Personal responsibility for college success after 50

Personal Responsibility to College Success After 50 Lecturer’s Due The average college spends half of his or her time in class compared to high school student. However, old people today also go to college. Old people above fifty years old makeup part of the postgraduate population in colleges. It is easy to find a fifty year old woman or man in the class studying for either education, arts or even medicine.
College success is not easy for older people as a result of other personal and professional responsibilities pending. They have to make it their responsibility to learn and research on the material taught in class. Despite the many forms of academic support, personal responsibility plays a significant role in college success. Most emphasis lies on out of class work and studying. With pending duties other than education, one needs to utilize time efficiently (Blerkom, 2008). Students need to organize their time and activities properly in order to accomplish their objectives. One needs to set their priorities first in order to enhance both the mission and vision, after joining university (Groccia, 1992). Time management should also apply in the professional and social life of a student in order to ensure that one has enough time for family and work, which are also important.
As mentioned earlier, university schedules vary from high school schedules. Universities lack a rigid timetable; therefore, management of time poses as a great challenge. The student benefits from organizational tools such as a timetable, calendar, folder and personal timetable. On the other hand, signing up for evening classes or weekend classes assist in time management. Sometimes the absence in class is inevitable, but one has to catch up and update their notes to avoid any backlog.
Elderly students face a great challenge in college. With time as the greatest enemy, proper time management assists in prompt achievement of goals. Additionally, setting one’s priorities allows easy achievement of target objectives, which involves getting good grades and utter success.
Work Cited
Blerkom, D. L. (2008). Taking charge of your learning: A guide to college success. Boston: Wadsworth/Thomson.
Groccia, J. E. (1992). The college success book: a whole-student approach to academic excellence. Lakewood, Colo.: Glenbridge Pub..