what does academic success mean to you essay

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5 Strategies for Academic Success: Using Your Strengths

These five tips show you how to keep a clear head and have a successful semester.

Rebecca Bakken

The start of the semester can be a hectic time. You’re juggling your career, classes, family, and friends. Deb Levy , a certified life and business coach, and a Harvard Extension career workshop leader, offers five tips in this video to help you succeed in your coursework.

Know your strengths.

It’s human nature to want to correct weaknesses. But knowing your strengths and how to use them effectively can have a much more substantial effect on success and well-being. So how can you reframe your thinking?

According to Deb Levy, the field of positive psychology offers many useful tools. One in particular—the Character Strengths Test from VIA Institute on Character—can help you gauge your strengths and weaknesses. The test ranks users’ character strengths from strongest to weakest, allowing for an objective view into where you excel and where you may need work.

Once you know what your strengths are, you can play to them. But it’s also important to know that sometimes strengths need to be tempered.

“Every strength if overused becomes a deficit,” says Levy.

For instance, someone who ranks highly in humor might run the risk of making an insensitive or inappropriate comment that could damage relationships.

Making a plan to bolster weaknesses while remaining conscious of strengths can be a great strategy to ensure not just academic success, but personal fulfillment.

Set specific goals.

Achieving your goals depends heavily on how well you can manage your time. Levy recommends making a priority pie that maps out how you’ll divide your time over the course of a semester.

“When you say yes to becoming a student, you have to say no to other things,” she says. “So goal-setting requires a strategic plan for the semester. Students who do better in general are the ones who take time to plan.”

Your priority pie should reflect all your personal, professional, and academic endeavors. For example:

Your priority pie should include not just classes and your work day, but also time for family, studying and homework, and self-care like going to the gym or getting a regular massage.

Levy stresses that the best goals are specific, personal, and flexible.

Prioritize happiness.

Feeling good about what you’re doing and why you’re doing it is the best way to ensure success. According to Levy, happiness often leads to success, but success on its own may not lead to happiness.

As such, prioritizing your own wellness is key to reaching your goals. Levy says well-being  consists of positive emotions, engagement, meaning, and achievement.

“By nature of being in school people are already prioritizing well-being. They’re getting engaged, working on accomplishments,” says Levy.

Read our blog post on work-life balance

Aside from making time for yourself, you can practice building positivity.

One exercise that Levy recommends is writing down three good things at the end of each day. These can be things you’re proud of, things you’re grateful for, or things that simply bring a smile to your face.

Studying subjects that give your life purpose or meaning can also be beneficial.

“People who connect meaning to their goals are more motivated,” says Levy

Be resilient.

Even with a good plan, obstacles will arise. How well you deal with those obstacles depends on your perspective.

In resilience coaching, Levy often refers to the work of psychologist Carol Dweck. Her research identifies two basic mindsets: fixed and growth. Fixed mindsets view mistakes or setbacks as insurmountable. Growth mindsets view them as opportunities for positive change.

If you lean toward a fixed mindset, the good news is that it’s not permanent. No one falls into one mindset 100 percent of the time. Training your brain to see opportunity where you once saw a roadblock is possible.

“Give yourself permission to be human,” Levy says. “Predict you’re going to make mistakes.”

One way to build resilience is by preparing for obstacles with implementation intentions , which are if–then plans designed to help people achieve goals. For example, “If I can’t get the financial aid I need, then I will reallocate money from my vacation or entertainment budgets.”

Setting these intentions gives you a default answer that helps you stick to your plan without having to deliberate or make a snap decision.

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Make time to recover.

Rather than avoiding stress altogether, Levy recommends setting aside time to mentally and physically recover.

As a student, you may sometimes fall into a “stretch zone,” where you’re extending yourself to accommodate for different obligations. Periods of stress can actually be positive and motivating if they expand your perception of what’s possible.

But it can lead to chronic stress when you don’t build in time to recover.

Viewing your eight hours of sleep every night as sacrosanct can go a long way toward staving off chronic stress. So before you pull another all-nighter, think about the effects it may have on you the next day.

Taking breaks, setting aside time for meals, and enjoying recreation can help fuel you and keep you on course to achieve your goals.

For more information from Deb Levy on balancing academics with life, check out How to Set Goals and Achieve Balance—In and Outside the Classroom .

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What Is Academic Success (Student Learning)?

Reimagining how to foster academic success in the classroom and document students' growth

“Teachers genuinely believe in the intellectual potential of these students [of color] and accept, unequivocally, their responsibility to facilitate its realization without ignoring, demeaning, or neglecting their ethnic and cultural identities. They build toward academic success from a basis of cultural validation and strength” (Geneva Gay, 2001).

Within the field of education, “academic success” is a widely used construct that is equated to “student achievement” and often linked to students’ performance on standardized test scores. This narrowed definition of academic success justifies the school failure of Black students and students learning English and shifts the blame to students, their families, and communities.

In her seminal article, “But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy,” Dr. Ladson-Billings stated that “despite the current social inequities and hostile classroom environment, students must develop their academic skill” (p. 160). In 2014, she clarified that her stance on “academic success” must center “the intellectual growth that students experience as a result of classroom instruction and learning experience” (p. 75).

The measure of academic success should not be solely based on test scores from standardized tests and other traditional definitions of success. Educators and researchers have recognized that White middle-class standards are often set as the benchmarks of success. Schools typically expect all students, regardless of their background or culture, to assimilate to these standards. While Dr. Ladson-Billings and other scholars have affirmed that it is important for all students to have exposure to and know how to navigate the dominant culture, all educators must strive for equity within the traditional definitions of academic success, thus expanding the definition in broader and richer terms to center student learning and academic growth over time.

To move toward equitable educational outcomes for Black students and students learning English, we must reimagine how to foster academic success in the classroom and document students’ growth. To do this, we must shift toward measuring “academic success” through a range of different means, including but not limited to project-based learning, portfolios, and student reflection. Building academic success requires that teachers take responsibility for their students’ learning, create and sustain learning partnerships with students and families, and build students’ agency in their learning while consistently calling out and mitigating the structural racism and injustices that limit historically resilient students’ academic growth.

What are we learning?

Through our work with educators, we have noted several practices that speak to how they foster academic success with their historically resilient students. It is important to note that these educators highlighted the interwoven nature of high-quality instructional materials (HQIM) and teacher practices in fostering student learning and academic growth and success. Below, we provide some examples of how educators have engaged standards-aligned instructional materials in service of culturally relevant instruction and an expanded definition of academic success. 

Teachers who embrace cultural relevance believe that historically resilient students have what it takes to succeed, hold high expectations for them, reaffirm their humanity, and create opportunities to experience learning growth. For example, in a conversation with one of the educators, she noted that:

“We need to make sure that our actions as educators are never putting barriers in front of students, and in fact, we are pushing them to shatter glass ceilings, regardless of any label that society may put on them. I think my purpose [as an educator] is to make sure that all of our students succeed beyond our expectations, but especially our students of color who usually are counted out of advanced classes and advanced opportunities.”

Teachers we spoke to know where their students’ strengths and areas of weakness are and use them as a starting point when teaching. This deep knowledge of students is based on a genuine commitment to students’ academic success and requires an investment in every student in the classroom. For example, one teacher described her interactions with students during a math lesson. She noted that:

“I’m able to identify which students really understood the task at hand, and which students really need to be extended a challenge because they kind of had a firm grasp on the content. Then I ask myself, “What students do I need to revisit some previous learning  because they may be missing some of those foundational pieces that I need to build on so that they can access the materials on the grade level that I’m presenting?”

Another teacher stressed the importance of checking for students’ understanding of the content before moving on to new materials. This teacher noted that:

“I need that time to come back with them and go over the assignment and talk about those mistakes and help them fix it, and talk about error analysis, things like that.”

Here, we see the teacher taking ownership of and demonstrating a commitment to student learning and academic growth when students do not fully understand the content and dedicating time to reteach and provide scaffolds until the content is understood. This kind of messaging can signal to students that their teacher is invested in them. 

As we’ve learned more about the practical applications of Dr. Ladson-Billings’ work, we’ve come to understand how academic success, particularly viewed through the lens of student growth, can’t be defined by a test score or even by successful completion of an assignment. Teachers who embody this understanding move past these limited definitions of academic success to see how their academic learning and growth have evolved over time. This means they scaffold tasks based on what their students bring to the classroom and use assessment as a tool to understand what their students know and can do, not as a way to identify gaps to fill. 

Significant time is spent understanding students’ prior knowledge and the grade-level learning targets to craft instruction that is meaningful for all students. Standards-aligned instructional materials have the potential to play an essential role by clearly defining grade-level targets and offering carefully designed activities that may be adapted to meet the needs of all learners. When standard-aligned instructional materials are used in conjunction with culturally responsive pedagogy, we are learning that both student engagement and learning experiences expand across the students’ range of growth and potential. We hope you continue on this journey with us as we explore how teachers work with standards-aligned materials in service of the other aspects of culturally relevant pedagogy. 

Ladson‐Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into practice , 34 (3), 159-165.

Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: aka the remix. HarvardEducational Review , 84 (1), 74-84.

• Equity in Education

2 thoughts on “ What Is Academic Success (Student Learning)? ”

Equity is a magical place many never see as often as I to intervene and create equity, the reality of what students live and face daily is so politically enforced that I want to scream. The hope that I am challenged with then comes from every individual that is committed to do the work of educating. I find hope in people who are really charged to educate and lift others. My personal dilemma is am I involved in meaningful work. I was at LSU ( Louisiana State University) while I taught in the public schools of Baton Rouge. A woman walked up to me one day on campus and said, ” Why are you teaching with them those people don’t care.” I just looked at her because I was truly one of those people. What do you do when you know the best effort has gone out and Harvard intellectuals say pasting test scores are fleeting. I really believe we must trust that what are engaging in is worth the effort no matter what others think. The saying, “One does better when they know better,” only works when there is a value to do better. Money isn’t the best elevator in education it only helps our commitments and values to challenge the status quo is the best. I want to be the best educator I can be today. Jo Dawkins

Some thoughts on academic success: 1) There is a disconnect between what invested educators consider “academic success” and what others consider this to be. For example, I find that the majority of students and their parents want good grades, but the grades (letter or number) matter more than WHETHER THE STUDENT HAS ACTUALLY LEARNED ANYTHING. This is seen when teachers that give out easy A’s and B’s are lauded as “wonderful” while teachers that “take ownership” and have high expectations for all students (which involves MUCH MORE WORK for the teachers as they must actually read and mark up student work, conference with students and provide extra help, and then grade final versions) are criticized as too demanding when after all that effort, some students get the poor grades they deserve. Another example of this is evident when more than ever before, students are off on VACATION throughout the school year. These incidents were becoming more frequent before the pandemic, and now they have further multiplied. Parents just take their children out of school whenever they want. Well, their message is loud and clear — they must feel that being in school is not connected to academic success and/or school is just not that important. There is a disconnect between academic success and what that means and entails. 2) Academic success needs to be based on more than grades. Not only because of the above-mentioned situations where a letter or number becomes the end-all-be-all rather than the knowledge it represents but because success based solely on a grade is very limiting to students that have different learning styles and abilities. I like to conference with students and have them tell me about the content — I find that this reveals very quickly whether they understand or are having difficulty. Another way to check understanding is by having students demonstrate it in some tangible way — teach another student, teach the class, etc. When a student can do this, he or she has achieved success.

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About the Author: Abigail Amoako Kayser, Ph.D. is an Assistant Professor at the College of Education at California State University, Fullerton in the Department of Elementary and Bilingual Education. She is a Fulbright Scholar and a former elementary teacher. Through her research and teaching, she aims to advance our understanding of how teachers ensure equitable, just, and anti-racist educational experiences and outcomes for historically resilient students in the U.S. and Ghana.

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7 tips to help you achieve academic success

What is academic success?

Academic success means different things to different people. Whether you want to explore a subject area that you’re passionate about or enhance your credentials to advance your career, one of the primary purposes of education is to help you reach your full personal and professional potential. To achieve your vision for success, it’s important to create clear, actionable objectives and develop good habits and skills to guide your learning and keep you on track in your studies.

How do you achieve academic success?

Setting achievable short- and long-term goals is one key to academic success. When you set actionable objectives and incorporate skills and behaviors like time management, good study habits, and resilience, it’s easier to create and execute an effective study plan, track your progress, and reach your milestones. If you’re unsure of where to start when it comes to making a plan, read on to explore seven tips you can implement to align with your unique needs and experiences.

1. Work on your time management skills

One of the most critical skills for academic success is effective management of your study time. Time management skills are essential because they help ensure you stay on top of all your readings, projects, and exams. Managing your time well also requires you to stay organized, prioritize your tasks, and plan out a daily, weekly, and monthly study schedule that you stick to. How you choose to manage your study calendar is up to you, but you should create a system to track your project deadlines, exams, and study sessions in a way that’s easily accessible—whether that be a time management app on your phone, an online daily planner, or a physical calendar. As long as you carve out specific amounts of time each day or week to ensure you accomplish your high-priority items, you will set yourself up for success. It can also be helpful to let the important people in your life know about the times you have reserved for your studies so you can avoid distractions and stay focused on the tasks at hand.

2. Set small goals to help you accomplish large goals

One of the best ways to help you meet your larger, long-term goals is by tackling smaller goals that will help you achieve the results you desire. Create SMART goals that are clear and realistic and use your resources and time productively. SMART is an acronym that stands for Specific, Measurable, Achievable, Relevant, and Time-Bound. By setting SMART goals, you give yourself the opportunity to take a hard look at your objectives, understand what is motivating them, and pinpoint the actions you need to take to meet them. An example of a SMART academic goal is, “I will work to improve my grade from a B to an A by devoting four hours a week to studying my notes, readings, and flashcards for the next three weeks.”

3. Surround yourself with supportive people who motivate you

When you lean on people who support your educational journey, it can invigorate you and help stoke your determination. With family, friends, and coworkers, it’s important to open up about your experience of returning to university to enhance your skills—including both your accomplishments and your challenges. It can also be helpful to share with your instructors and peers at Penn LPS Online. Because your coursework includes group projects, presentations, and online discussions, you’ll have many opportunities to collaborate with your classmates, share your experiences, and help each other to excel in your studies. And you’ll also interact with Ivy League faculty and practitioners who are experts in their fields who will be more than willing to support you by addressing any questions or concerns you may have.

4. Build good study habits

Developing and maintaining good study habits is critical to your academic success. When you make good study habits a part of your daily routine, it can increase your efficiency, confidence, and effectiveness while reducing anxiety about your coursework. The reality is that your days are likely already packed with work, family, and other personal responsibilities, so it’s crucial you carve out time to devote to studying. To help you build strong study habits, it’s beneficial to create a consistent and structured daily plan. Ensure that you have a dedicated environment that is conducive to studying and avoid procrastination by holding yourself accountable to your dedicated study sessions. These tips can help:

• Take effective notes when listening to lectures or reading course materials Taking effective notes is extremely helpful for understanding course material and completing assignments—and there is a definite strategy for doing so. First, be selective and pay attention to the concepts that your instructor indicates are important—and look for section headings or summaries in your readings that highlight essential material. Then, once you’ve identified major concepts, rewrite them in your own words to help make them more understandable and memorable. Finally, go back and recap each idea in one or two sentences to streamline and highlight key takeaways.
• Create mind maps A mind map is a diagram that represents how various ideas relate to the main concept. Using mind maps can be an effective way of organizing and summarizing key concepts, particularly if you’re a visual learner. Start by writing the central concept in the middle of your page and then draw curved lines branching out with related ideas. Then, you can add branches to the related ideas with further points. You can also use different colors, pictures, and line lengths/widths to make your maps more memorable or highlight the most important concepts.
• Break up study sessions While some long study sessions can’t be avoided, if you can break up your study time into shorter increments, you will be doing yourself a favor. That’s because your brain needs these breaks to process and store the information that you learn. And stopping to grab a snack, listen to a podcast, or grab coffee with a friend can help you relax, improve your mood, and allow you to focus better once you return to studying.

5. Develop your patience and resilience

In a world where our attention spans seem to be getting shorter and instant gratification is often celebrated, it can be difficult to cultivate patience. But if you want to be successful in reaching your academic goals, you’re going to have to learn how. Practices that can be helpful to overcome impatience include being more mindful of your reactions to your environment, calming your mind by practicing deep breathing or meditation, and rewarding yourself when you reach set milestones.

Resilience refers to your ability to adapt to and overcome life’s challenges. If you’re interested in learning more about how to become more resilient you should look into APOP 1200: Human Flourishing: Strengths and Resilience at Penn LPS Online. This course explores the science of positive psychology and how we can leverage our strengths to contribute to the greater world and enhance our personal well-being. You will also learn about the physical and psychological protective principles and factors that comprise resilience and how they can be nurtured to help you flourish in your academics, career, and personal life.

6. Take care of yourself physically and mentally

You can’t expect to meet your goals if you experience burnout. That’s why it’s so important that you take care of your physical and mental health. Some effective ways to take care of your body include eating a well-balanced and nutritious diet and exercising regularly. Remember that being active doesn’t have to involve going to the gym—it can also be taking a dance class, going for a bike ride, or walking your dog around the neighborhood. The endorphins that your body produces when you exercise can help improve your disposition and relax your mind. You should also prioritize sleep to help boost your immune system, reduce stress, and increase your ability to focus on your studies. Did you know getting outdoors can improve your mental health? Not only will you enjoy the fresh air, but exposure to sunlight is also believed to increase the release of serotonin, a hormone associated with improved mood and sense of calm and concentration.

 Finally, schedule time just for fun! Whether you engage in your favorite hobby, work on a creative project, or go out to dinner with your partner, when you make the time to do activities that you love, it benefits your well-being and ultimately increases your chances of academic success. And it’s important to note that if you do find yourself feeling overwhelmed or struggling mentally during your studies that reaching out to a professional therapist is always a healthy step to take.

7. Practice positive thinking

People who maintain a positive outlook on life may cope better with stress, have stronger immunity, and experience healthier and happier lives. Consequently, cultivating a positive mindset can be invaluable when it comes to learning. Positive psychology is the scientific study of what helps people to thrive in all aspects of their lives. In APOP 1000: Introduction to Positive Psychology at Penn LPS Online, you will explore the underpinnings of positive psychology, address questions surrounding what it means to be happy, and learn the theory and science that supports the conceptual framework of well-being. With hands-on experiments and group activities, you’ll discover how to build well-being in yourself, in organizations, and in communities. So, when you’re registering for courses, do yourself a favor and consider this one.

Are you ready to achieve academic success?

Congratulations on committing to continuing your education and furthering your personal and professional development. In addition to advancing your academic and career goals, lifelong learning can also help you improve your self-confidence and self-worth, renew your creativity and motivation, build soft skills such as critical thinking and adaptability, and enhance your overall quality of life.

The Ivy League courses , certificates , and degree at Penn LPS Online are designed with adult learners like you in mind, offering the flexibility to obtain new career skills, indulge your unique passions, or earn your liberal arts degree on a schedule that works with your busy life. At Penn LPS Online, you can pursue your academic goals while building a foundation grounded in the arts and sciences and broadening your professional prospects.

View our course guide to see what excites you! Enrollment for certificates and courses and applications for the Bachelor of Applied Arts and Sciences program are always open. Visit our online application and get started today!

Home — Essay Samples — Life — Success — Success And What It Means To Me

Success and What It Means to Me

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Published: Mar 18, 2021

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The Definition of Student Success: What Does it Mean to You?

The report "A New Day for Learning," recently released by the Time, Learning, and Afterschool Task Force, argues that we must redefine the school day if we are to improve student achievement in the United States. The authors of the report, funded by the Charles Stewart Mott Foundation , lay out five elements of their proposed new learning system.

The first element states that we must "redefine what student success means beyond the acquisition of basic skills, support the time it takes to experience success, and develop sophisticated ways to measure it."

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This three-pronged statement, centered on student success, begins with a call for a new definition for the phrase "student success." Philosophers have debated for centuries about what it is to be an educated person. I am not convinced we can agree on what it is to be successfully educated, but we must individually have some vision in mind if we are to be able to determine whether we have hit the mark.

Most Americans, I believe, would define student success as the ability of a student to support himself or herself in this society after completing the educational process. Our value and belief systems are strongly based on economics and accumulation of material wealth. How often do you hear parents say, "I don't want my children to have to come home to live with me after completing their education"?

It's difficult to argue with the fact that the ability to support oneself economically is a goal of the educational process, but it is not the only goal. If it were, we would not need schools; we could easily achieve success by matching students with professional mentors and letting them learn on the job.

What additional definitions could we use for student success? I would like to suggest a few, and I am interested in what you would add. Student success, I believe, means the ability to

• understand the rights and responsibilities that allow us to function as contributing members of our democracy.
• cooperate and collaborate with others in work, social, and family settings.
• make independent decisions based on reasoning supported by facts gathered and analyzed by students.
• relate in a positive and constructive manner with family members and other members of the world community.
• take responsibility for one's own actions and act supportively and compassionately toward others.

Maybe, though, it would be easier to list things that should not be included in our definition of student success. It is not a sign of student success to

• score highly on an arbitrarily chosen standardized test.
• help beat a rival football, basketball, or wrestling team into submission.
• have every student specialize in science, technology, engineering, or math in order to beat the Chinese in the economic realm.
• efficiently perform repetitive tasks in a factory setting.

How do you define student success? The form of our future educational system is dependent on how we answer this question. Please offer your suggestions.

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Student Success…. A Definition for the Very Few

What does student success mean?  Some colleges associate student success with high graduation rates, others focus on alumni achievements, and then other colleges emphasize test scores and grades. Since institutions use different definitions regarding the term “student success,” it raises a critical question: Who are we leaving behind?

Rather than use funds from the college foundation to assist students who are on a financial hold. Foundations continue to focus on awarding scholarships to students who navigate and matriculate in college with ease. When this happens, we leave behind students who do not fit perfectly into the traditional definitions of student success. Meanwhile, those who are struggling to make ends meet or who are so often completely unfamiliar with the complexities of the college system are not showing up for the next fall term for enrollment. Have we failed to make these students feel like they “matter?” Is the effort to treat students as if they “matter” a part of student success?

Dual enrollment students provide colleges with another opportunity to become a bridge to higher education. This area is extremely underutilized by students of color. Traditionally, colleges offer classes to dual enrollment students without intent to convert them to on-campus, full-time students. Rather than prioritizing dual enrollment students, who already have a relationship with the college, foundations continue to focus on reviewing scholarship applications from students who are already students enrolled on campus, full-time. When this happens, the dual enrollment students usually take a few classes from the college and then enroll full-time at another higher education institution. This lack of attention to convert dual enrollment to on-campus, full-time students represent missed opportunities to expand the direction and narrative of student success.

Adult learners are frequently forgotten in discussions of student success. They are commonly known as our GED (General Educational Development) students. In many cases, the GED is viewed as a non-credit community education service rather than a legitimate pathway to college. Overlooking these potential students only adds to the perspective that is damaging because it questions the efforts of demonstrating who matters and who should be included in the narrative of student success. Rather than seeing GED graduates as potential college students, many institutions treat them as a separate population altogether, offering few resources or opportunities to help them transition into college. This is a significant oversight because it reinforces the false idea that the narrow view of student success continues only to involve the elite few.

As higher education practitioners, we are in the business of helping others and uplifting their life opportunities through degree attainment.  Colleges should consider their practices and ask themselves who we are leaving behind? Are colleges only serving the students who fit their traditional definitions of student success, or are they expanding the intent of student success to see more marginalized populations enrolled in college from fall to fall?

This shift in focus requires a commitment to first generation college students, equity, and inclusion. Colleges must recognize that every person has the potential to succeed, but not every student starts from the same place. According to Paul LeBlanc’s, Broken: How Our Social Systems are Failing Us and How We Can Fix Them , “…As we think about improving and rehumanizing systems, getting it right means that the people we serve believe that they matter, we know them, invest in them, and value them. When we do it well, our own people will also be uplifted…”

The person that didn’t return this fall semester to college has a name. Do we know it?

“Tell me and I forget. Teach me and I remember. Involve me, and I learn.” – Benjamin Franklin

Dr. Merrill L Irving Jr is senior executive of advisory services at Ferrilli.

Dr. Tammy Robinson is president of Metropolitan Community College’s Penn Valley Campus and president of the National Council on Black American Affairs: NCBAA.

The Erosion of DEI in Higher Education: A Threat to Progress and National Strength

Higher Education’s Silence on Sonya Massey's Death is Deafening

Fostering a New Era of Success: Cultivating Black Male Educators to Propel Student Achievement

Leading with Purpose: Lessons from My Initial Years as a College President

Assistant Professor, Biology (Tenure Track)

Clinical assistant/associate professor of financial planning, assistant or associate professor, dean college of public health, dean malcolm baldrige school of business, small business development center (sbdc) specialist.

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What Does Success Mean to You?

• Boris Groysberg
• Robin Abrahams

Share your stories with us.

How do you know if you’re successful? Do you rely heavily on objective metrics such as your job title, the size of your bank account, or the colleges your children are getting into? Or do you focus more on the subjective, such as the satisfaction of solving thorny problems at work, the joy of collaborating with clever colleagues, or how happy you are at home?

• BG Boris Groysberg is a professor of business administration in the Organizational Behavior unit at Harvard Business School and a faculty affiliate at the school’s Race, Gender & Equity Initiative. He is the coauthor, with Colleen Ammerman, of Glass Half-Broken: Shattering the Barriers That Still Hold Women Back at Work (Harvard Business Review Press, 2021). bgroysberg
• Robin Abrahams is a research associate at Harvard Business School.

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Top 10 scholarship essay prompts and how to answer them (with infographic)

Checking each scholarship application’s questions and essays can be time-consuming. But what if you could find out what the most common essay topics were – and then reuse those same scholarship essays across multiple applications?

Well, Going Merry can help you do just that. We took a random sample of about 700 scholarship applications on our scholarship platform and categorized the prompts for any essays requiring 250 or more words. Finally, we ran the numbers to find out what the top 10 most common scholarship essay prompts are. 

These 10 topics represented a whopping 90% of all scholarship essay prompts. So that means if you had these 10 essays ready to go, you could apply to the vast majority of scholarships with very little additional work, especially when you use Going Merry’s auto-filled application forms .  

Here’s our list of the Top 10 Most Common Scholarship Essay Prompts.

• Here’s an excerpt of the winning scholarship essay from John Flowers Jr.:

2. How have you contributed to your community?

3. tell us about yourself., 4. tell us about a time you failed and what you learned from it., 5. what are your academic and/or career goals, 6. what impact has sports had on your life.

• And here’s a winning essay on this scholarship topic from Jesús Adrian Arroyo-Ramirez:

Here’s an example of a winning scholarship essay from Gabby DeMott in which a student developed a new understanding of herself and others.

Here’s a winning going merry scholarship essay from daniel gill on what makes him unique (hint: he brings puppetry and education together with expressive arts):, 10. why do you want to study/pursue [x], download the top 10 scholarship essay prompts, more resources related to writing for college, ready to start writing some of these top scholarship essay prompts.

1. How will this scholarship help you?

You should answer this scholarship essay prompt by explaining how the award money will help you in at least one of the following ways: financially , professionally, and/or academically. 

Financially, you can share family hardships or goals on how you plan to use the money to help pay for portions of college – for textbooks, tuition, a laptop, or other school supplies. 

Professionally, the scholarship might help you pursue a degree in a field you’re interested in. If you’re a first-generation student, you can highlight that this would help you pursue both academic and career dreams as the first in your family.

For example, John Flowers Jr., a Going Merry scholarship winner , described in his scholarship essay that the award would help him be able to pay for his books. 

“Winning this scholarship will make a difference to me because it will allow me to cover college financial issues that may hold me back from reaching my career. Being less stressed about worrying about college fees will allow me to focus more of my attention in class to earn the credits, and not worry about how I’m going to pay for the class.”

Here’s an excerpt of the winning scholarship essay from John Flowers Jr. :

My parents were never given a shot at having an education beyond high school. They were never given a shot to show their full potential and make a difference in the world  […] Being young and seeing my parents struggle is hard for me. It’s challenging seeing the people you love go through a hard time and you can’t do anything about it. […] But then I realized I can do something about it. I can get good grades in school. I can take college level courses throughout high school. I can attend a 4-year university and earn my bachelor’s degree in Business Entrepreneurship. That was my thought process as a Freshman.  Now being a Senior I turned those “I cans” into “I did.” I DID get good grades all through school. I DID take college level courses. I will be walking straight out of high school with 17 college credit hours.  […] I DID get into a 4-year university; and 4 years from now I want to be able to say I DID earn my bachelor’s degree in Business Entrepreneurship. Nothing would make me happier than to be able to take care of my parents the way they have been taking care of my all my life; and nothing would make me better as a person than to be able to say I did this. […] Winning this scholarship will make a difference to me because it will allow me to cover college financial issues that may hold me back from reaching my career. Being less stressed about worrying about college fees will allow me to focus more of my attention in class to earn the credits, and not worry about how I’m going to pay for the class. Even book fees will add up over time due to how many different classes there are. Being able to use this scholarship to pay for books that are required for a certain class will be a big help, especially for a student who has lots of classes that have to be taken.

This is a common essay prompt for community service scholarships . In this essay, describe your experience in community service, explain how you’ve given back, or share volunteer opportunities you’ve participated in. For example, if you’ve organized a community donation box and taken the donations to a nonprofit organization, share how you got involved in that and how it helped the community. 

Two more things to mention–even when they’re not explicitly asked: 

• How have you learned or grown due to your community service? Scholarship committees want to know how this work has contributed to your character. 
• How do you plan to continue to support your community in the future? Bonus points if your college plans (which they’d be partially funding!) help you further contribute. Sometimes this is easy because your intended career path is service-oriented (for example, if you want to be a nurse, doctor, teacher, or social worker), but other times you may wish to give back on the side (for instance, by doing pro-bono work if you want to be a lawyer). 

You have a lot of creative freedom with this scholarship prompt! But don’t get too crazy. Generally, this kind of “open-ended” prompt is a bit of a trick. In the end, the scholarship committee still wants to know: 

• What motivates you to do (study or pursue a career in) what you plan to do? Remember, they’re funding your future, so they want to know about your plans and why you’re passionate about them. 
• What kind of (good) characteristics do you have? They’re ultimately choosing people to invest in, so they want you to be a good person. Characteristics you might want to show are empathy, service, leadership, perseverance, or determination. 
• What kind of successes have you had in the past? This is your chance to brag about what you’ve accomplished so far. 

This essay topic is quite similar to writing a college personal statement , except that with this one, you want to more explicitly tie things back to your future plans.

Scholarship providers understand that no student is perfect, and they want to know how you learned from a failure – this can be an academic, professional, or personal failure. Break down how you failed, why you failed, and how it made you better. You can also reveal something you learned from that failure, such as what you would do differently in the future, so you don’t run into that situation again, or how that moment changed your life and how you picked yourself up. This is a moment to show how you can learn and persevere. 

If the essay is very short (say, 100-300 words), be clear and concise. Explain what you want to study, and then what kind of career you want to lead afterwards. Be sure to save room for 1-2 sentences explaining why you’re motivated to pursue that path. 

If you have a longer essay (for example, 500-1000 words), take the time to describe what inspired you to pursue certain academic and/or career goals. For example: One of your parents has always owned his or her own business and now you’re inspired to be an entrepreneur, to pursue a degree in business. Describe that moment of realization when you decided that would be your career goal. Maybe a conversation with that parent sparked inspiration to pursue that, or maybe it was simply watching them work as you grew up. Looking to the future, how do you plan to pursue that career goal? How will the scholarship award help you pursue it? Tell a story; paint a picture. Get creative with it!

Check out these blog posts for additional information on writing an essay about your academic goals and/or career goals .

This essay prompt is generally for scholarships supporting student-athletes.

So if you played sports throughout high school, share how it’s affected your life, You can reflect on experiences with teammates (if it’s a team sport), what you learned (or gained) from practices or meets/competitions, any injuries you had to overcome, how you balanced athletics and academics, how it affected your schedule (early-morning wake-ups, anyone?), and time with your coach(es) or sports mentors. 

You’ll also want to look forwards and not just backwards. How will you take your sports experiences with you, into college and beyond? Maybe there’s a direct connection: being on a team inspired you to one day pursue a career in sports and eventually coach. Or the effects can be more indirect: You’ve learned time management skills that will help you in college, or you’ve learned teamwork skills that will help you when you begin working.

7. Why do you deserve this scholarship?

Scholarship providers are basically asking, “Why should it be you?” with this scholarship essay prompt. Paint a picture of why you’re the most deserving student for this scholarship award. 

You’ll want to establish at least these two things:

• You’ve proven yourself as high-achieving (in the past). Discuss accomplishments you’re proud of or any accolades (honors, awards, or simply verbal compliments) you’ve received. 
• You’re driven to succeed (in the future). Show that you’ve got clear future plans and the gusto to make them happen. 

In addition to that, a strong essay will show at least one of these additional traits: 

• You’re passionate. If you’ve got a good story to explain your motivation for your studies or future career plans, now’s the time to tell that tale. Here’s the moment to wow the scholarship committee with why you care more than anyone else, and why. 
• You’re unique. Scholarship committees love finding someone who’s just different and stands out from the rest. If you’ve had an unusual upbringing or an uncommon interest, lean into that. (For instance, scholarship winner Daniel Gill wrote about his passion for using puppetry to help autistic children — now that’s cool and unique!)
• You’ve got a particular financial need . For need-based scholarships, this essay question may in part be asking you why your financial need is greater than other applicants’.

Want more tips? We have a whole separate post dedicated to answering this scholarship essay prompt.

And here’s a winning essay on this scholarship topic from Jesús Adrian Arroyo-Ramirez :

I always knew I was different than my friends in some way. Growing up, I struggled to speak English while everyone else had little to no problems. I needed extra help in school while my friends coasted by with ease. My friends would hop on planes and travel all around the world while I had to stay at home. At the age of 13 all of my friends started driving while I still couldn’t. I built up the courage and asked my mother why I did not have access to the simple liberties everyone else did. My name Is Jesús Adrian Arroyo-Ramirez, and I was illegally brought to this country when I was just six years old. At the time I had no clue that I was breaking any laws, and I did not realize the fact that my life was going to change forever. Growing up with a different citizenship situation than my peers was and still is the biggest challenge I have to face in my life. Looking back there is not a single thing that I would change. Knowing that I had to work harder than everyone else led me to be the person that I am today. I took that fire inside of me, pushed myself, graduated first in my class with a cumulative 4.0 GPA, became a Kansas Scholar, and graduated High School with a semester’s worth of college credit. In November of 2016, everything began to look up for me. I received a work permit and a social security card all thanks to the DACA program. I was finally able to get my license, get a job, and most importantly attend college. I plan to continue my success in the classroom and do everything to the best of my ability as I know that under my current circumstances it can all be ripped away from me at any moment. Growing up with my situation has taught me to not take advantage of a single opportunity. There has been continued support around me past and current and I know there are people out there rooting for my success. I will strive to be the first generation in my family to graduate from an American University and I will set a stepping stone for my future family so they will not have to struggle as I did. My citizenship is not a setback, it is a mere obstacle that I will always learn to work around if it means giving my future children a better life, just like my mother did for me.

8. Tell us about a time when you had a belief or idea challenged.

Have you studied abroad? Visited a foreign country on a family trip? Had a thought-provoking discussion with a teacher, religious leader, or friend? Think about an experience or a moment that challenged – or even changed – one of your beliefs or ideas. Explain what your original understanding of the idea was, when that idea was challenged, and how you felt about it afterward. Scholarship providers are interested in seeing reflection and growth, so expanding on every detail, including where you were, who you were with, and what you were feeling, can help tell your story in your essay.

There were only a few minutes to go and our eyes were glued to screen. On the edge of our seats, clutching whoever happened to be next to us, we watched as the referee blew his whistle and the German players took their free kick. The ball was hit with precision and skill; it flew up over the Swedish players, past their goalie, and was caught safely in the back of the opposing team’s net. We all jumped up and screamed, a mixture of German and English, of excitement and relief, of pride and anticipation. We stood, enraptured, for the last several minutes of the game as Germany kept its 2-1 lead over Sweden. The horde of us, Germans and Americans alike, hugged and cheered and made our way out onto the balcony, where we chanted “Deutschland! Deutschland! Deutschland!” for the whole village, the whole country, the whole world to hear. Never have I felt so accepted while being an outsider, so proud of a country that isn’t even mine, so part of something I didn’t really belong to. My German friends didn’t care that we were from different countries; they didn’t care that we would only be staying for three weeks. They accepted us into their homes and their daily lives, their traditions and their celebrations. In watching that World Cup game, it didn’t matter that we were from different places; we were all cheering for the same team. The acceptance I felt in Germany extended beyond that living room. I came to the country on a three week exchange with ten other students from my school. We each stayed with host families and attended the Wildermuth Gymnasium, which was surprisingly accommodating to a gaggle of loud American teenagers. The teachers were friendly and welcoming, the students treated us like ordinary peers, and even the people I interacted with in public were understanding. Before coming to Germany I feared judgment based on my level of the language (which is nowhere near as good as the German students’ English) and American politics. It was intimidating to be in a country with limited knowledge of the language and the customs, even though everyone was welcoming. People did ask myself and the other students about the US’s political climate, but no one blamed us for it. They recognized that we were outsiders, that the place we came from had flaws, and they accepted us anyway. Since that trip, I’ve found myself trying to provide that acceptance to people in my own country. For example, I work at a canoe livery and we receive a lot of visitors with limited English. Some of my coworkers will avoid such customers because they don’t want to take the time to explain things, to exercise patience with someone who may not understand them. If people had done this to me in Germany, my time there would have been much less enjoyable; in fact, I would have been offended. So now when someone walks up to me at the livery and asks a question in English that isn’t perfect, I smile and welcome them. I take my time to make sure they understand, that they can have a good time, and that they feel accepted. It’s a small action, but I know firsthand that it can make a big impact, at my place of work and in the world.

9. How are you unique? (Discuss your background, identity, interest, or talent) 

Everyone has a trait, a quirk, an activity that makes them unique, whether it’s sports, their upbringing, their hobbies, or interests. Go into as much detail as you feel comfortable to answer this scholarship essay prompt.

Share a story about your family culture, how you were raised, moments that shaped you into being who you are today. If sports is your thing, for example, share how playing sports at a young age taught you about teamwork, working with a coach, discipline and structure. If you couldn’t play sports due to an injury or a disability, explain how you felt when you learned that you had to find other ways to thrive and how it affected your actions.

Sometimes we think that a topic has been written about so many times that it doesn’t matter, but what makes you unique – your story, your history – is your story to tell.

As an Expressive Arts specialist, I use puppet play and the arts (with three to five-year-olds) to teach sharing, identifying and working with feelings, making friends, mindfulness, and asking for what you need in peaceful ways. Additionally, I perform developmentally appropriate puppet shows in classrooms about fairness, valuing difference (including differences in gender expression and skin tone), and peaceful conflict resolution. By teaching diversity, equity, and inclusion through puppetry, I feel that I am making a difference. In this work, I have noticed an unexplained phenomenon. Educational puppetry is particularly effective in helping children with ASD develop social and communication skills. One girl with ASD in my school refused to follow the daily routine until a parrot puppet helped guide her through the transitions. Through puppet play, a boy with impulse control challenges learned to manage his feelings and stop hitting other children. One boy with Autism showed remarkable progress with puppet play. Now in Kindergarten, his ability to communicate and make friends makes his academic success possible. Teachers value this work; it reinforces the social and emotional teaching they practice daily. One teacher told me, “What you do with puppets and our kids is amazing. You need to share this work beyond our preschool.” Application Questions and Answers My goal is to support young children with Autism in public school settings develop the social-emotional skills they need for academic and personal success. I aim to accomplish this by creating and implementing evidence-based strategies that use puppets as intervention tools. A Masters and Credential in ECSE, and the Autism Spectrum Graduate Certificate program I will complete, are essential to broadening my impact. The program will provide me with the theoretical foundation, the student teaching experiences, the credentials, and the academic community required to work with children and families in public school settings. For example, as part of the ECSE Program Masters and Credential Roadmap, I am taking the Seminar in Educational Research course. I am learning how to conduct scholarly research, a fundamental skill in creating innovative approaches that work. I am eager to apply the knowledge and skills I learn at SFSU toward helping more children open doors to connection. Additionally, I am learning leadership skills by volunteering for SFSU’s Early Childhood Special Education Conference. Most conference attendees are undergraduate students, interested in working with young children at-risk and with disabilities. As Co-Chair of the Presenter Committee, I am recruiting dynamic and engaging speakers who will lead workshops. I am eager to apply all of the knowledge and skills I learn at SFSU toward helping more children open doors to connection. I am at a critical juncture in my path. Helping children who experience social disconnection integrate into their classrooms, is my passion. This scholarship will help me work toward a world where every child has access to education and all children know they belong.

Reflect on what inspires you to want to pursue a certain field of study. If you’re interested in studying psychology and pursuing a career as a psychologist, for example, explain how you enjoy understanding how and why people make certain decisions, how you became fascinated by the science behind it.

Another example: Let’s say you’re interested in pursuing a career in communications. This might seem like a broader category, but you can highlight your love for writing, your ability to pick up on details in and out of school, and presenting this in a way that makes sense to the people around you. Just be careful not to get stuck in broad generalities. For this essay prompt in particular, many applicants will often have the same basic answer as you. So you’ll want to use specific anecdotes to make your essay stand out. 

Check out these blog posts to continue researching how to answer scholarship essay prompts:

• How to write an essay about yourself
• Writing about your career goals 
• How to write the best personal statement
• Write a winning scholarship essay about your academic goals
• Scholarship essay format and structure

Now that you have a better understanding of how to answer these scholarship essay prompts, it’s time to put your knowledge in motion with your scholarship applications. Sign up for a free Going Merry profile where you can upload your scholarship essays. You’ll enter your information once – such as your expected graduation year, what you plan to study in college, and your location – and then we’ll match you with thousands of scholarships. You can even sort scholarships by competitiveness, location, amount, and deadline!

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Home » Virginia Tech » What Does Academic Success Mean To You?

What Does Academic Success Mean To You?

Table of Contents

Participants defined academic success as: the accomplishment of the learning process; gaining subject knowledge; and developing employability skills .

What is academic success and its importance?

Academic success is important to progress in technologically demanding occupations in future . Academic success positively impacts behavior and social interactions with peer groups and family members. Successful students develop reading, writing and thinking skills which are beneficial in future.

What does student success mean to you?

The true measure of student success is how well students are prepared to accomplish their current and future academic, personal, and professional goals through the development of knowledge, a sense of responsibility and self-reliance, and a connection to the college and wider community. KNOWLEDGE.

What does academic success at university mean to you?

Based on our findings we define academic success as inclusive of academic achievement, attainment of learning objectives, acquisition of desired skills and competencies, satisfaction, persistence, and post- college performance .

What are examples of academic success?

Keys to Academic Success

• Accept Responsibility. Remember that you alone are responsible for your academic achievement.
• Discipline Yourself.
• Manage Your Time.
• Stay Ahead.
• Help Yourself Then Ask for Help.
• Be Present and Prompt.
• Don’t Quit.
• Communicate with Instructors.

What helped you the most in achieving academic success?

8 Steps to Academic Success

• Step 1: Set Goals. Goals help to keep you going by:
• Step 2: Have a Positive Attitude.
• Step 3: Manage Your Time.
• Step 4: Read Textbooks & Course Readings.
• Step 5: Attend your Lectures.
• Step 6: Record your Lecture Notes.
• Step 7: Prepare for Exams.
• Step 8: Write Your Exams.

Does academic success determine success in life?

Yes because… Academic qualifications ensure you have the basics in learning . If your basic grounding in Maths, Science and Languages is strong, you can get success in life because mastering these subjects allows you to calculate, to innovate and to communicate.

What is success for you best answer?

“I define success as fulfilling my role in my team and the company . I trust that my employer has placed me in a position where I am capable of achieving the team’s and company’s goals, and so I work toward completing my individual duties as effectively as possible.

What is important for student success?

Ability. Ability is an important part of student success , but there’s more to ability than meets the eye. While many people think that ability is static, research shows that it can be enhanced with time and effort. You can grow and develop your abilities by adapting your studies to your learning style.

How would you define success in your life?

Your individual definition of what success is may vary, but many might define it as being fulfilled, happy, safe, healthy, and loved . It is the ability to reach your goals in life, whatever those goals may be.

What are academic success skills?

involves possessing attitudes and behaviors that enable students to reach their full potential in academic settings . Some examples are: Collaboration— Working effectively and respectfully to reach a group goal.

What is the most important personal quality for academic success?

Positive self-esteem and self-confidence are critical factors in commitment to academic success. Parents who were involved in their child’s education and family activities saw positive results in the area of behavior, academics and social interactions.

How do you ensure academic success for all students?

Three Strategies to Ensure Student Success and Engagement

• Establish and communicate clear learning objectives throughout the course.
• Establish and communicate clear standards for performance (e.g. rubrics and grading guidelines)
• Give clear and useful explanations.
• Vary and structure learning activities (~20 min.)

What is academic success in high school?

Indeed, while academic success can be attributed to the attainment of knowledge demonstrated through high assessment grades , it can also refer to the graduates’ capacity to secure a professional role related to their degree.

How do you describe academic performance?

The academic performance involves factors such as the intellectual level, personality, motivation, skills, interests, study habits, self-esteem or the teacher-student relationship . When a gap between the academic performance and the student’s expected performance occurs, it refers to a diverging performance.

What are the five strategies for academic success?

5 Strategies for Success

• Adapt your study habits. You can learn anything, but you may need to change your study habits to perform in line with your goals.
• Manage your time.
• Tune out the noise.
• Ask questions.
• Stay connected.

Do you think that academic achievement defines a person life?

Academic qualifications will not teach you how to get along with your family or be a good person. A ‘successful life’ includes many things that cannot be measured or examined. In short, there is no doubt academic qualifications are beneficial, but they cannot guarantee all-round success or, more importantly, happiness.

What does success mean to you essay?

Answer: Success means achievement . You’re successful if you can achieve what you always wanted to do. If you’ve a goal and when you make a plan to achieve it and then you finally achieve it, that is called success. For me success is making my own goals and fulfilling them.

How would you define success essay?

Success is about being happy with an outcome and doing something correctly . It is about feeling accomplished when something is finished. Making money and getting fame is a reward for success. Success is setting a goal, putting others first, and doing what you have to do to achieve the goal.

Why is it important to be successful?

Success provides confidence, security, a sense of well-being, the ability to contribute at a greater level, hope and leadership . Without success, you, the group, your company, your goals, dreams and even entire civilizations cease to survive.

What does academic ability mean?

Academic ability means the intellectual standing of a student . In determining superior academic ability, the Department of Higher Education shall examine the student’s high school records, competitive examination scores, and demonstrated leadership capabilities; Sample 1.

By Edmund Duncan

Edmund Duncan is an education expert and thought leader in the field of learning. He has dedicated his life to helping students achieve their full potential in the classroom and beyond.

Edmund's work as a teacher, administrator, and researcher has given him a unique perspective on how students learn and what educators can do to foster a love of learning in their students. He is passionate about sharing this knowledge with others, and he frequently speaks at education conferences around the world.

When Edmund isn't working or speaking, he enjoys spending time with his family and friends. He loves traveling and exploring new places, and he is an avid reader who loves learning about new cultures and customs.

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Success Essay for Students and Children

500+ words essay on success.

Success Essay- In today’s world everyone wants to be successful but what is a success. The perspective of success varies from person to person. For the record, the people before us have a different view on success and the person after us will have a different view on success.

Moreover, people compare different people performance to evaluate their success. But success is not something that you can copy from others. You have to make your own path to achieving success. In modern-day, people are obsessed with success because of the glamour and lifestyle of successful people .

What formulates a person successful?

There are many ways in the world to be successful. But most people think of celebrities, artist, politicians, and businessmen whenever they heard the word success.

Moreover, they think doing what they will make you successful but that not the case. They forget the most basic thing that makes a person successful that is their hard work, dedication, and the desire to achieve their dream. More importantly, they what they like to do not what that others told them to do. Successful people do what they like to do also they do what they feel correct for their business.

If you look in the dictionary for the meaning of the word success then you will find that it means the achievement of one’s goal or aim . So, basically, anyone can achieve success by simply achieving their aim or goal.

What is the harm of success?

We all knew that we can’t achieve something without sacrificing something. Success also demands various things from you. But these sacrifices will not go in vain if you achieve your goal.

Certainly, many people achieve professional success but in doing so they fail in achieving mental, social and physical success. The tension of lacking behind in other things pulls them apart.

Also, there are cases where people became so obsessed with success that the people around them start to feel uncomfortable around them. In some cases, they have gone mad. Apart from that, people also get depressed if they can’t achieve success like others. So, we can say that there is much harm to success.

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Success and hard work

It may sound unfit to some peoples but success depends a lot of hard work. Without it, you can’t become successful. Hard work does not mean that you do laborious work or the work that make you sweat. Hard work means having a healthy body, strong mind, willpower and positive attitude towards things. And for all those things you need energy. So, be attentive to your body and soul.

Besides, do not just work on your program, push your limit, take charge of other things, improve your skills and most importantly keep learning. Apart from that, be with positive peoples, develop positive habits, and do exercise not only for the body but also for your mind.

To sum it up, we can say that success is like a seed that needs a balanced proportion of all the elements of life. And no one can achieve success in a day they have to go through and face different conditions in life for being successful. Above all, success is the feeling of fulfillment that you feel when you achieve your goal.

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Motivating Success at Rio Hondo As A Student

Defining success.

Action is the foundational key to all success. —Pablo Picasso, artist

Learning Objectives

By the end of this section, you will be able to:

• Identify specific strategies to achieve college success
• Explain how grades play a role in shaping success

Personal Responsibility for Success at Rio Hondo

A college education is aligned with greater success in many areas of life. While enrolled in college, most students are closely focused on making it through the next class or passing the next test. It can be easy to lose sight of the overall role that education plays in life. But sometimes it helps to recall what a truly great step forward you are taking!

It’s also important to recognize, though, that some students do not succeed in college and drop out within the first year. Sometimes this is due to financial problems or a personal or family crisis. But most of the time students drop out because they’re having trouble passing their courses.

In this section, we examine the elements of college success. Are there patterns of success you strive for but aren’t yet reaching? Where might you shore up your support? What strategies can you use to achieve success in your college endeavors?

 Defining Success in College

How do you define college success? The definition really depends on you. You might think that “success” is earning an associate’s degree or attending classes in a four-year college. Maybe success is a bachelor’s or master’s degree or a PhD. Maybe success means receiving a certificate of completion or finishing skill-based training.

You might be thinking of other measures of college success, too—like grades. For instance, you might be unhappy with anything less than an A in a course, although maybe this depends on the difficulty of the subject. As long as you pass with a C, you might be perfectly content. But no matter how you define success personally, you probably wouldn’t think it means earning a D or lower grade in a class.

So, if most students believe that passing a class is the minimum requirement for “success,” and if most students want to be successful in their courses, why aren’t more college students consistently successful in the classroom?

Perhaps some common misconceptions are at play. For example, we often hear students say, “I just can’t do it!” or “I’m not good at math,” or “I guess college isn’t for me . . . ,” or “I’m not smart enough.” But these explanations for success or failure aren’t necessarily accurate. Considerable research into college success reveals that having difficulty in or failing in college courses usually has nothing to do with intellect. More often success depends on how fully a student embraces and masters the following seven strategies:

• Learn how to take effective notes in class.
• Review the text and your reading notes prior to class.
• Participate in class discussion and maybe even join a study group.
• Go to office hours and ask your instructor questions.
• Give yourself enough time to research, write, and edit your essays in manageable stages.
• Take advantage of online or on-campus academic support resources.
• Spend sufficient time studying.

So if you feel you are not smart enough for college, ask yourself if you can implement some of these skills. Can you make more time for learning? One approach is to create a regular study schedule and make sure you allot ample time. Most college success experts agree that students should study two hours outside of class for every hour in class. Only break away from your committed schedule if an extreme situation prevents you from sticking to it.

Another strategy to consider implementing is group study. For example, rather than relying just on your own knowledge, notes, and skills, try studying with other students in your difficult classes. Studying in a group gives every group member a chance to ask questions and talk about concepts.

You can also add a tutor to your study group. You will really be able to notice a positive difference. Tutoring is generally free in college, and the strategies and knowledge you gain will be invaluable. Usually tutors have taken the class you are currently enrolled in, and they are trained to get the best out of you.

Overall, students struggle in college not because of natural intellect or smarts, but because of time management, organization, and lack of quality study time. The good news is that there are ways to combat this, specifically by doing things like creating a regular study schedule, studying in groups, and taking advantage of your school’s academic resources, like a tutoring center, instructor office hours, and any available online help.

How Grades Play a Role in Shaping Success

In a recent online discussion at a student-support Web site, a college freshman posted the following concern about how serious he should be about getting good grades:

As a first semester freshman, I really have taken my education seriously. I’ve studied and done my homework nightly and have read all of the assignments. So far, I have all A’s in my classes, including calculus and programming. Now, with a month left to go in the semester, I feel myself slipping a bit on my studies. I blow off readings and homework more to go out at night during the week and I’ve even skipped a few classes to attend major sporting events. I also travel most weekends with a sports team that I joined. Still, I’ve gotten A’s on the exams even with these less extensive study habits, although not as high as before. So, my question really is this. Should I just be content with low A’s and B’s and enjoy myself during college, or should I strive to achieve all A’s?

How would you answer this student’s question, given what what you know and sense about college life? Grades do matter to your success, right? Or . . . do they? The answer depends on who you ask and what your college and career goals are.

To help you answer, take this quick self-assessment about your college goals and beyond. Put a checkmark in the Yes or No column next to items in the “I Want to Be Able to . . .” column.

You may be surprised to learn that each reason on this list directly relates to your grades—even changing your major. For example, colleges typically have a minimum GPA requirement to switch majors. Consider these additional factors:

• Undergraduate grades have been shown to have a positive impact on getting full-time employment in your career in a position appropriate to your degree.
• Grades also have been shown to have a positive net impact on your occupational status and earnings.
• Getting good grades, particularly in the first year of college, is important to your academic success throughout your college years.
• Grades are probably the best predictors of your persistence, your ability to graduate, and your prospects for enrolling in graduate school.

You stand to gain immeasurably when you get good grades.

Words of Wisdom

It is important to know that college success is a responsibility shared with your institution. Above all, your college must provide you with stimulating classroom experiences that encourage you to devote more time and effort to your learning. Additional institutional factors in your success include the following:

• High standards and expectations for your performance
• Assessment and timely feedback
• Peer support
• Encouragement and support for you to explore human differences
• Emphasis on your first college year
• Respect for diverse ways of knowing
• Integrating prior learning and experience
• Academic support programs tailored to your needs
• Ongoing application of learned skills
• Active learning
• Out-of-class contact with faculty [1]

Ideally, you and your college collaborate to create success in every way possible. The cooperative nature of college life is echoed in the following practical advice from a college graduate, recounted in Foundations of Academic Success: Words of Wisdom :

Professors do care about how you are doing in their class; they genuinely want you to succeed, but they will give you the grade you earn. There are people and resources on campus for you to utilize so you can earn the grade you want. Your professors are one of those resources, and are perhaps the most important. Go see them during office hours, ask them questions about the material and get extra help if you need it . . . Another resource to utilize can be found in the campus learning center . . . The first time I took a paper there, I recall standing outside the door for about ten minutes thinking of an excuse not to go in. Thankfully I saw a classmate walk in and I followed suit . . . Thanks to that first visit, I received an I A- on the paper!

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Early Warning Systems

Early warning systems are especially important for students who start college with risk factors or who may be struggling academically. Midterm progress reports, course tests and other assessments, and early alert systems are most effective at helping students cope with difficulties in the first year.

Learning Communities

Learning communities are programs that enroll groups of students in a common set of courses. The effects of learning communities are greatest for first-year students. Students report gains in personal and social development, competence, and satisfaction with the undergraduate college experience.

Student Success Initiatives

Student success courses typically address issues like how to use campus support resources, manage time, study well, develop careers and skills, set goals, take tests, and take notes. The College Success course you are in right now is such an initiative.

Remediation

About one-third of first-year students take developmental courses to bring their academic skills up to a level that will enable them to perform well in college. Developmental courses can make the difference in a student’s decision to stay in college or drop out.

Grades and Your First-Year Success

• Your freshman year accounts for a significant portion of grades that can be used in getting an internship.
• Your freshman year can account for a significant portion of grades that matter to starting your career.
• Top companies can have early recruitment programs that begin identifying prospective students and looking at grades as early as your sophomore year.
• Many top clubs and major-specific honoraries on campus look at your grades in the screening process.
• When you get good grades as a freshman, you tend to keep getting good grades as a sophomore, junior, and senior.
• Instructors tend to give the benefit of the doubt to students who get good grades.

The best advice is to commit to making your freshman year count. Make it the absolute best. The earlier you can establish good habits during this time, the easier your future years will be—not just in college, but in your work environment, at home, and beyond.

Tips for First-Year Students Embarking on Academic Success

The following is a list of tips from a college educator for college students embarking on their journey to academic success:

• Early is on time, on time is late, and late is unacceptable!
• Get the book(s) and read the book(s).
• Take notes in class and when reading for class.
• Know your professors (email, office location, office hours, etc.) and be familiar with what is in the course syllabus.
• Put away your phone during class.
• Emails need a salutation, a body, and a close.
• Don’t write the way you might text—using abbreviations and clipped sentences.
• Never academically advise yourself!
• Apply for scholarships—all of them!
• Speak it into existence and keep your eyes on the prize.
• Enjoy the ride! Cheers!

Activity: Develop Your Personal Definition of Success

For this activity, create your own definition of success. Dictionary.com defines success as “the favorable outcome of something attempted.” For many students in college, success means passing a class, earning an A, or learning something new. Beyond college, some people define success in terms of financial wealth; others measure it by the quality of their relationships with family and friends.

Here is an example of a brief, philosophical definition of success:

To laugh often and much; to win the respect of intelligent people and the affection of children; to earn the appreciation of honest critics and endure the betrayal of false friends; to appreciate beauty, to find the best in others; to leave the world a bit better, whether by a healthy child, a garden patch or a redeemed social condition; to know even one life has breathed easier because you have lived. This is to have succeeded. –Ralph Waldo Emerson

Ultimately, before we can know if we are successful, we must first define what success means for ourselves.

• Develop a 750-word essay defining what success means to you in college and beyond. To help you develop this essay, you might want to consider the following:
• Find a quote (or make one up) that best summarizes your definition of success (be sure to cite the author and the source, such as the URL).
• Why does this quote best represent your personal definition success?
• What people do you consider to be successful and why?
• What is your definition of success?
• What will you do to achieve success?
• What is the biggest change you need to make in order to be successful in college?
• How will you know you’ve achieved success?

Success and Pride

Almost every successful person begins with two beliefs: the future can be better than the present, and I have the power to make it so. –David Brooks, columnist and political commentator

If the prospect of committing to the path of higher education still feels daunting, you might find inspiration in thinking about the many potential gains you can experience. Talk with friends, family members, and others who have been to college and to people who have succeeded—in whatever ways they define success. Listen for clues about what they feel worked and what didn’t and what they would change. Do you hear threads of topics broached so far in this course?

College success is an attainable goal, so be encouraged that you are on a path of great potential. Below is the success story of a college graduate. Might your story be similar to this one someday?

Something Was Different

I have earned both a bachelor’s and a master’s degree and I have nearly twenty years of teaching experience. Would you ever guess that I contemplated not going to college at all? I originally thought about going to beauty school and becoming a cosmetologist. It was to me, honestly the easy way out since I was sick of all the drama after high school. The thought of college seemed overwhelming. Why did I really need to have a college degree when all I ever wanted was to get married and be a stay-at-home mom? My friends weren’t going to college either, so I often wondered if going would complicate our friendship.

I decided to go anyway, and it did separate us a bit. While I was writing a ten-page paper for my summer class in Genetics and Heredity, my friends were swimming in my pool. They also had the chance to buy new cars and new clothes and to go on vacations. I just went to school, driving my used Nissan Sentra, without much more than gas money and a few extra bucks. Again, why was I doing this? It would have been easier to just do what my friends were doing.

Little by little, semesters went by and I graduated with my bachelor’s degree in Education. I started substitute teaching immediately and within six months I was offered a full-time job. Just like that, I had more money and all kinds of new opportunities and I could now consider a new car or going on vacation just like my friends. At that point, I decided to continue my education and get my master’s degree. Yes, it was a lot of hard work again, and yes, my friends wondered why I wanted to go back again, but I knew then that this was the best choice for me. The challenge wasn’t knowing where I wanted my career to go, but rather overcoming the pull to settle into a lifestyle or career because it was easy, not because it was what I wanted.

By the time I graduated with my master’s degree I realized that something was different. For all the years that I felt behind or unable to keep up with what my friends had, I was suddenly leaps and bounds ahead of them career-wise. I now had two degrees, a full-time teaching job, and a plan to keep my career moving forward. I was able to do all of the things that they had done all those years and more. None of them had careers, just jobs. None of them had long-term plans. None of them were as satisfied with their choices any longer and a few of them even mentioned that they were jealous of my opportunity to attend college.

Don’t be fooled. Being a college student is a lot of work and, like me, most students have questioned what they are doing and why they are doing it. However, the rewards certainly outweigh all of the obstacles. I used to hear, “Attending college will make you a well-rounded person” or “It sets you apart from those that do not attend,” yet it never felt true at the time. Eventually though, you will come to a point where you realize those quotes are true and you will be on your way to earning that degree!”

—Jacqueline Tiermini,  Foundations of Academic Success: Words of Wisdom

• What Matters to Student Success: A Review of the Literature; National Postsecondary Education Cooperative ↵
• College Success. Authored by : Linda Bruce. Provided by : Lumen Learning. License : CC BY: Attribution
• Biofuel lab PSU-100. Provided by : Penn State. Located at : https://www.flickr.com/photos/pennstatelive/8677654327/ . License : CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives
• Choices and Personal Responsibilities for Success. Authored by : Ronda Dorsey Neugebauer and Zack Varpness. Provided by : Chadron State College. Located at : https://courses.candelalearning.com/collegesuccess2/chapter/introduction-to-choices-and-personal-responsibility-for-success/ . Project : Kaleidoscope Open Course Initiative. License : CC BY: Attribution
• Instructional Support: Options and Resources. Provided by : California Community Colleges Online Education Initiative. Located at : https://apps.3cmediasolutions.org/oei/11-Instructional-Support/story.html . License : CC BY: Attribution
• Foundations of College Success: Words of Wisdom. Authored by : Thomas C. Priester, editor. Provided by : Open SUNY Textbooks. Located at : http://textbooks.opensuny.org/foundations-of-academic-success/ . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• How to Start a Movement. Authored by : Derek Sivers. Provided by : TED. Located at : https://www.youtube.com/watch?v=V74AxCqOTvg . Project : TEDTalks. License : All Rights Reserved . License Terms : Standard YouTube License
• Why Good Grades Matter. Provided by : Graduate Accumulate. Located at : https://www.youtube.com/watch?v=8zjQ_7sgGfE . License : All Rights Reserved . License Terms : Standard YouTube License
• Why Good Grades Matter. Authored by : Graduate Accumulate. Located at : https://youtu.be/8zjQ_7sgGfE . License : All Rights Reserved . License Terms : Standard YouTube License

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What Does Success Mean To You Essay | Definition of Success, Long and Short Essays on What Does Success Mean To You

October 20, 2021 by Prasanna

What Does Success Mean To You Essay: Everyone wants to be successful, but their definition of success is different. For some success might mean fame, for some it can be money, for some it can be achieving their dream. For me success means when I get to do something I always wanted to.

I love writing and I want to be a writer. So you can say that becoming a writer and publishing my articles would mean success for me. Writing helps me to express my views and publishing them will take my voice to many people. This will bring popularity for me which again is a part of success for me.

You can also find more  Essay Writing articles on events, persons, sports, technology and many more.

Long Essay on What Does Success Mean To You

When someone asks me what success means to You, I always think about it and realize that it has a lot of factors to consider. For me success is writing a good article. When I say this, it means it should be engaging, and my readers shall be able to connect and understand my thought behind it. They shall be able to take some knowledge out of it or they might just enjoy reading it.

Not just this, Success for me will also mean if they comment and share their views as well on my article. I would love to know their feedback or views on my writing. This will ensure that I write better next time as well as will help me in understanding my readers better. This would also help me get a new idea, or angle towards my writing.

If my article gets published in a renowned magazine, that would also be a success for me. Becoming an author of the week or author of the month is a dream for me which if comes true, will be a success for me.

I want to improve my writing as I believe that you’re always a learner. Saying that I want to enrol in a writing course to improve my writing style. Also getting recognised by a popular institute or getting a degree in something I love to do, will add to my career. This will also provide me an exposure to a new writing world which I might have not known. Becoming a professional in my dream career will be a success for me.

Success for me can also mean getting placed in a top reputed organisation as a writer and getting rewards for my work. If I will be able to utilise my knowledge and experience in training newbies and lead a team of writers, that would be a success for me. Getting testimonials for my writing work and positive response for my training will make me successful in what I love to do.

Last but not the least, I will be successful if I can be able to publish my own book and it reaches millions of readers. If my readers choose me as the writer of the year and millions of copies of my book gets sold, that will surely be a success for me.

Short Essay on What Does Success Mean to You

Success is when you achieve something you ever wanted to. Our definition of success keeps changing with time. The first steps taken by a baby is also a success and joining a dream job is also a success. Success can be having a family or retiring rich.

When someone asks what does success mean to you? – My answer is that for me success is to be able to help someone in need. I want to be a hero and for me a hero always helps people in need. I’ll be successful if I can help people in need of money, basic survival needs, or if I can save someone’s life.

I already feel that having this noble thought of helping others in need is also a success. I teach needy kids staying nearby after my school and sharing my knowledge with them is also a success for me. When I am able to help them learn the concepts without any cost which I learn in school, I’m able to achieve my success. Being on the better side of the society we all must do what we can to help people in need. These needy people can be everywhere around you. They can be your househelp, or a beggar or someone at the hospital.

There might be different ways to become successful but I want to be more successful in life so that I can help others.

FAQS on What Does Success Mean To You Essay

Question 1. What do you mean by success in English?

Answer: Success means achievement. You’re successful if you can achieve what you always wanted to do. If you’ve a goal and when you make a plan to achieve it and then you finally achieve it, that is called success. For me success is making my own goals and fulfilling them.

Question 2. What does it mean to achieve success in Your Life?

Answer: To me success is to set my goals and reach them. My goal in life is to give back to society. If I’m able to do so, I will consider myself successful. If I can help needy people, I’ll be successful.

Question 3. What Does Success Mean To A College Student?

Answer: A college student is an individual, so defining success for a college student isn’t possible as it depends on the individual’s dreams and goals. A common success for any college student might be to achieve their goals or landing a dream job.

Question 4. Which Is The Best Answer To The Question Of Success?

Answer: There’s no best answer for it as it depends on the person who’s asking this question and for what purpose or it depends on the one answering this question and in which situation. If you’re sharing this with your friends or family it can be your dream of something you always wanted to do and if it’s an interview, it can be about your goals and plans to achieve it.

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https://educationhub.blog.gov.uk/2024/08/20/gcse-results-day-2024-number-grading-system/

GCSE results day 2024: Everything you need to know including the number grading system

Thousands of students across the country will soon be finding out their GCSE results and thinking about the next steps in their education.   

Here we explain everything you need to know about the big day, from when results day is, to the current 9-1 grading scale, to what your options are if your results aren’t what you’re expecting.  

When is GCSE results day 2024?  

GCSE results day will be taking place on Thursday the 22 August.     

The results will be made available to schools on Wednesday and available to pick up from your school by 8am on Thursday morning.  

Schools will issue their own instructions on how and when to collect your results.   

When did we change to a number grading scale?  

The shift to the numerical grading system was introduced in England in 2017 firstly in English language, English literature, and maths.  

By 2020 all subjects were shifted to number grades. This means anyone with GCSE results from 2017-2020 will have a combination of both letters and numbers.  

The numerical grading system was to signal more challenging GCSEs and to better differentiate between students’ abilities - particularly at higher grades between the A *-C grades. There only used to be 4 grades between A* and C, now with the numerical grading scale there are 6.  

What do the number grades mean?  

The grades are ranked from 1, the lowest, to 9, the highest.  

The grades don’t exactly translate, but the two grading scales meet at three points as illustrated below.  

The bottom of grade 7 is aligned with the bottom of grade A, while the bottom of grade 4 is aligned to the bottom of grade C.    

Meanwhile, the bottom of grade 1 is aligned to the bottom of grade G.  

What to do if your results weren’t what you were expecting?  

If your results weren’t what you were expecting, firstly don’t panic. You have options.  

First things first, speak to your school or college – they could be flexible on entry requirements if you’ve just missed your grades.   

They’ll also be able to give you the best tailored advice on whether re-sitting while studying for your next qualifications is a possibility.   

If you’re really unhappy with your results you can enter to resit all GCSE subjects in summer 2025. You can also take autumn exams in GCSE English language and maths.  

Speak to your sixth form or college to decide when it’s the best time for you to resit a GCSE exam.  

Look for other courses with different grade requirements     

Entry requirements vary depending on the college and course. Ask your school for advice, and call your college or another one in your area to see if there’s a space on a course you’re interested in.    

Consider an apprenticeship    

Apprenticeships combine a practical training job with study too. They’re open to you if you’re 16 or over, living in England, and not in full time education.  

As an apprentice you’ll be a paid employee, have the opportunity to work alongside experienced staff, gain job-specific skills, and get time set aside for training and study related to your role.   

You can find out more about how to apply here .  

Talk to a National Careers Service (NCS) adviser    

The National Career Service is a free resource that can help you with your career planning. Give them a call to discuss potential routes into higher education, further education, or the workplace.   

Whatever your results, if you want to find out more about all your education and training options, as well as get practical advice about your exam results, visit the  National Careers Service page  and Skills for Careers to explore your study and work choices.   

You may also be interested in:

• Results day 2024: What's next after picking up your A level, T level and VTQ results?
• When is results day 2024? GCSEs, A levels, T Levels and VTQs

Tags: GCSE grade equivalent , gcse number grades , GCSE results , gcse results day 2024 , gsce grades old and new , new gcse grades

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