on a 2.0 GPA, or going on to a honors Ph.D.

Q: Which of the following is recommended as a good study habit?
- Study in a loud, distracting place. (Incorrect. While this may increase your ability to concentrate, it is not a recommended study habit.)
- Copy homework answers from a fellow student. (Incorrect. This is definitely not a good study habit and is in fact considered cheating.)
- Only study in the library. (Incorrect. Libraries can be a quiet place in which to study, but not all students need to study there to have good study habits.)
- Keep a regular study schedule. (Correct! This is a proven method to succeed in the classroom.)
A: Keep a regular study schedule.

Q: Students who attend ________ say that they are more likely to participate in enrichment activities, perceive campus to be supportive, and are more satisfied with their overall college experience.
- Dorm meetings. (Incorrect. It is important for students using campus housing to keep abreast of dorm rules, but dorm meetings do not yield such far-reaching benefits.)
- Study hall. (Incorrect. Study hall is a high school activity.)
- Athletic activities. (Incorrect. Attending athletic events is a great way to bring students together and promote school spirit.)
- Orientation. (Correct! Attending freshman orientation has been shown to foster these positive benefits)
A: Orientation.

Q: One of the biggest benefits from taking advantage of campus advising is:
- Students will receive discounts on expensive textbooks. (Incorrect. Unfortunately there are no discounts on expensive textbooks.)
- Students will learn which professors give higher grades. (Incorrect. This is not a benefit of campus advising.)
- Students can sign up for extra credit. (Incorrect. This is not a benefit of campus advising.)
- Students are more likely to interact with professors. (Correct! This is one of the benefits of taking advantage of campus advising in college.)
A: Students are more likely to interact with professors.

Q: What is a learning community?
- Learning communities are a designated living area for students. (Incorrect. Learning communities have nothing to do with where students live.)
- A learning community is an area immediately around a college campus. (Incorrect. Learning communities are not the areas physically located close to college campuses.)
- A learning community is a group of students with the same background. (Incorrect. Students with the same background are not considered learning communities.)
- Learning communities are programs that enroll groups of students in a common set of courses. (Correct! Students report gains in personal and social development, competence, and satisfaction with the undergraduate college experience.)
A: Learning communities are programs that enroll groups of students in a common set of courses.

Q: Which of the following scenarios is NOT considered academic dishonesty?
- Douglas hires another student to write his essay for history class (Incorrect. In this scenario, Douglas has presented the work of others as his own as well as avoided doing his own work.)
- Douglas helped another student during a test by nonverbally signaling a correct answer (Incorrect. In this scenario, Douglas has cheated)
- Hoping to get a deadline extension, Douglas told his instructor that he was in the emergency room the evening before the deadline even though he was not. (Incorrect. In this scenario, Douglas has deceived his instructor.)
- Douglas sees another student cheating on his test, but he does not report it (Correct! While some schools demand that students follow an honor code which includes reporting, academic dishonesty generally refers to doing one’s own work, not cheating, and not presenting the work of others as one’s own.)
A: Douglas sees another student cheating on his test, but he does not report it

Q: Melissa is one resource short of the required number for her research paper that is due tomorrow morning. She decides to attribute some of her ideas to a personal interview, which would count as her final source. However, there was no personal interview. Which form of academic dishonesty did Melissa commit?
- Cheating (Incorrect. Melissa did not partake in forbidden sharing of information in this example.)
- Artistic license (Incorrect. Since Melissa did not enhance her paper for artistic purposes, artistic license, or deviating from the fact or form for artistic purposes, is not what occurred in this example. Generally, disclaimers are provided when artistic license is taken.)
- Plagiarism (Incorrect. Melissa did not fail to attribute another’s idea to its source.)
- Fabrication (Correct! Melissa has falsified a citation by making up a resource.)
A: Fabrication

Q: Which of the following is a likely consequence of a student’s first instance of cheating?
- A criminal charge (Incorrect. Although academic dishonesty is a serious offence, it is not considered illegal.)
- A redo (Incorrect. Instructors are not likely to take on the burden to create a new assignment or exam and regrade in response to a student cheating.)
- A Warning (Incorrect. Most institutions have clear guidelines about academic honesty and consequences tend to be more severe than receiving a warning, even for a first offence.)
- A failing grade on the test (Correct! Most likely, the instructor will assign a grade of zero for a first-time offence.)
A: A failing grade on the test

Q: Gavin is reviewing his History syllabus on the first day in class and sees that a major research papers is due the week before finals. What can he do to ensure that he avoids a scenario that can lead to academic dishonesty?
- Stop by the professor’s office hours often to chat (Incorrect. While getting to know his professor has many benefits, it does not prevent scenarios that can cause academic dishonesty)
- Do all of his research the first week of class (Incorrect. Although this can eliminate one step of his research paper, it does not guarantee that Gavin is still spacing out the rest of his paper, so he does not leave it until the last minute.)
- Enter the due date in his calendar (Incorrect. While this can ensure that Gavin is aware of the due date when he checks his calendar, it is still easy to forget in the months preceding the due date. It also does not guarantee that he won’t procrastinate until the last minute in writing it.)
- Create milestone deadlines for the paper throughout the semester (Correct! By creating deadlines throughout the semester, Gavin can make sure does not procrastinate and run out of time, leading to a scenario where academic dishonesty might occur.)
A: Create milestone deadlines for the paper throughout the semester

Q: Cynthia’s roommate is taking the same biology class with the same instructor that Cynthia took last semester. Her roommate mentioned that she purposefully chose that class because Cynthia could help her out in a pinch. Which scenario for academic dishonesty are Cynthia and her roommate at risk for in this example?
- Procrastination (Incorrect. While procrastination is a serious threat to academic honesty, Cynthia’s example does not necessarily make her vulnerable to procrastination.)
- Pressure to perform academically (Incorrect. While the pressure to perform academically is a serious threat to academic honesty, Cynthia’s example does not identify a reason that her roommate would experience that pressure – either by holding a scholarship or by mention of high expectations.)
- Being unclear of what constitutes plagiarism (Incorrect. While being unclear of what constitutes plagiarism can lead to academic dishonesty, Cynthia’s scenario represents a more likely path to violating academic honesty.)
- Peer Pressure (Correct! This example creates a scenario in which it is very easy for Cynthia’s roommate to ask to see, borrow, or use her saved assignments and exams to use in her own work.)
A: Peer Pressure

Q: Since Mary has provided a citation for a direct quotation in her paper, what should she do if she uses another piece of information from the same source later in the paper?
- She does not need to cite the source again if she has already cited it (Incorrect. Citations provide information that identifies where an idea originated, so a citation must be used for each idea that is not Mary’s own.)
- She only needs to cite the source again if she is using a direct quotation (Incorrect. Citations provide information that identifies where an idea originated, whether that idea is being used as a quotation, paraphrase, or summary.)
- Indicate in her bibliography all the places that the source is used in the paper (Incorrect. Bibliographies only list the full resource information. Mary needs to attribute each idea that is not her own to its respective source in her paper.)
- Provide the citation (Correct! Since citations provide information that identifies where an idea originated, a citation must be used for each idea that is not Mary’s own, even if it comes from a resource that was already cited.)
A: Provide the citation

Q: Sanjay has a pile of many online and printed resources to read as he prepares for his research paper. What strategy can he use to make sure he properly cites information that he finds from his research?
- He should rely on an app to create citations (Incorrect. While using an app to help track sources is helpful, Sanjay still needs to double check that the citation is correct as well as ensure that each piece of information that is used from each source is tied to the correct citation.)
- He should highlight each piece of information he wants to use in each source and use a corresponding color when referring to each source in his paper. (Incorrect. While this may seem like a timesaving way to track which information goes with which source, it is very easy to make a mistake or to lose important citation information.)
- He should only use quotations so he can easily match each piece of information to its source (Incorrect. Sanjay should limit the use of quotations as a general writing strategy. He will need a different system to track his research.)
- He should keep careful notes (Correct! Not only will careful notes help Sanjay correctly match information to its source, his notes will be easy to review later as he writes his paper.)
A: He should keep careful notes

Q: It’s late in the evening before Adam’s paper is due and he’s not sure if a piece of information he’s using is considered common knowledge or not. How should he proceed in using the information?
- Look to see if other sources cite similar information to decide whether or not it is general information. (Incorrect. Since Adam is not an expert in the field, he likely will not be able to use his discretion to evaluate whether or not the idea is considered general knowledge.)
- Assume it is general information and not worry about providing the source. (Incorrect. Since Adam is not an expert in the field, his assumption could be incorrect and cause him to commit plagiarism.)
- Only cite the material if he uses a direct quotation. (Incorrect. Any idea, whether used as a direct quotation, paraphrase, or summary, that is not his own must be attributed to a source.)
- Either leave the material out of his paper or cite it (Correct! If he does not want to leave the quotation, paraphrase, or summary out of his paper, he must cite it. Otherwise, he risks committing plagiarism.)
A: Either leave the material out of his paper or cite it