Academics University

Listen to Your Instinct

2007-02-23T02:41:00.000-08:00

Myth #10

"I don't have enough experience to trust myself."
"Hey, I'm only a kid."
"I just graduated from high school."
"I'm allowed to make a certain number of errors."
"In college, I'm supposed to experiment."
"Everybody is doing it."
"They'll think I am a jerk if I don't do it."
"If it doesn't hurt anyone else, what's wrong with it?"
"If I ask, I'll look stupid."

Reality #10

Listen to your instincts. Your instincts and judgment got you this far-to college. They can take you through college as well. There's a tremendous freedom that comes with leaving for college. The release from nagging (and loving) parents, getting to leave your dirty laundry on the floor for weeks at a time, eating what and when you want, and a raft of other new-found freedoms are exhilarating. That's the good news.

But the bad news is that you're now responsible for what you do. Remember, at age 18 you're now not just personally but legally responsible for your actions. This has great implications. You can vote, but you can also be arrested and tried as an adult. You can sign for credit cards, but you can be sued for non-payment. The lists of rights and responsibilities is enormous, and the choices are all yours to make.

In fact, the idea of independence is all about choices-both good and bad. I grew up in a poor neighborhood. Most of us had about the same amount of money (very little) and the same types of choices. Several kids in my old neighborhood went to jail. Others went on to be professionals and became quite successful. What made much of the difference were the choices people made.

Choice is a wide-open proposition, and it is a dilemma for most of us. I once heard a forensic psychiatrist talk about the criminally insane. As a psychiatrist at a major psychiatric hospital who had seen over 5,000 criminally insane patients in his career, he reached the conclusion that doing wrong is a conscious act. Based on thousands of patient interviews, he had unequivocally concluded that doing right or wrong was a choice. I'll never forget the force with which he delivered that point to a group of police officers, and his follow-up message was clear: Don't spend any time feeling sorry for those who make such choices when they get arrested.

College is full of choices-some good, some bad. The choices abound: To study or not; to drink and drive or not; to cheat or not. My message to you is a takeoff on what the psychiatrist said: Don't do something unless you're prepared for the consequences of your actions. Or as police officers say, "Don't do the crime, if you can't do the time."

Survival tips:

Figure out how you make your best decisions. Most people decide either with their heads or their hearts. "Head" types decide based on the logic and the arguments for and against doing something much like a lawyer might. They weigh both sides of an issue and even internally argue both sides of the issues. Whichever seems the stronger of the two arguments wins. Often the outcome is much like a court case: one side wins and the other loses. "Heart" types tend to use their gut as a basis to react to issues. They rely much more on their basic gut reactions to situations as a barometer. If things feel right, then this type of person can be assured that chances are good they're making the right decision. Both head and heart decision makers are very good at the process if they rely on their distinctive strengths.

Test your decision with those who think differently than you. When you're about to decide on an issue that's important to you, get some counterpoint views from people who don't think like you. It's always better to test your ideas among friends and relatives before you expose your decision to the scrutiny of the world. Much less painful; much more constructive.

Use the Red-Face test. When faced with the many types and sizes of decisions you'll likely have to make in college, I highly recommend the red-face technique. Ask yourself this one basic question: If I did this thing I'm about to do, and it was reported on the front page of my local newspaper or put on the evening news, would I be embarrassed? If the answer is yes…then don't just walk from the situation, run from it. You'll be glad you did.

Find a sounding board. Everyone needs someone to listen to them. I once heard that psychiatrists and psychologists get about a 50% cure rate but that people who have a good friend they can talk to are cured at a rate over 70%. My memory of those numbers might be off a couple of points, but the message that the report sent was clear: A good sounding board is vital to your mental health. Find one.

When you make a bad decision, learn from it. Notice that I said, "when," not "if" you make a bad decision. Bad decisions are as much a part of life as breathing. Most people would "revise" some decisions in their lives, given the opportunity. The key is not that you make a bad decision here or there, but that you learn from it. You should mature from the experience.

Conclusion

By now your eyes may be glazed over from all this advice. Make no mistake, I did not always follow my own advice, nor did most of your parents. So, if you toss this book in the trash can and need one piece of advice to live by, try this. Ask yourself what advice you'd give to younger sisters or brothers if they were in your place. Then listen to that voice…it's the voice of objective experience. Hopefully I was able to give some of that to you. Certainly, your parents have tried to do that as well.

Learn from Failure

2007-02-22T02:39:00.000-08:00

Myth #9

"If you don't succeed, it's not for you."
"I can't do it."
"I got an F on the first test. That's it for me."
"I'm going to join the Army."
"I was not cut out for this."
"I'll never recover from the first semester grades."
"I'm ashamed. That's it. I quit."
"I knew I couldn't do it."
"I never was all that hot on college anyway."

Reality #9

Important lessons are learned from failures.

The most difficult semester for me was my freshman year, first semester. I had been an honor student in high school. Then came college and pre-med classes. I found myself on the lower half of the grade scale and decided to quit school and join the Marines. I even moved my clothes out during winter break to avoid embarrassing myself with my roommates. During the break, I met a US Marine who, to my surprise, discouraged me from joining up until I finished school. He probably was the best college counselor I ever had.

I didn't quit; I learned. I moved my stuff back into the dorm before my roommates returned, finished out the year, changed my major to English, graduated and later went into the US Marine Corps as an officer.

My story is not unique. Ask your parents or older friends who have gone to college, and you'll hear something similar. The message is simple. Hang in there and learn from the inevitable failures in college and in life. It's not the failure that's the big deal; it's how you respond and learn from it. If you keep making the same one over and over again, like the cartoon of the coyote chasing the roadrunner, then you need to think about a new planet to live on. Rather, if you learn and grow, that's the essence of this thing called life.

A conventional piece of wisdom says that most successful business people fail at least three times in their careers. That's because in order to be successful, you have to stretch, work outside your comfort zone, and take risks. Risks are scary but they also provide opportunities. So, if you're to be successful, you'll be taking risks. Some ventures will fail-the nature of the beast. Learn and for goodness sake, don't stop taking risks.

Survival Tips:

Learn, don't burn. When you fail, learn from it by asking yourself why it happened. Was it a scheduling problem or something more fundamental like your writing or reading skills? The worst thing to do is sit in your room stewing about the course, the professor, your roommate, or the stars. Often when faced with a failure, people blame virtually everybody and everything else rather than face up to the fact that they alone are responsible.

Don't be afraid to change your major. Don't do this lightly or without consulting people who care, but also don't be afraid to do it if you find a significant mismatch between you and your major. Remember how most majors are picked. It's Saturday night, you meet an attractive person and you ask about his or her major. The rapport is growing. The next day you're an anthropology major-although yesterday you did not know what it was, and you could not even spell it. Given this highly analytical selection process, don't be overly invested in that major. In this case, failure may just be an intelligent redirection.

Keep a sense of humor. Above all things in college, as in life, keep your sense of humor and start by laughing at yourself. You'll always have a good laugh and self-deprecation is great humor for others as well. Failure can make us all deadly serious, as if our actions would change the course of generations to come. Get over it. Look at a misstep with humor. Joke about it, as you learn from it. For your own health, learn to laugh. In fact, many studies over the years have conclusively demonstrated that laughter is the best medicine. Rent a bunch of comedies your freshman year. That's the best way I know to get a quick laugh when I'm not feeling great about a recent failure.

Great people fail. Great men and women fail. They lose elections, fall from grace. History is chock full of them. My uncle Joe is a great businessman who's had a bunch of successes and failures in his life. I think that's what makes him successful. In fact there's an old saying, "What doesn't kill you makes you stronger." I believe that to be true in my experience.

You can't please everyone. One sure formula for failure is trying to please everyone around you. You have to define life and success for yourself. For some who are physically challenged, success is getting up in the morning and being able to function independently. For great athletes it might mean running a four-minute mile. The definition of failure and success varies, and it's all relative. Keep yourself as the focus when drawing those boundaries.

Never Give Up

2007-02-21T02:37:00.000-08:00

Myth #8

"It's better to drop a course rather than to risk a low grade."
"I just can't make it."
"No way I'm going to pass this class."
"This guy's the toughest professor I've ever had."
"She'll never give me a passing grade."
"I'm just not as smart as these brains."
"I don't have the background to survive in this course."
"This one's way over my head."

Reality #8

Never give up on a course.

Oftentimes you think you're being smart to cut your losses. But, if you've followed the other survival tips in this book, then I say never give up. Chances are better than even that if you've done your best, shown the professor you care, and all the rest-you will make it through. But I constantly hear of students wanting to drop courses for various reasons: Fear, self doubt, laziness, poor scheduling, and others.

The Chinese symbol for crisis has two characters: One means danger and the other opportunity. This is precisely where students who want to drop a class stand: on the horns of opposing solutions.

First, let's take danger. Despite your best efforts, you're in a course doing poorly. Things don't look good despite your best efforts. You're going to class, doing the work, but your performance in tests and papers is not meeting your expectations. Your professor is supportive, but no pushover. Looks like piles and piles of work to pull this one out. Danger with a capital "D" lurks about. So you think that maybe it's time to drop one.

Second, let's look at opportunity. Most teachers reward those who persevere. They actually do give (though sometimes invisible) points for effort. Everyone likes the student who keeps plugging away. I once got a "C" in a college German class because the professor called me a hard worker and a morale booster-I was amusing. According to my calculations, I should have gotten a "D," but I studied hard, hung in there, and entertained the class and professor, especially with my imitations of both a deep southerner and a Yankee pronouncing classic German.

Professors almost always curve the grades at the end of the semester, though many will deny it. The fact is that most teachers can't afford to have two-thirds of the class do poorly. It doesn't reflect well on the professor's competence.

So, here's my simple advice: Hang in there. Do your best and follow the other advice in the book. If you do that, you'll survive any course and any professor.

Survival Tips:

Don't be afraid of the professor. Often upperclass students will tell wild tales about certain professors whose reputations become legendary, even mythical. Before entering into the classroom, students are many times so overwhelmed by this reputation that they convince themselves that they can't possibly score an "A." Despite the stereotypes, most professors are "been there, done that" types. They have all bombed classes, experimented with life and its various detractors, and been in exactly the same position you're in now. Talk to them. Get their advice about whether it's wise for you to drop or not. Mostly, from my experience, I think they'll tell you to hang in there. Listen to them

Believe in yourself. Most of life's successes depend on confidence. In college, you can underline that. If you think you can-you will. If you think you can't-you won't. The best way to develop self-confidence is to think of the many things you've accomplished in the past that you might have had doubts about when you first began. I've found that discussing with students about the toughest thing they've ever learned, and how they overcame the fear and doubt, works very well. They begin to see how even learning to drive a car was daunting at first, but with practice-even a few accidents-they began to believe in themselves.

Check your assumptions. Sometimes you think, "What's the use? I'm already flunking." Maybe, maybe not. Get to the professor as soon as possible and ask how well you're doing. You may be shocked to find out that you're doing about the same as others in the class even though you think you're about to be shot at dawn. Don't assume anything.

Benchmark with other students. Benchmarking is what corporations do all the time to tell how they're doing. They look at the other companies' products and services and compare their own. Sometimes they find that they're better, other times they find they're worse. In either case, it helps to know where you are. Do that with fellow students. You'll often find that you're doing better than you think. Somehow this kind of check always gave me courage to plow ahead.

Quitters never win, and winners never quit. I know this sounds like another bumper sticker, but I believe it. Hanging in there is one of life's great lessons. There are a lot of ventures that you'll begin in your life and will want to quit early on, thinking, "I'll never get through this one." Learn to face that self-doubt bogeyman now because he will not go away.

Develop a Positive Attitude

2007-02-20T02:35:00.000-08:00

Myth #7

I don't have to like a course to do well."
"This course sucks."
"This professor stinks."
"I'm entitled to my opinion."
"I'd rather have a dental filling than go to this class."
"I'm not learning a damned thing in that class."
"This is THE worst class I have ever taken."
"Why me?"
"I'll write letters to friends to occupy my time in class."

Reality #7

Attitude, not ability, will determine your success in college.

Some people will mightily disagree with me on the notion that you must like something to do well. OK. That's your opinion, and you're entitled to it! But my experience in a classroom is that students who have an "attitude" (a negative disposition) toward either the subject or the teacher do not perform as well as they should.

I have watched this "attitude" phenomenon for years. In fact, it's so prominent in required courses that you cannot miss it. The school tells students that they must take English 101 or COMM 101, and students resent it. It's human nature to rebel when someone says you must do it. In contrast, I find that in elective courses students have more of an interest and the results are dramatically different. They participate more in class, read the assignments, turn in higher quality materials, talk to the teacher more, and generally are more fun.

Don't think that intelligence (ability) will substitute for a good attitude, because it will not. Underline NOT. Being bright is a gift that many people squander because of a bad attitude. The world is chock full of half-baked geniuses, potential Olympic athletes, and superstar talents that never made it. Why? Because attitude, not ability, will determine your success.

Think about your own experiences. How many great potential athletes, students, workers have you seen come down the pike brimming with the ability-the aptitude-but whose attitude was impoverished? The results are always the same: Excuses. "I would have, could have, should have." "That damned coach hates me." "That instructor doesn't like the way I dress." The list goes on. You've heard it over and over by those who fail to reach their altitude…usually because of their attitude.

Survival Tips:

Think like an advertiser. In advertising, the first thing the ad must do is tell the customers how the product or service will benefit them. Otherwise, it's nearly impossible to sell anything. Therefore, find the benefit to you by looking at the syllabus and discovering two or three issues that you find interesting. Focus on those for starters. Other benefits will follow.

Look for long-term, not short-term, benefits. As you begin to look for benefits, beware of shortsightedness. Students tend to look for instant gratification-what's in it for me…right this very second in my life. This will disappoint you because it's difficult to see how Columbus' rationale for exploration in 1492 has any direct, right-now impact on your life. Rather than this myopic stance, take the long view to learning. Ask yourself, "What can history teach me?" "Will understanding the why's help me understand the what's?" The answer is absolutely…YES. What you learn in college helps prepare you to think through important issues and apply them to your daily life.

Act like a baby-sitter. Pretend that you're counseling a younger brother or sister about a particular class and you sense a negative attitude. You want to tell them how important such a course is and why it should be taken seriously. What advice would you give ? I discovered this approach when I was about 12 years old and was baby-sitting for our neighbor's kids. One day I started lecturing the kids about picking up their clothes and putting toys away. As I did, I began to sound like my own parents. Horrors. When I got home, I immediately cleaned my own room. My mother nearly fainted. By giving someone else good, solid advice, you teach yourself.

Remember the Tortoise and the Hare. This is a corny story that you no doubt have heard since you were a child. But it is right on the money. The two, as you recall, were in a race. The hare should have won hands down, no sweat. But he took his talent (aptitude) for granted and underestimated a competitor with great attitude. Attitude beats aptitude every time.

Avoid making negative comments about the course or the professor. A philosopher once heard a man speaking poorly about another man in public. The philosopher stopped the speaker and admonished him not to say such damaging things about another. The speaker asked the philosopher if he was trying to protect the man who was subject of the negative comments. "No," said the philosopher calmly, "I was trying to protect you from yourself." Negative comments about people can become self-destructive. Take this to the bank. Making and repeating comments begins to program your thinking for good or bad. When you start down this negative path it's pretty hard to get back. I've seen students develop an "attitude" and then try to defend it long after everyone else has seen that it no longer makes sense. Keep your comments positive-they foster a positive attitude.

Ask for Help

2007-02-19T02:34:00.000-08:00

Myth #6

"I don't need any help. "
"If I keep studying, I'll get it."
"I'm smart, I'll figure it out."
"Only dumb people have tutors."
"What will others think if they know I'm getting tutored?"
"I'm cheating if I get my own private teacher."
"Something must be very wrong if I need that kind of help."
"I never needed to ask for help in the past."

Reality #6

Asking for help is smart, not stupid.

Most people are hung up on the idea of asking for help. From the time we're born, we are told that the American ethic is self-reliance. Pull your own weight, row your own boat, pull yourself up by your bootstraps, and a host of other similar sayings pervade our culture.

There's also a notion that if you reach out for help, you'll be labeled as abnormal, and we all know how important it is to be in the center of the bell curve. I've always been stunned by the irony of teenagers who strive for the absolute autonomy and individuality as they separate from their parents, only to dress, speak, and act precisely as their peers do. They often go to extraordinary measures not to color outside the careful lines drawn by their peers. In short, if no one else is being tutored…it's not cool.

I remember when my daughter took statistics in college. She's a bright young woman who graduated with honors. But statistics nearly drove her nuts. She began to have that typical self-doubt and her confidence slipped. This is quite normal, but what she did was not. After consulting with the teacher, she decided that she needed extra instruction; so, she hired a tutor. She met with him quite regularly and salvaged her grade through hard work and determination.

If you still have doubts about the normalcy of tutors, think about Olympic and professional athletes. Can you possibly imagine any high-caliber athlete not having a private coach, at least periodically? Most private coaches travel with their athletes to be close by when trouble arises.

What about the top level musicians? Could you imagine them not having private, ongoing tutoring or teaching? They must have help to keep them sharp in an increasingly competitive world.

So, if tutors (coaches and private instructors) are good enough for the very best competitors in our country, don't you think we all should give them a try, especially when we're faltering a bit? Besides, many schools even offer tutoring free of charge.

Survival Tips:

Talk to the professor early in the semester. You'll see this one come up over and over again because it's one of the best pieces of advice I can give. Don't wait until you're literally bailing out water from a sinking ship. Once you see some water seeping in, talk to the captain of the ship. Early is much better than later, but most students with problems wait too long to come in. And the first thing I or any other professor will say is, "Why'd you wait until now?" Many times, when students come in asking how they can salvage their grades, it's just too late.

Ask for recommendations from the professor. Often the professor will know who is a good tutor and who is not. Finding the right fit is vital, and often the professor can recommend the best graduate assistants and even undergrads who are most suited to help to you.

Go to the student counseling office. Most colleges have a counseling office that will help you find a tutor. Often they keep databases of tutors and their fees, and you can usually obtain a printout. Tutors' rates will vary depending upon their expertise, but at least you'll get an idea of prices. Most universities have standard fees that tutors should charge; so, even if you go off campus for a tutor, you'll know the ballpark figures.

Look at tutors as an investment, not an expense. Don't get hung up on money. Tutors are among the best dollar-for-dollar investments you can make. Like private coaches, they speed up your recovery from problems and can provide stress relief. They may cost several hundreds of dollars, but the relief is worth thousands. However, let me say again: Many schools will offer free tutoring.

Don't be afraid to change if things don't work out. Remember that tutors are people who have individual personalities and quirks that you might find annoying and whose teaching style is not productive for you. If so, move on to another tutor. Tutors provide a service and when the service is a liability, cut your losses. If you find this awkward to handle face to face, do it by e-mail or letter. Often an e-mail or letter with a follow-up phone call, at most, takes care of a tough situation. But don't continue to pay for a bad product or service.

Establish Study Habits

2007-02-18T02:32:00.000-08:00

Myth #5

"I'll study when I get the assignment."
"I'll look like a real nerd if I start studying before we even get assignments."
"Lighten up. This is a long run."
"Chill out. I'll go out and unwind."
"Get serious, I have no idea what the Professor is going to cover."
"Why waste time second guessing?"
"This is the perfect time to get to know everyone-before the workload picks up."
"College isn't just about studying; the social part may be more important."

Reality #5

Establish regular study habits from the start.

The first semester at any university is one of the most exciting and potentially one of the most dangerous times in your academic career, for several reasons.

You're away from home, in many cases, for the first time. Free at last to make your own decisions. That's both the good and bad news. Good news: You can do anything you want, whenever you want. Bad news: You can do anything you want, whenever you want. Granted, there are no nagging parental questions: "Did you get your homework done?" or even worse, "Let me see it." But while the nagging's gone, so is the pressure and help of oversight.

There's a ton of pressure to get to know everyone, right away. Many roommates, suitemates, and classmates succumb to this pressure. Eventually, most recognize that this will not work unless they have nothing else to do.

You may not have anything specific that's due right away. You don't have a paper or research due for a month or two. So, it's tempting to sit back and enjoy the extended summer.

Fall is about the nicest season of the year. Cool evenings and warm days-perfect for picnics, football, or just about anything you can think of. Studying does not rank up there with the coolest things to do on a beautiful autumn day.

In fact, you'd be hard pressed to find a single thing about the early part of your first semester freshman year that makes studying attractive. But the Reality is that not starting early may mean failing later. Stuff just has a way of piling up on you. Here's a typical scenario: You let a few reading assignments slide and then you put a short paper or two on hold. Multiply the procrastination by five or six other "minor" assignments you also let slide and you're talking some serious pileup problems. And it all sneaks up on you very innocently.

Survival Tips:

Find the time of day you learn best-AM or PM. Most people are either morning or night people. Determine which one you are and use that time to do the most important job you have while in school…surviving. To test whether you're a day or night person, ask yourself these questions: "Do I like waking up early and getting a start on the day?" If you answer this "yes," you're likely a morning person. So, set an hour or two every day to hit the books in the AM. Schedule it ahead of time. Pay the study master first. If you answer "yes" to the question "Do I get going later in the afternoon or evening?" then you're most likely a night person; so set aside time in the evening to study. This gives information the best shot at sticking to your brain.

Let your friends know that your study time is sacred. While you may get some grief early on from people, as soon as they know you're serious, you'll get few, if any, invasions of your study time. People will actually respect that you say what you mean and mean what you say.

Find a place to study. Dormitories, especially freshman dorms, are notoriously bad places to study. Understand that and deal with it. Places like unused classrooms, library carousels, coffee shops, the back of an auditorium, a car-anywhere away from friends will do. They may hassle you to see a movie, party, or just hang out. You can do that later. Hit the books first.

Give yourself a break. Just as scheduling regular study time contributes to success, so does taking a 5-10 minute break every hour. Rest your eyes, wash your face…turn off the brain for a few minutes. Then get back to it. If you find yourself dozing off, stop where you are. Allow yourself to doze off-sitting up, not lying down. You'll find this "sitting doze" a form of meditation that increases alertness and concentration.

Just do it. The Nike commercial says: "Just Do It." I say we should adapt that to academic studies: "Just study it." Establishing the habit right away is key. The first day you have classes, find a place to study, and keep going there at your best study time, even when you think you're wasting your time. The routine of having a regular time and place to review your notes and read the required material will be more beneficial than you can imagine.

Form Study Groups

2007-02-17T02:30:00.000-08:00

Myth #4

"I can do it myself. "
"Self-reliance. That's essential."
"I'll go it alone."
"If you want anything done right, do it yourself."
"If I get any help, it's like cheating."
"Me, I can trust. Others, I'm not so sure."
"If I do it, I know I can depend on it."
"Independence is a virtue."
"I'll pull myself up by my own bootstraps."

Reality #4

Form study groups to survive.

To illustrate to my classes how groups almost always outperform individuals, I ask one student to randomly choose a letter of the alphabet. Let's say the letter chosen is "S." Then I ask three people to leave the room and work together to come up with names of singers whose last names begin with "S." The rest of the class works independently. I predict that the group of three outside the room will outperform anyone left in the class. Guess what? I always win because, in fact, the small group outperforms any individual in the class by almost 3 to 1.

There has been a significant amount of communications research done on small group performance. Small groups consist of 3-5 people convened to focus on an issue. Groups of two, dyads, lack the power of groups of three or more. On the other hand, groups of 5 or more become unwieldy.

Small groups out-perform individuals because:

Small Groups generate more options while brainstorming. This process fosters many ideas to be generated as quickly as possible.
Small Groups can better evaluate ideas. Groups correct misinformation, bias, erroneous assumptions, and the like.
Group decisions enhance harmony. They are essential where there is buy-in required after the session, such as choosing a correct solution that all must live with after the decision is made.
Small groups will almost always win. However, in an emergency where you need a quick decision, you're probably better off making a decision yourself. In that case, groups might slow the process down to the point that the decision is too late. Also, in cases where expertise counts and you have an expert, then often the expert will out-perform the group.

But if you're studying a subject and need encouragement, support, feedback, clarification, and help, you can't beat the power of a small, dedicated group focused on mastering the task.

Survival Tips:

Form study groups after the first few classes. Wait and see who the reliable students are before you join a group. Jumping in too soon might mean ending up with a less productive group. Be particularly observant about who does the homework, knows the answers, and seems to have a genuine interest in the class before you decide to form a study group.

Keep the group number to a handful and make it diverse. A group of 3-5 people is ideal. Two people are better than one, but 3-5 are much better than two. Groups of more than five make it too difficult to get together or make decisions. Also, vary the group by both gender and race because the diversity will make for a richer decision-making process.

Vary personality types and include the professor's type. What you want to avoid is having everyone in the group with the same personality type. If possible, try to have a person or two in the group with a personality similar to that of the professor. By having different personality styles in it, the small group becomes a more diverse critical test audience to use before launching new ideas.

Meet at a regular time and place. Setting both a time and place will ensure, above all else, that people will have something ready for the meeting. It's much like telling someone you'll go for a walk or meet them for lunch. You'll tend to do it if you've agreed on a time and place. Putting a study group in your schedule is the best way to make certain that you'll study. Block out your schedule and set your priorities.

Be persistent. Don't give up on the group. If at first you don't succeed-try, try again. Groups need to get comfortable with themselves. They need to establish trust and confidence. That comes only with time. Don't give up at the first sign of problems. Work through them with candor and caring for every member in the group. And always keep the objective in mind: To understand, to learn, and to help each other through the course.

Study the Professor

2007-02-16T02:28:00.000-08:00

Myth #3

"Only the subject material matters."
"The subject is the only lesson I have to learn."
"Teachers are all alike."
"Keep focused on the objectives and the rest will fall into place."
"Who gives a damn what she thinks."
"Screw him. I do my work and that's all that counts."
"She's not my boss; she's just a teacher."
"I'll do what I want, when I want."
"It's a free country."

Reality #3

Study the professor as well as the subject.

Let's begin with two simple, but important truths: First, people are different; and, second, professors are people. Try never to forget these two truths as you go through your first year of college.

Take the first truth: People are different. You know intuitively that this is accurate if you've ever had a family, friends, or more to the point, roommates. I'll use roommates as an example. In August prior to the start of your first year, seemingly normal people suddenly invade your life and turn into monsters within a month, a week, and in some cases, a day.

Let's examine just a few ways that people are different. Some people are shy and quiet. They like being alone or only with one or two good friends. They enjoy, even revel, in their privacy. They actually recharge their personal energy when alone. On the other hand, other people are gregarious and enjoy being with people. They hate quiet and dislike being alone. Being around people recharges their energy level, and the more people the better. But, put a gregarious sort with a privacy lover as roommates, and sparks may fly.

Next, let me talk about people who are what I call get-it-done-now people. They love making to-do lists and scratching things off them. They were born to organize the world. While you're out at the library, they rearrange the room. They're human alarm clocks and must be early by an hour for everything. On the other hand, there is the hey-what's-the-rush people. Time is for them a relative measure. They use a sundial for a watch if they even own a watch. They don't mind being late as long as they're having fun. Surprise, fun, chill-out are their favorite words-words that can drive the more workaholic get-it-done crowd bananas.

So far we have not even talked about all the other variables like ethnic backgrounds, multicultural differences, socio-economics, you name it…. Actually, it's a wonder that any two people get along. In fact, the people we like the best are people who think and act like us. I call this falling in love with the mirror. This is not healthy because you close yourself off from a wide world of options and limit your ability to understand others and effectively operate in our diverse world. Treating people as if they were all the same, by ignoring their differences and approaching life and school based on only your preferences, can lead to real personality clashes, and ultimately disaster.

In short, people are different. Respect it and deal with it.

The second truth: Professors are people. When I was in college, I had no idea where my professors lived or if they had families or lives outside of school. For all I knew, they were all locked in a vault each evening and then unleashed on Monday to feed on us poor students during the day. Not so.

They too have personalities as well as ethnic, social, economic and political differences-just like you. Some are shy, others gregarious; some are serious, others more fun-loving; some are old, others young. The list is very long.

Your task is to adjust to them - not for them to adjust to you. This is not easy. You are responsible for learning their styles and accommodating to them, not the reverse.

Above all, remember that people are different and that professors are people.

Survival Tips:

Find out your own personality. Sit down and take an inventory of yourself. You may not have ever done this before. Figure out your preferences: Things you like. By inference, the opposite of what you like will likely give you fits. Consciously knowing your likes and dislikes is a strong start in getting to know and understand others. Remember that you will tend to like people almost immediately who share your preferences and values-people just like you. Be careful that you don't ignore the rest of the world in the process.

Read the syllabus closely for hints. See if there are any significant hints like: "strong class participation is a must" or "10 points off per day for a late paper" or "all work must be accompanied by an outline." Each instruction gives you insight into the person. For example, "strong participation" indicates a gregarious teacher who values strong social interaction. The teacher who takes off 10 points per day for late work is likely a get-it-done-now person.

Talk to other students who have had the professor before. Nothing beats experience. Interview former students and ask them about the professors, their likes and dislikes. Become a bit of a researcher. See if their answers are consistent. For example, if they all tell you the teacher likes documentation in term papers to be exact, then you know where to place emphasis when you prepare a paper. If you get consistent information, it's likely to be true.

Ask questions in class. Better to ask up front than have a big surprise down the line…at your expense. Ask if there is a late penalty, how important documentation is, and similar questions. Teachers would rather you ask than assume. If the class is huge and you're a bit embarrassed, then schedule time for office hours and have your questions ready to go.

Assume all professors are human. It may seem ridiculous and redundant to have to say this, but so many students see professors as aloof and not of this world. Like you, they have families, likes, dislikes, good and bad days. They too pay rent, buy groceries and lose loved ones. In short, they have the same daily pressures and issues going on in their lives as you do. Don't expect that they won't act and react like humans.

Attend All Classes

2007-02-15T02:25:00.000-08:00

Myth #2

"I can afford to skip a class or two."
"I'll get a friend to take notes for me."
"If I leave early, I'll get a jump on the weekend."
"I never get anything out of class when I do go."
"I need the extra sleep much more than the class."
"That jerk doesn't deserve my attendance."
"I'll reward myself for my birthday."

Reality #2

You must attend all classes.

Woody Allen once said, "Showing up is 88% of life." Let me adapt that for college: Attendance is 95% of college academic life. If you skip class for one of a hundred excuses you may fabricate, you lose…every time. Recently a student came to me with a partial assignment saying that he did not know about the additional requirement that had been announced in class for the past two weeks straight. My response was, "Whose fault is that?" No more discussion. You simply cannot get the information or assignments straight if you're off playing touch football, catching a movie, or just sleeping in.

What happens when you miss a class? Several things:

You miss assignments and amendments to assignments. Teachers must amend projects by the very nature of academics: Information changes, equipment is not available, or stuff happens. In any case, you have to be there to get the scoop.

You get behind. Even if someone takes notes for you, you fall behind. It's tough enough to understand your own notes two or three days after you've taken them-unless you review them soon after you take them. After a while you slowly but surely slip so far behind that you'll never catch up. It's a slippery slope and it's hard to climb back up once you've slid down.

You project an I-don't-give-a-damn attitude to the professor. Trust me. Professors notice the no-shows and give no breaks to students who skip class. NONE. Think about it. Professors take their subjects seriously. They spend years preparing and researching to qualify to teach. And then students skip class with no more excuse than it was a great day to sleep in or to get an early start on the weekend. Professors notice the no-shows.

Just the opposite message comes through when you do make it to class. You show that you're concerned, dedicated, and ready to learn. In fact, it has been my experience that if a student makes the attempt by being there for every class, turning in all the assignments, and by calling or stopping by for extra help-I will go the extra mile or two to help. Most teachers I know are in the profession to help people. But we can only help those who are available and willing to meet us halfway.

Survival Tips:

Set a 100/100% show-up goal. Make it your goal to show up to 100% of your classes 100% of the time. Start off with that fixed in your mind. Put everything else in second place, right from the first day on campus. School is your primary job. If you were to miss work every time you thought it was a nice day or whenever you had a headache, or-you fill in the excuse-think about how long it would take your boss to fire you. Go for perfect attendance. It sounds like an elementary school concept, but believe me it's critical.

Communicate with the Professor. Call, e-mail, or send a note with a friend if you're sick. Sounds kind of goofy? Maybe, but it makes an impression. Again, it sends an important message: "I care enough to let you know I am on the injured list, but I'm still on the team." Again, use e-mail, phone, fax or personal note, but make sure you try.

Ask two people for their notes. This may sound like overkill to you, but it's not. As I mentioned before, it's hard enough interpreting your own notes, let alone someone else's. By getting copies from two classmates, you're more likely to piece together what actually happened.

Double check about assignments or handouts. Be absolutely sure that you check with two classmates or the professor about any handouts given out in the class you missed. Also, check on whether any new assignments were given, or if modifications/clarifications were made. I have found that this is one area where students constantly fumble. While they get the notes, they often forget to ask for handouts or special instructions given. Usually, the result is that you may turn in a project only partially completed and receive a poor grade.

Audio tape, if permitted. To get 100% recall of a class you missed, audio taping is the best way. Asking a friend to tape a class you'll miss is a bit burdensome, but very useful. You (or your friend) must check with the instructor first. Don't tape without the professor's permission. Some teachers do not like being taped. Most will not care. By the way, I have found that taping classes even when you are there, especially for those classes where you're having trouble, is a great idea. My daughter did that in college and found that taping supplemented her notes and helped her studying tremendously. But remember: Always ask permission first.

Train Early

2007-02-14T02:21:00.000-08:00

Myth #1

"I'll get started studying when school starts."
"Hey, I just finished 4 years of high school, and I need a rest."
"I went to a good school. I'm ready for college."
" Summer is for fun, not school."
"I got A's and B's in my college prep courses."
"September is for school, not July."
"Enough already with the studying."
"I need a break or my head will explode."

Reality #1

Start training now, like an athlete.

Can you imagine an athlete who wanted to qualify for the Olympics but absolutely refused to train for three months before the Olympic trials?

Outrageous.

No one would take such an athlete seriously. However, that's what most students who graduate from high school do to prepare for the biggest academic event of their lives thus far: College. They work very hard for four years: Study, take tests, take PSAT's, take SAT's, even expensive preparation courses. They take gifted and talented and AP courses, visit and apply to a number of universities, sweat out the acceptance process, get accepted, and graduate from high school. Then they promptly quit training for three or four months. Some students have been known to quit studying when they get accepted to a college. They take on the I'm-on-board attitude, the I-don't-have-to-sweat-it-now attitude. Wrong.

Getting in shape and staying in shape is as vital to your academic fitness as it is to your physical fitness. You can't just turn it off and on like a switch. A slow and steady pace wins this race.

This is about the toughest suggestion to self impose. It requires the most personal discipline, and frankly, not all students can or will do this. But I will guarantee that those who have the fortitude to do so will succeed.

Survival Tips:

Set up regular study hours. By now you may be saying to yourself, "This guy is nuts if he thinks I'm studying regularly in the summer, when I didn't even do that during the year." OK. But if you would take even as little as 1 hour a day and devote it to keeping the blade sharpened, it would yield great results. In fact, this is a great idea to remember: Small changes can result in big wins. Look at pro golfers and pro athletes in general. The person who loses a tournament is not dramatically worse, just a small fraction, but that makes a huge difference.

Read-choose anything, but read something. There's an ad that occasionally shows on TV that says, "Reading is fundamental." Remember that ad and act accordingly. Your reading will determine much of your success or failure in college. Many students don't enjoy reading; so, they do less and less of it. Learn to enjoy it, and you'll read more and increase your reading effectiveness. It's a simple but inevitable, progressive process. Start by reading whatever you like. I don't care if it's soup labels, comic books, short stories or cowboy novels: Read. As you read more, your interests will broaden; the progressive process will happen naturally-trust me.

Start keeping a daily calendar. Poor time management causes some of the worst problems students have in college. During class discussions my students always stress this one. Here's the problem: In college you'll have what seems like loads of time. You may only average 3 or 4 hours of class a day. So it seems like there's time to burn. Also, it's unstructured time-the type that slips through your fingers like sand. However, the projects and homework assigned in college are much more substantial than those in high school, with virtually no oversight by teachers or parents. The combination of unstructured time and larger projects proves disastrous for the first-year students who don't keep a calendar and schedule their work. This problem is not limited to students in college. In fact, one of the hottest professions in the workforce is project management. Buy yourself a monthly calendar. Monthly ones work best because you can "see" one month ahead. Weekly calendars are too short-sighted. I suggest you practice setting up milestones and timelines for simple projects this summer. Write them on the calendar. Just get used to using it before you're in the middle of the first semester wondering how in the world you'll ever survive.

Write constantly. Runners know that to make it through a race, they have to develop their wind. Simply put, they have to practice running to be ready for the race. So it is with writing. If you don't write regularly, you lose the edge, the confidence, the fluency. Start by keeping a daily journal. Buy yourself a spiral notebook or my personal favorite, one of those black-and-white marble covered composition books you used in elementary school. But begin writing. Start with your random thoughts. What you think about what's going on around you: Your hopes, fears, and dreams. Like reading, it does not matter what you write but that you do write regularly. Like reading, writing is a fundamental of college life. You'll get far more writing assigned in college than you did in high school. The other effect of keeping a journal is that if you read what you've written, you'll find it a great way to sort out where you're headed. Your writing will reveal what's going on inside your head. Writing can be sounding board, like a friend who listens to your innermost thoughts. The journal is the best way I know to build up your writing wind.

University Life Tips

2007-02-13T02:20:00.000-08:00

"For many first-year students, the University may be their first experience living away from home for an extended period of time. It is a definite break from home. The individual's usual sources of support are no longer present to facilitate adjustment to the unfamiliar environment. Here are tips for students which may provide realistic expectations concerning living arrangements and social life on campus. In addition, students may benefit from information concerning resources available to them at the Counseling Center.

The first few weeks on campus can be a lonely period. There may be concerns about forming friendships. When new students look around, it may seem that everyone else is self-confident and socially successful. The reality is that everyone is having the same concerns.
If they allow sufficient time, students usually find peers in the university to provide structure and a valuable support system in the new environment. The important thing for the student to remember in meeting new people is to be oneself.
Meaningful, new relationships should not be expected to develop overnight. It took a great deal of time to develop intimacy in high school friendships; the same will be true of intimacy in university friendships.
Increased personal freedom can feel both wonderful and frightening. Students can come and go as they choose with no one to "hassle" them. At the same time, things are no longer predictable. The strange environment with new kinds of procedures and new people can create the sense of being on an emotional roller-coaster. This is normal and to be expected.
Living with roommates can present special, sometimes intense, problems. Negotiating respect of personal property, personal space, sleep, and relaxation needs can be a complex task. The complexity increases when roommates are of different ethnic/cultural backgrounds with very different values. Communicating one's legitimate needs calmly, listening with respect to a roommate's concerns, and being willing to compromise to meet each other's most important needs can promote resolution of issues.
It is unrealistic to expect that roommates will be best friends. Roommates may work out mutually satisfying living arrangements, but the reality is that each may tend to have his or her own circle of friends.
University classes are a great deal more difficult than high school classes. There are more reading assignments, and the exams and papers cover a greater amount of material. Instructors expect students to do more work outside the classroom. In order to survive, the student must take responsibility for his or her actions. This means the student needs to follow the course outlines and keep up with the readings. The student must do the initiating. If a class is missed, it is up to the student to borrow lecture notes from someone who was present. If the student is having difficulty with course work, he or she needs to ask for help--ask to do extra work, request an appointment with an academic advisor, or sign up for tutoring or other academic-skills training at the University Learning Center.

How to Answer Essay Questions?

2007-02-12T02:14:00.000-08:00

Preparing for an Essay Exam

Get a sense for the type of essay exam the professor generally gives; e.g., short vs. long thought questions.
Try to get some idea of the general area that will be covered; i.e., concepts, issues, theories, etc.
Carefully review lecture notes to ascertain which broad areas have constituted central discussion topics.
Carefully review text(s). Link and/or supplement major areas here with those in your notes.
Mentally test yourself: What major concepts and relationships were covered? Now, what details support these?
Be able to write a concise outline, covering the material.
Remember: Present a sound generalization then prove it with appropriate detail.
Be familiar with the terminology used in the course. Be able to understand concepts and use appropriate terms.

Taking the Exam

Listen for any oral directions, if any.
Read the questions carefully. What are they asking?
Be sure you understand the question. What is the controlling idea? What are the key words? Underline them.
How is the answer to be given? Is the question asking for fact? Opinion? Explanation? Comparison?
If the question seems ambiguous:

a. Seek clarification from the professor;

b. if still not clear, state your interpretation of the question before attempting to answer it. Remember, essay questions are aimed at concepts and the emphasis in the course; so you must be able to conceptualize, succinctly respond, and support your generalization with sufficient details.
Define any vague terms; for example, some terms may have ambiguous implications if not clearly defined.
Think through your answer. Then go back and reread the question to make sure that you are answering what is asked.

Writing the Answers

Remember to take time to think, make notes, and prepare a rough outline before you begin to write the essay:

a. Develop the summary statement.

b. Support the statement with details.
Once you have your summary in outline form, expand upon it and write it in written form, tactfully and clearly.
Budget your time so that you are not forced to rush through your final essay because you spend too much time on the earlier one(s).
Allow a little time to proofread for grammar, spelling errors, omissions, etc.

Reading and Highlighting Tips

2007-02-11T02:12:00.000-08:00

Pre-Reading Ideas
"Have you ever sat down to read a chapter and realized you either can't follow the chapter's ideas or can't remember what you've read previously? Set yourself up for success by following a few simple pre-reading tips. First, preview the chapter. Skim the text by reading the chapter introductory remarks, subtitles, italicized print, summary and questions. Second, from your preview ask yourself two very important questions:

What is the chapter about?
What do I already know about the subject of the chapter?

Third, jot down any ideas that you remember from your preview and questioning. These could be words, phrases, or sentences. In the five to ten minutes it takes to pre-read a chapter you've familiarized yourself with the text, made an information connection with what you already know about the subject, and set yourself up for success in comprehending a difficult subject."
- By Mary Jo Campbell

Learning Styles and Reading
"During my years of teaching, I have found that students who incorporate the use of multiple senses in their study habits have better retention of course material. When you read the assignment in the textbook you see the material -- stimulating the visual sense. Along with this, it is important to recognize your particular learning style. Some students concentrate best in a quiet environment. Others function better with background music. Attending class and listening to a lecture stimulates the hearing sense. Note taking, another important activity in lecture based courses, reinforces what is heard during the lecture. Daily review and even rewriting notes helps clarify ideas. If you are taking a clinical or laboratory course, actually performing a procedure or activity will clarify the mental image of the procedure and also help you develop skill in the performance area. This stimulates the tactile sense. Remember, the more senses you use in the learning process, the better your retention of course material."
- By Janice Giltinan

Understanding Jargon in Text
"One study problem I hear students talk about is feeling overwhelmed by the professional jargon in a text. Students give up trying to understand the material and read it passively "just to get it finished." It can be helpful to change your attitude and approach to reading difficult material by viewing yourself as a translator of the material, with your job being to translate the text into your own language. There are many different ways to translate. For example, you can stop after reading every page and in the margin of the text write down your own example or define the terms in your own words. Continue to ask yourself, "How could I express this in everyday language?" If you are unsure, take an educated guess and ask for feedback in class. Getting feedback is important in helping you refine your understanding of the material. Also, viewing your job as a translator instead of a passive reader acknowledges the experiences and strengths you bring to learning the material. In this way new learning is building upon old learning."
- By Sharon Hamilton

Underlining Key Phrases
"Some people love to use their pink or yellow markers to underline everything in their text. I want to suggest to you this is a bad thing. When reading, underline only a keyword or a small phrase. Perhaps one or two items per page. Better yet, don't underline but keep a list of names and ideas you want to remember. Make a note of the page number the idea is on, then when studying you won't be faced with page after page of underlined material that you can't possibly read before the test. A few days before the quiz or test look at your list. Spend an hour or two each night for several nights. When you find something you don't know, which you can't recall, look it up on the page you cited. Study what you don't know. Combined with what you know and remember from a lecture, you should be the most knowledgeable person in the class. This technique is of no value if you're seeing the material for the first time the night before an exam."
- By Don Hoffman

Active Reading Suggestions
"One of the most frequent things I say to my students is be an active reader not a passive one. Reading isn't like watching TV. You just can't stare at a page and expect to remember much. Read an assigned chapter quickly -- first for a general overview -- then go back and seek out the details. Keep a pen or a pencil, not a highlighter, in your hand. Underline important passages. Write notes, questions and reactions in the margins. When you read you should be having a conversation with the text. Don't let it do all the talking -- react to it. Your response helps you formulate the meaning of the text. Mark up your book like crazy. I always tell my classes, the more you decrease the resale value of a book, the more you're probably getting out of it. So remember, read actively."
- By Roger Solberg

Novel Reading vs. Textbook Reading
"I am always surprised by the fact that many students read their textbook the same way they would read a novel, starting on page one and reading straight through to the end. Try reading your textbooks more like you would read a newspaper or magazine. Start by skimming through a section, reading the subject headings and any definitions that appear in boldface print. Study the pictures and figures carefully -- these are chosen to illustrate and highlight the essential points of the text. Next, read the introduction and summary and finally go back and read the text itself. Start with the material that most interests you, but be careful not to skip a section. Keep some scratch paper handy for jotting down important terms and working out problems. Leave your highlighter pens in the drawer. Most importantly, don't try to digest too much information at once. Read in 30 to 45 minute blocks of time with frequent breaks. This will help you to stay alert and focused."
- By Brian Zimmerman

Are You Reading Your Textbook?
"Read your text book. Now for many students this is stating the obvious, but for some students that is a novel idea. Reading your text should be just that--reading. Sometimes students get so carried away with highlighting that it seems their activity resembles coloring more than reading. Read your text before the professor lectures on the material. You'll find it easier to take lecture notes and ask reasonable questions. You'll be a better prepared student and in turn more successful."
- By Cindy Legin-Bucell

Successful Textbook Reading Techniques
"Most college professors select a text as required reading for their courses. These textbooks aren't always laden with interesting information presented in a fascinating manner. But, they do contain important information that will help you succeed in each of your courses. To get the most out of your textbook reading consider the following steps. Before you begin to actually read the assigned chapter, preview it. Read the chapter title, the major headings and the subheadings throughout the chapter. Then read the chapter introduction and the summary. Third, take note of any guiding questions which the author might have included in the beginning of the chapter, as well as any vocabulary words presened before the chapter. Then sit back and read the entire chapter's contents. While reading, pause to refer to illustrations, figures, and graphs which the textbook authors have included in the chapter. Reread the summary again after reading the entire chapter. Once you have completed the detailed reading, review the guiding questions presented at the beginning of the chapter and actively answer them, preferably in writing, but at least orally. This technique requires little practice, will reduce the time you need to spend reading your course assignments, and produces greater understanding of your textbook. Easy to use with maximum results . . . a college student's dream."
- By Dawn Snodgrass

Note Taking Techniques

2007-02-10T02:15:00.000-08:00

Note Taking Techniques
"The most comprehensive note taking systems require attention on your part. You must be alert enough in class to take legible, meaningful notes. You can't rely on "writing everything down" because a lot of information in a given lecture won't help you actually learn the material. If you have problems determining the specific relevant points in a particular class, you can always ask the professor to clarify them for you.

The 2-6 Method: The 2-6 refers to the way you divide the space on your notepaper. Make two columns, using the red line on the left of the page as your border. Then, when you take notes in class, use the 6 column for the notes and the smaller 2 column on the left as a highlighting system. Write main headings and important points on the left, including material you think you will be tested on. When you're finished, you should have a comprehensive page of information that you can quickly scan for important points. Finally If you have any questions or need more help, stop by and talk to one of our counselors. Studying is 99% perspiration; if you give it a real, concentrated effort over the course of a semester you will see an improvement. Your academic success is entirely up to you."
- By George Mason University

Split Page Method
"Class lectures and your textbook--they're the primary sources of course content and you need to learn both. So combine them with the split page method of taking notes. Just divide your notebook page in half lengthwise. Draw a line down the middle of the page. Take class notes on one side of the page and outline the text on the other side. When you study you'll have both. Class notes and text together, integrated. Some students find it helpful to add a third column for questions they need to ask the professor."
- By Sherry Reynolds

Using Group Notes
"Are you tired of struggling to keep up with a lecture while copying page after page of notes in class? My advice? Don't take the notes -- at least not every day. Instead, form a group with some of your classmates and take turns taking good class notes. When it's not your day to be the note-taker, really concentrate on what is being said in class. You might want to jot down a few particularly important points, but mostly try to participate in class. Ask questions when you can't understand the point your teacher is trying to get across, and score points by answering questions your teacher asks. After class you can either photocopy the notes from your classmate, or better yet, copy them over by hand while reviewing in your mind what happened in class."
- By Fred Weening

Secrets to Taking Better Notes
"As a writer for Edinboro University and its Alumni News magazine, I spend a lot of time interviewing people. A key interviewing skill is taking good notes--a skill that is just as valuable in the classroom. There is no magic to taking good notes, just common sense. It's simply a matter of being thorough and accurate. Now, not many people can write fast enough to capture everything their professor says in class, so it is a good idea to also use a tape recorder. That way you won't miss something while you write, and you can double-check the tape for accuracy. Whether you use a recorder or not, it's important to transcribe your notes as soon as possible while the subject is still fresh in your mind. By re-writing or re-typing your notes, you become more familiar with the material. You mentally reinforce what was said in class. And you get practice writing the information, making it easier to write the material a second time whether it be for a test or a term paper."
- By Brian Pitzer

Noteworthy Notes
"Are your grades as good as you want them to be? Are your notes worth reviewing? Notes are phrases and abbreviations that we hurriedly jot down while trying to follow a lecture. Later, when we go back to review our notes, there are times when we can't seem to understand or remember what those key words and phrases meant; sometimes we can't even read our own handwriting. Here is a note-taking study tip that has proven to be effective. After you have finished class, immediately rush to the nearest computer lab and retype your notes. You need to rewrite those phrases as complete thoughts and sentences; dot your I's, cross your T's and use "cut and paste" to put your notes into some type of a logical sequence. While retyping your notes you are using several modalities: you review as you read your notes aloud, you use your hand to type, and you reread again as you proof read what you have typed. Research indicates tht 80% of new material can be recalled if you review notes within the first 24 hours of presentation. Also, clean typed notes are easier to read and highlight as you study. If you retype your notes daily, you will keep the task from becoming overwhelming, you will learn good study habits that aid in memory retention and, at the same time, improve your grades."
- By Janet Jenkins

Attend Class
"The most important advice I can give to you is to make sure you attend your classes. Attendance in class enhances the chance you'll get a passing grade in a course. In addition to attending class, it is important to brush up on your note-taking skills to really achieve optimum success. Some general recommendations for improving note-taking skills are to:

Read all textbook material relevant to the topic being covered prior to attending class.

Make sure you take notes in class. If you fail to take notes, much of what you learn from the lecture will be forgotten in a few days. If you have something written down on paper, you can always refer to the material later.

Ask professors who lecture too fast if you can tape record their lecture. You'll generally find that many professors are willing to assist you in your efforts to gain as much from their lecture as possible.

By attending class and utilizing the note-taking techniques just described, your chances for success in college will increase significantly."
- By Kiran Misra

Prepare for the lecture
The greatest advantage is that

1. you are familiar with the subject
2. you know what to ask
3. you are not going to waste time by writing down stuff that is already there in your study material. Rather, you know what to write, where to pick links and to clear your concepts.

By the time the lecture is over, you are in a much clearer state of mind. This way, taking down notes becomes more meaningful and worth the time you spent doing it.
- By Ms. Sreelatha Anand

Tips for Foreign Language Learners

2007-02-09T02:10:00.000-08:00

Write in Your Own Words
"I have a tip that has always worked for me and I think it will work for you. When you're studying, don't just "look over" the material. Instead, turn your mental activity into a motor activity and write, write, write. If you're trying to learn ideas or concepts, paraphrase what you're reading and then write it in your own words. And, if you're trying to learn dates, formulas, verb conjugations, or vocabulary words, write them down as you study them. Then give yourself a little test by covering the original material and writing it from memory. You'll find it much easier to remember factual and conceptual information because, most of the time, what you write is what you know."
- By Judith Gramley

Copying and Reading
"When learning a foreign language, write out as much in the language as you can. Copying out the foreign words often helps to learn them. Try reading aloud or to yourself all individual words and exercises, again in the target language. Use the language lab and listen to native speakers on tape, and film. Have tapes copied and play these at home or while driving your car. Think about a particular foreign language assignment before going to bed. Materials gone over three to five minutes before falling asleep will be absorbed by the subconscious mind during sleep and more easily learned. Get a pen pal and force yourself to write letters, however simply, initially in the foreign language. If you really want to take a step toward better global understanding, learn a second language."
- By Dr. Tom Hajewski

Improving Listening Skills

2007-02-08T02:09:00.000-08:00

Becoming a More Effective Listener
"Effective listening begins with recognizing how poor we really are at listening, and with developing a determination to work hard to improve our listening skills. We need to develop an attitude that says, "I'm going to get something out of this lecture that I can use no matter what it takes." Here are a few suggestions that will help you improve your listening skills. First, work hard to keep your focus on the message and make a determined effort to return to focus when your mind begins to wonder. To help in maintaining focus, make mental summaries of the speaker's main ideas. Second, try to predict the speaker's next main idea. These two hints will help to keep you actively involved in what the speaker is saying. Listening is a very difficult and an active process. Listening is just plain hard work."
- By Dr. Bert Miller

How to Think Critically

2007-02-07T02:07:00.000-08:00

Making Wise Choices
"Was wondering how you might react to a student who would say to you, "The test questions in that class are taken right from the book. You're wasting your time by going to class." Often advice from your peers might be popular advice but not proper advice. It's very important that you be a thinking, self-directed person--an individual. As an individual, you must develop your own response to other people or their ideas. Don't carelessly accept the suggestions of others. Learn to be a critical thinker. That doesn't mean that you can never think like your friends. As long as you make wise choices, it doesn't matter how popular they are. Too often students make judgments based on first impressions, gut reactions, or the influence of their friends. Remember your actions have consequences. You could fail a class, have financial difficulty or even health problems associated with stress. Thinking students will practice restraint and control their feelings rather than being controlled by them. So my advice to you is, "think before you act"."
- By Jo Ann Holtz

Critically Thinking While Writing a Paper
"You have a paper due in which you are to analyze an issue and explain your view. This requires critical thinking skills. Here are four steps from Becoming a Master Student that can help:

1. Decide what you think and why you think it. Writing out your initial ideas will clarify your thoughts.
2. Seek other views and more evidence. Make sure you examine all sides especially those that are contrary to your ideas. Talk to people who have expertise in the topic.
3. Evaluate the various views. Construct a chart with points that are in agreement and disagreement. Then compare this with your initial view.
4. Construct the most reasonable view. Your challenge is to develop a response you consider the most reasonable. Often times this will be a combination of the information you have researched and your initial ideas."

- By Naomi Johnson

Religion and Wisdom
"In my day, students used to complain about everything. But, I never heard a student complain that we devote too much time at the University to the study of Christianity and Judaism; even though those beliefs are the foundations of our Western culture.

Education at the University however, cannot ignore all religion. At the very least, we have to learn about pagan religion; i.e. the myths and figures of religion not connected to Abraham and Jesus. We have to learn about pagan religion in order to understand our own literature. Even today's writers use pagan religious images and symbols.

The pagan gods will always be with us. They take on new forms and new names, but they don't go away. Something about us will not let them go. We seem to need to exalt ourselves along with our stupidities. That's what the pagan gods do.

Why are we more interested in pagan gods than in God: more interested in paganism than in Christianity and Judaism? Because we see ourselves in the pagan gods. They are like us. That's not true of God.

The pagan gods like us are weak and bull-headed. Like us they are slaves of desire. They are destructive and vengeful, capricious and silly. And sometimes they are capable of greatness.

We need some form of religious education because we have some sense that we are more than dirt. Religion suggests that all will not be lost; that something of us will remain. It suggests that there is wisdom that needs to be learned in order to live life, instead of dying young.

The big question of course is: what level of wisdom? Our culture seems more interested in Hollywood gossip than in the more substantial wisdom enshrined in either pagan or Judeo-Christian religion. We seem more interested in entertainment than in real wisdom.

It seems a shame that even after making all the effort and bearing all the expense of a university education, some students come out not a bit more wise than when they started.

While you're being educated, don't forget about religion and wisdom."
- By Jim Drane

Establishing Good Study Habits

2007-02-06T00:16:00.000-08:00

Efficient Use of Time
"I'm here to tell you what I think is a key to academic survival and success. The first and most important thing I feel, at least to survival and success in the classroom, is efficient use of your time outside the classroom. Remember, there are 24 hours in a day. Set aside two to three hours each day for studying. This will leave you with five to six hours -- after we subtract time for our classes, meals, and a good night's sleep -- to do those things that we like to do much more than studying. The next thing that I feel contributes to survival and success in the classroom is periodic review of your lecture notes and the appropriate chapters in your textbooks. Periodic review and beginning to study for your exams early will save you time in the long run and it will prevent cramming. That way you can be well rested and more motivated and less anxious on test day. The last thing you can do to help get good grades is take advantage of all the academic resources at your university. It can only help you."
- By Dante Battles

The Power of Cooperation
"Education often looks like competition. We compete for interest in school, for grades when we're in school, and for jobs when we leave school. In such a climate it is easy to overlook the power of cooperation that is developed through study support groups. Study support groups feed you energy. People are social animals and we draw strength from groups. Aside from the comradery, the fellowship and the fun, support groups can assist you by elevating your spirit. There will be days when you just don't want to work on your education. Other members of the study group, however, can support you and encourage you. In addition to drawing strength from the group when you're down, you can give support to others yourself as they need it. A study support group is also a good place to build rewarding relationships with people. So remember your friends and classmates when you study."
- By Mike Brown

Mixing Studies with Social Activities
"The most successful students balance social activities with good study habits. A diversion from studies will alleviate stress and help prevent you from becoming fatigued. So make sure you take a break for an hour after studies to meet with friends, to play some cards, work out at the gym, or to gab with a new acquaintance. You'll find your concentration sharpen when you do study, if you plan a social activity afterwards. To develop a healthy social life, develop routine study habits. After supper, lug your books and homework to the library, find a comfortable and quiet niche, and study for two or three hours, taking intermittent 10 minute breaks every 45 minutes or so. Make a friend with whom you share similar study habits, and share a table or a study space with them. Remember, after you've completed your work for the evening, take time for a social activity before retiring for the evening. You'll wake up feeling refreshed and prepared for another day."
- By Mark Crilly

Setting a Comfortable Pace
"Are you frustrated at not performing at a level equal to your potential in your courses? This tip is to help maximize your academic efforts. A good grade in a course is almost never the result of luck. The key is to set yourself at a comfortable pace for studying. What is your comfortable pace? Once you determine this, consistency is the secret. Setting aside time for focused study every day will probably result in a higher grade point average. Make falling behind a thing of the past! Also, for each course you have, rate your interest level and the type of course, list the course requirements, set a goal for the grade you wish to earn, and establish a study schedule. A study schedule will guarantee better grades and may actually reduce the study time you spend now. Be sure to incorporate some review time each study period. Your study schedule must be convenient and you must adhere to it. Increased study time with consistency will spell success. I have seen it work for students."
- By Jean Fera

Changing Your Habits
"How are you? I'm Dr. John Feldmeier with an Academic Survival Tip. But first, I want you to find a pencil or pen so you can write down what I'm about to say. Ready, please write this down. The past does not equal the future. Once again, the past does not equal the future. Next, I want you to take what you have written down and place it where you will see it each and every day. Okay, what does it mean? It means those poor study habits such as not completing assignments, missing classes, and staying up too late before your next class do not have to be repeated in the future. Who can make these changes? Yes, you're correct. You, and only you, can change the future to achieve more success and productivity. Remember, don't let the past be your future. Make these changes for a better life."
- By John Feldmeier

Personal Maintenance
"We all know the importance of maintaining a car. We can push it to the limit, but sooner or later it starts to run poorly. By setting aside some time for a little maintenance, we can keep it running smoothly and efficiently. Unfortunately, we tend to forget these simple truths when they're applied to college life. We push ourselves to keep up with demands and ignore warning signs such as decreased productivity and a negative attitude. We fail to recognize that some time spent on rest and relaxation may actually save time in the long run. People often notice that their mood improves and they work more effectively after taking a break. Personal maintenance may include very simple and inexpensive activities such as taking a walk in the snow, having dinner with a friend, or listening to some favorite music. So take a little time out today to do something fun and relaxing -- your system just might run a little smoother tomorrow."
- By Gary LaBine

Immediate Review of Class Notes
"The study suggestion that I recommend is the one that I am still working on applying in my last semester of graduate school -- that is, to go home and review as soon as possible what you have heard and learned in class. Otherwise, 80% of what was learned will be forgotten. So, as soon as you can after class, review the class notes or the related chapter text. When you do this type of review, you may have the satisfying experience of ideas relating, making sense, and fitting together for you. At times, you may also experience a very interesting phenomena. Sometimes it feels like light bulbs are going on in your brain when these connections are made. And that's the good side. The other side is that this requires self-discipline and requires planned effort. Yes, I mean a planned study schedule. But it is a rewarding learning experience and I recommend it to you. This may also be done in reverse and this may also be easier. Immediately prior to a class, read the chapter text material that will be covered in the lecture that day. You will be one of the few students who will understand the lecture, be able to answer questions, ask questions and thus participate. And you will feel "real" knowledgeable. This has an instant positive feedback effect and will also enable you to retain more information. So, schedule daily study time and schedule one or the other of these techniques into your planned study time."
- By Nina Maddalon-Perino

Staying Awake
"There are times when, no matter how interesting a subject might be, it's still very difficult to stay awake when studying. Say you have several chapters to read for the next class. You have the time to do it, but you're having trouble keeping those "baby blues" open and focused. Try this. First, buy an egg timer, one of those little white ones that clicks off the seconds quietly. Set the timer for ten minute intervals. Read until the timer goes off. Then get up and move around for a couple minutes -- maybe sip some fruit juice. Then set the timer and repeat the process. If the moving around and sipping isn't enough, try some deep knee bends, sit ups, or muscle-stretching activities. The idea is to keep the blood moving through the brain. You'll be surprised at the amount of information you cover in a short period of time."
- By Donna Patterson

Put Academics First Life
"As a Department Chair, I have the opportunity to talk with many second semester freshmen in my area; unfortunately, some of them are on academic probation or have lower Q.P.A.'s than they want. And the reason I hear most often is, "Well, I goofed off the first semester and didn't really study that hard." That statement causes me to advise students to do two things:

Put academics first and really mean it. This might include studying in a quiet place, reading assignments more than once, taking copious notes, and starting on your papers at least a week before they're due.

Get enough sleep and eat well. Don't stay up late night after late night talking with your friends; try getting up for breakfast and studying before class. This means, my friends, that you can socialize only on weekends and still not much in the beginning until you see where you're going to stand grade-wise.

Remember, you don't flunk out if you miss parties; you flunk out when you miss classes and don't commit to doing your best work."
- By Marilyn Sheerer

More About Time Management
"Are you having trouble remembering information when you take a test? Do you feel overwhelmed with the amount of material you need to learn? Information stored in short-term memory can begin to decay within a short time unless effort is made to place the material in long term memory. Research indicates that unless you review within 24 hours, 80% of the material can be forgotten. By reviewing information as soon as possible you will not only increase the amount of material you will remember, but you will also decrease the hours of study needed before an exam. You can build review sessions into your daily schedule by following a few simple steps. First, avoid scheduling back to back classes. Use the time in between your classes to review your notes. Dot your "i's", cross your "t's" and write out abbreviations. This will only take you two or three minutes and will aid in retention of the material. Second, use small amounts of time to review. Try to avoid marathon study sessions, since they tend to be overwhelming and cause students to procrastinate even more. Third, time wasted in line at the bookstore or waiting at the laundromat can be used to review and organize notes. The key is time management. Learning to budget your time will give you more time for frequent reviewing so that less time is spent cramming."
- By Kate Strosser

Don't Panic
"You know, it's really easy, especially during this time of the semester, to look at all the things you have to do, and -- well -- panic. Some people even go into withdrawal because they don't know what to do -- they are overcome, and do nothing at all, and of course the worst happens. The solution to this problem sounds flip, but it really isn't. Don't look at the whole picture. Keep your attention focussed only on each individual step. Focus on your math assignment -- don't also worry about your English paper and communications project. Or, write that first draft now, and worry about the final format later. But, above all, do it now. If you keep up with each step, the whole will take care of itself automatically. You don't have to worry, and who knows, you might even get some sleep."
- By Peter van den Honert

Studying Can Be Fun
"I run across countless students who view studying as arduous, if not painful. I would like to share a few tips that might help you approach studying in an agreeable and productive fashion. First, schedule a block of time each day that is created specifically for studying. Choosing the right time is crucial. Some of us study most effectively in the morning; some in the evening. The key is setting a study time that fits you personally, i.e. when you are at your sharpest. If your difficulty is finding time to study, chances are good that you're in the habit of doing something else that takes away from your studies. Second, choose your studying place and be faithful to it. This includes choosing a place that is nearby, quiet, and one lacking distractions. It is also important that you find a place that is only associated with studying. Many students often with good intentions make the mistake of choosing their bed as their special studying place. Unfortunately, these students find that what was going to be their study time turned into their nap time. Third, create a pleasing atmosphere in which to study. Put on your favorite slippers or make yourself a hot cup of tea or hot chocolate. Make your time special. The trick is to change your feelings about studying. If you can do this, your studying time can be more pleasurable and productive."
- By Chris Mazzarella

Why Fail When You Can Succeed?
"When I was the Dean of Students at Philander Smith College in 1965, I did a research project to determine why students fail. What I found to be true in that survey of study habits more than 30 years ago still rings true today--students fail because they don't know how to study or they don't know what it means to study. The best advice I can give you to enable the achievement of academic excellence is to develop sound study skills. First, make sure you have a good study environment, a good desk, a sturdy chair, good light, comfortable room temperature and a quiet atmosphere. That means you should eliminate all external and internal distractions. Second, get a good overview of your assignment before you start your work. Know what skills, facts and ideas you are expected to master and the ground you are expected to cover. Start with your most difficult subject first, while your mind is freshest and most receptive. Develop a study schedule and stick to it. Schedule your study time when you know you are at your best. Successful students agree that a weekly schedule works best and provides the flexibility necessary to make adjustments according to assignments. Finally, study your professors as well as the subject matter. Ask faculty for study tips specific to the subject at hand. The faculty in the Department of Academic Support Services can provide additional assistance to you in developing good study habits."
- By Frank Pogue

Preparing to Participate in Class
"I have a very active schedule and couldn't accomplish the goals I've set for myself if I didn't take time for preparation. Preparation can aid you as well. You'll find that going to class is much more enjoyable if you're prepared to participate. Not only will a professor take notice that you are ready for class, but you'll find that you are also able to assist your classmates by engaging them in discussions of that day's material. It's up to you to decide if you want just a college degree or if you truly want a college education. Prepare in advance so you don't find yourself behind the "eight ball" when it is time to study for that all-important class or test. As a recent non-traditional student at Edinboro University, I know what I'm talking about when I say preparation is the key."
- By Kip Allen

Developing Good Writing Skills

2007-02-05T00:14:00.000-08:00

How Reading Can Help You Write
"If you want to write well. . . read, read, and then read some more. Read good writing. Read bad writing. Learn to know the difference. Note for simplicity of style: noun, verb, object; noun, verb, object. It worked for Hemingway, who often said that his ultimate goal was to create the perfect sentence. Read some Hemingway, and not just his novels, but some of his early newspaper writing. There's never been better news and feature writing, ever. When you read the works of these and other fine writers, notice the simplicity of their language and how they vary their sentence structure and length. Some sentences number two or three words; others run an entire paragraph. There are countless tips on writing well, but I leave you with this one: read first, then write."
- By Bill Reed

Learn to Write Well
"Writing can be a drag . . . especially if you don't think you're very good at it. It's a skill, however, that you need to develop in order to be competitive in today's society. While you're a student, take the time to learn to write well. Take more than the required English and writing courses. I'd be willing to bet you'll find these classes to be quite valuable when you try to find and keep a job after graduation. And don't worry if you end up having trouble in these classes. You can always enlist the help of the good folks at the Writing Center. And one more thing . . . a good way to practice your writing without the stress of a grade hanging over your head, is to take part in extra-curricular activities that involve writing."
- By Emily Sinsabaugh

Writing a Paper or Researching an Assignment? Start Early
"Let's face it. We are all afraid of writing papers. We procrastinate until the night before that essay or reserach assignment is due. We then write as the night passes in the hope that some sort of last-minute inspiration will light down from the heavens, the clouds will dissipate and the sun will poke its head above the horizon, and the rivers will gush forth those wonderfully profound ideas that have hidden themselves in the darkness. Beautifully as all this sounds, it does not happen without a great deal of advance preparation.

What does happen is that we ofen compose into the wee hours of the morning, and as the clock ticks on, we get progressively tired--so tired that we do a sloppy job. We forget to proofread, or when we do we are so tired of the paper that we cannot see convoluted ideas, faulty reasoning, and missing commas. We submit the paper with a prayer and hope for the best. And when we get that unsatisfactory grade, we vow that we will NEVER again put things off until the last minute. How do we accomplish this? I have several suggestions:

1. Get started on the paper the day that it is assigned. This doesn't mean that one actually start writing the paper but rather it means that you at least think about the topic. Take a small pad of paper so that you can jot down ideas. Keep a journal that you can draw upon for that interesting perspective toward the topic.

2. Start writing the rough draft at least a week before the assignment is due. In this way, you leave yourself plenty of time to walk away from the paper when the going gets tough. Often, a short break--a trip to the snackshop, or a game of PacMan--will clear your mind so that you can begin to write again.

3. Go the Center for Writing. It is often important that we talk our ideas out before we can get them clearly on paper. Important to this process is a basic knowledge of those who will read your paper.

What do they already know?
What do they need to know?
What terms or concepts do you need to explain?
What connections do you need to make?

A conference with a writing tutor in your Writing Center can often help you to clarify those issues. If you cannot get ideas down on paper, bring your notes and talk your ideas out with the tutors so that you can get concepts down clearly on the page. If you can't tell a comma from a semicolon, have the tutor help you sort out those tricky rules of grammar. The Center for Writing can help you out at any point in the research and writing process.

Writing need not be a terrible agonizing process, and you need not write papers the night before. Hopefully, thinking about the paper right away, getting a draft written at least before, and getting help in the Center for Writing will get you that good grade next time you have to write a paper."
- By Bob Holderer

The Rest of the Story
"I used to think that successful writers must be naturally gifted creatures who always managed to get everything right the first time. That's why I'd lie to friends in college when they asked me how much time I'd spend on a paper. "An hour or so,?" I'd shrug--when really it was more like ten. It wasn't until years later that I learned even geniuses like Virginia Woolf and Ernest Hemingway spent incredible amounts of time writing and rewriting and polishing their work. So take a tip from geniuses and non-geniuses alike. When you know you've got a writing project due, start early. Don't think of your trash can as an enemy, but as a hungry pet that likes to be fed regularly. Then take what's left--the good stuff--polish it up like a genie's lamp, and sit back and hope for what all writers hope for: a magical connection with your reader."
- By Russell Chamberlain

Hip Hop to the Writing Lab
"The writing lab is where you go for success. Success equals "A's" and I'm alright with that. The writing lab is where I go to succeed. Develop papers that will meet the teachers need. They will critique and help you form a thesis that is sweet. Develop structure in your paper. Bring your skills to peak, so don't procrastinate. Don't debate. Just go to the lab to correct your mistakes on the grammatical tip their crew is tight. So don't worry about failure, because that's no where in sight. So use the facilities and you'll be a writing skill master just wait and see."
- By Richard Snow

Writing Skills
"Read choose anything, but read something. Keeping a focus on the way others conform words in a sentence. Start keeping a daily calender so you don't forget the assignments' due and other events that could be an issue if not reviewing your material. Write constantly, in doing this you keep your skills in writing on top shape. An exercise for the mind and vocabulary skills intact."
- Andrea Michelle Jones

Tips for Writing Research Paper

2007-02-04T00:11:00.000-08:00

Getting Started

1. The first thing you want to do is give yourself enough time to work. For an average length (10-20 pgs) paper you should give yourself a month to adequately collect the library research and materials. At a bare minimum you should give yourself a week. Organization will help you make the most of however much time you have. Write a quick schedule to help you keep track of time: list the days you have left and the time during the day you'll be able to work. You will need to allot yourself time to go to your school library, take notes, write an outline, write a first draft, and revise the paper. Try not to set yourself up for a lot of late nights, unless you're a night person. Generally, people do better work when they're alert.

2. It's very important to start out your research with a solid Thesis Statement. This is the question you propose to answer in the paper. Some professors will want to see the proposed thesis statement before you start your research. A couple of hints:

* Keep it simple; you don't need an enormous subject to work with.

* Make it specific. It's much easier to do research on a narrowly selected subject than a massive idea. Help yourself by sharpening it down.

* Make sure your idea will work. Check with your professor about the suitability of the thesis to the assignment. Do a little preliminary research in the library to make sure there's enough available material on your topic.

3. Take some time to familiarize yourself with the libraries you'll be using. Each library has it's own system for reference materials, and, chances are, they'll have separate technologies to help you along. It's a good idea to talk to one of the reference librarians about where and how to start. If you're under deadline, you don't want to waste precious time trying to locate materials. Every minute counts.

Taking Notes

1. Use small (4"x 6", 5"x 8") index cards. If you can, buy several different colors. If your subject has two or three separate main ideas you can color code the research.

2. Make sure you include authors' names, date and page number at the top of the card. Also, on a separate index card, write down all the bibliography information in the proper form for your reference list or bibliography. This will help you identify footnotes and citations and make typing the references easier.

3. Try to be as accurate as possible when you write down statistics and direct quotes. Be sure to check for errors when you're finished.

4. It's good to have a lot of pertinent quotes when your finished, but keep in mind that no more than 10-15% of your finished paper should be quotations.

Outline

This is the critical step in the process. Your paper will only be as good as the outline you write for it.

1. Write your introduction at the top. This, essentially, is your Thesis Statement expanded to a paragraph. Set up your statement carefully, and make sure it matches the material you've gathered.

2. Underneath the intro, have your first main heading. Write subheadings underneath that and list your main points in the paragraph.

3. Take your note cards and figure out which of them you will use to illustrate your points. It should look something like this:

Introduction:

Expand your thesis here. It should be concise and definite. Don't put opinionated statements like "I think..." or, "In my opinion...". This reduces your credibility. For example, if you were to write a paper on the economic factors involved in World War II, you might start like this: Germany's involvement in WW II was predicated by the purposeful dismantling of the country's economic power by the Allied Nations. Main Headings: This is where you begin to answer the questions you posed in your introduction. Systematically go over each resonant point in your argument. If you're dealing with a historical paper, you might begin with the background and history of your material. eg. Germany's post-war economy. Sub Headings: Here, you break down your Main Heading into smaller paragraphs of information. Each paragraph should have clear, well thought out points. eg. Production.

One important idea you want to convey in your paragraph. If you intend to use one of your note cards, you can actually tape the card to your paper. eg. Manufacturing of exports.

1. An even smaller bite of information you want to make sure you cover. eg. Reisling Company's profits down 65%% by 1937.

2. An additional bite you feel is appropriate. eg. Co-owner was eventual Nazi conspirator, Max Heinrich.

Follow this method all the way to your last, concluding statement. Your Conclusion should be a final synopsis of the paper; a summary of the Thesis Statement you started out with. When you edit your outline, make sure each point is clearly made and that the flow of the paper works to make a convincing case. By the end of the outline you should have covered all the main points you posed in your thesis statement.

Rough Draft

Write your first draft as freely as possible, following your outline closely. Use all the notecard information you feel is relevant and important. Don't pad your paper with excessive quotes. When you've finished the rough draft, check for accuracy and completeness of facts. If you think certain sections are too long or too skimpy, rework them until you feel they're the strongest you can make them.

Final Draft Revise paragraphs for unity and coherence. Reword your sentences for effectiveness of structure, grammar and punctuation. Use a dictionary to check your spelling and usage, or, if you have a computer, run a spell check. You might want to read the paper aloud to yourself to see how it flows and to correct any awkward sentences.

Footnotes and Bibliography

You should consult a style manual to find the correct forms to use.

Here are a few very good manuals you can try:

Campbell, W.C. & Ballou, S.V. (1990). Form and Style: Theses, Reports, Term Papers

Strunk, W. Jr. & White, E.B. The Elements of Style (1972).

Turabian,K.V.(1987)A Manual of Writers of Term Papers, Theses and Dissertations

Final Words

When you've finished the paper, take some time for yourself before you re-read it. Make sure your quotes and citations are accurate; keep your note cards. Take a minute and congratulate yourself, unless you're already late for class.

Exam Hints

2007-02-03T00:10:00.000-08:00

Exam week can be difficult, dangerous, even overwhelming. You may feel helpless and hopeless, as though there is nothing you can do. After a semester of too many classes and too much work, you think you'll have to stay up all night studying to pass your final exams.

But wait! Help is on the way!

Below are my handy hints for exam time, developed during ten arduous years as a student and fifteen more as a teacher.

Two Weeks Before the Exam

Make up a set of study sheets for each class.
Each set of study sheets should summarize the reading, your class notes, and any handouts.
Type the study sheets so they are easily readable. Use plenty of bold type and white space to accentuate important ideas.
For the next two weeks, read through your study sheets three times each day. Do not try hard to memorize the information. Just read the notes once, three times per day.

The Night Before the Exam

Read your study sheets as usual.
Go to bed early and get a good night's sleep.

The Day of the Exam

Set your alarm and get up early. Allow plenty of time to get to the exam.
Eat a good breakfast, including simple sugars (fruit juice), complex carbohydrates (cereal or toast), and protein (milk, eggs, meat, cheese). This will help your blood sugar stay at a stable level, and since your brain runs on sugar, you don't want to have an empty tank.
Caffeine has been shown to increase alertness and performance. If you are a habitual user of caffeine, be sure to get your accustomed dose.
Take along a piece of fruit to eat during the exam. This will help keep your blood sugar even, so you don't tire during the second half of the exam period.

During the Exam

If you feel tense, relax, take a deep breath, and remember that you know the material because you've been reviewing for two weeks.
Keep your eye on the clock while taking the exam. Allow enough time to finish the entire test. Avoid focusing on one question and running out of time on others.
Read the entire exam before beginning to write. Know your enemy, in other words.
Be sure your name is on the test. (This sounds silly, but sometimes if we feel tense or pressured, we forget the little things.)
Read each question a second time, then answer that question.
Go on to the next question. Remember to look at the clock and keep moving through the test.
After the first hour and fifteen minutes, relax, stretch, eat your fruit. Calm down. You know the material.
Use the entire exam period rather than rushing through the test.

Special Information for Students Taking Essay Exams

Read the question carefully and analyze what the teacher wants in the answer. If the question has several parts, use these parts to structure your answer.
Use the writing process: brainstorm, organize, outline, add supporting information, write, revise, edit.
Write a version of the classic five-paragraph essay. Answer the question in the first paragraph of your essay. State and support one proof for your answer in each of the following paragraphs. Answer the question in different words in your concluding paragraph.

Multiple Choice Exam Tips

2007-02-02T00:08:00.000-08:00

General Rule: Break each question into the stem and the alternatives. Get an understanding of the stem before looking at and choosing an alternative. Underline key terms and clue words in the stem. When you run into vague terminology, define in your own words. Think of the correct answer and then look for it among the alternatives.

1. Don't guess too soon! You must select not only a correct answer, but the best answer. It is therefore important that you read all of the options and not stop when you come upon one that seems likely.

2. You must select not only a technically correct answer, but the most completely correct answer. Since "all of the above" and "none of the above" are very inclusive statements, these options, when used, tend to be correct more often than would be predicted by chance alone.

3. Be wary of options which include unqualified absolutes such as "never," "always," "is," "are," "guarantees," "insures." Such statements are highly restrictive and very difficult to defend. They are rarely (though they may sometimes be) correct options.

4. The less frequently stated converse of the above is that carefully qualified, conservative, or "guarded" statements tend to be correct more often than would be predicted by chance alone. Other things being equal, favor options containing such qualifying phrases as "may sometimes be," or "can occasionally result in."

5. Be wary of the extra-long or "jargony option." These are frequently used as decoys.

6. Use your knowledge of common prefixes, suffixes, and word roots to make intelligent guesses about terminology that you don't know. A knowledge of the prefix "hyper," for instance, would clue you that hypertension refers to high, not low, blood pressure.

7. Be alert to give-aways in grammatical construction. The correct answer to an item stem which ends in "an" would obviously be an option starting with a vowel. Watch also for agreement of subjects and verbs.

8. Utilize information and insights that you've acquired in working through the entire test to go back and answer earlier items that you weren't sure of.

9. If you are not certain of an answer, guess... but do so methodically. Eliminate some choices you know are incorrect, then relate each alternative back to the stem of the question to see if it fits. Narrow down the choice to one or two alternatives and then compare them and identify how they differ. Finally, make an informed guess.

10. If you have absolutely no idea what the answer is, can't use any of the above techniques, and there is no scoring penalty for guessing, choose option B or C. Studies indicate that these are correct slightly more often than would be predicted by chance alone.

11. When you get "all the above," "none of the above," or "a,b, not c" type questions, treat each alternative as a true-false question and relate it back to the question stem.

12. Think the answer is wrong? Maybe you should change it? Studies indicate that when students change their answers they usually change them to the wrong answer. Therefore, if you were fairly certain you were correct the first time, leave the answer as it is.

13. Finally, the best way to insure selection of the correct option is to know the right answer. A word to the test-wise is sufficient.

Test Taking Strategies

2007-02-01T00:06:00.000-08:00

Study Tips
"From my personal experience, I've learned that test-taking can be easier with a few simple tips. First, always study in a quiet environment that is well lit. Studying should begin at least ten days in advance. Give yourself manageable sections to study each day. This way, it will not be overwhelming. Know ahead of time exactly what to study for. The professors often give ideas as to what the test will be like. Take advantage of this. Quiz yourself on the material you studied, without using your books or notes. Doing this will give you an idea of how you will do on the test. Allow yourself a fifteen to twenty minute break for every hour of studying. During this time relax with a walk or a conversation with a friend. Before the exam, eat properly and have plenty of rest. Following these tips will help you when it comes to test time."
- By Joanne Hornstrom

Organization Ideas
"First of all, I recommend that you get a good night's sleep. Get up with time to spare. Shower, shampoo, have a good breakfast or lunch. Go to the examination early. Be confident about it. Second, I'd say that when you're studying, organize material for more effective memorizing. Usually professors have organized material -- such things as seven elements, eight causes, six results. Always use their organization. If they have not done this, then you must impose your own organization. It is easier to remember four headings with eight elements under each than to remember thirty single elements. So even if your headings have to be artificial, just use anything that's going to help you remember all the material. And last, do not over study. Whenever students draw blanks during an exam its because they have over studied. Study just long enough to be able to repeat to yourself once most of the material. Then go on to something else. Perhaps later return to the previous material to see if you have still retained it."
- By Ron Reinig

Last Minute Preparation
"If you've dug an academic hole for yourself, don't panic. Although, little except prayers and luck can help students who never go to class or crack a book all semester, there's one helpful technique for students who have fallen behind at mid-terms and finals. CRAM. First, pick the most important subjects from your material. Don't try to lightly know everything. Spend 25 percent of your time cramming and 75% drilling yourself. The key to cramming is memorization. Recite. Repeat. Then relax. Although cramming can't replace learning, it's counter-productive to scold yourself for not studying more effectively. Learn from your mistake. Think of cramming only as the lifeboat that bailed out a sinking ship."
- By Judy Reynolds

Physics Tips: Physics Study Skills

2007-01-31T00:04:00.000-08:00

Math is at the heart of physics. So the better your math, the better you'll do in physics. A good working knowledge of algebra and trigonometry is needed for Physics 121 and of calculus for Physics 210.
Get a good overview of your physics textbook before tackling it in depth.
a. Read the topics in the table of contents. If you look at several physics books you'll notice that many are laid out the same way. For example, in both Physics 121 and in Physics 210 your book will have chapters on motion, work and energy, heat and thermodynamics, vibrations and waves, sound, electricity and magnetism, optics etc. TIP: So if you have difficulty with a concept in Physics 210, why not review it in a Physics 121 book?
b. Read the preface. It will give you an overview of the author's intentions, emphasis and arrangement of the book. For example, here are quotes from a preface written by author W. Thomas Griffith: "An unusual feature of this book ... is the carefully worded conceptual questions at the end of each chapter... Many of these have been classroom-tested on quizzes..."
"Another unusual feature of this book is that each chapter begins with an illustration from everyday experience that motivates the introduction of the relevant physical concepts."
"Each chapter also include an 'Everyday Phenomenon' box that analyzes some common phenomena in more detail."
c. Skim through the book. Notice the chapter objectives, the chapter outline, highlighted boxes, tables, illustrations, graphs, diagrams, terminology, summary statements and practice exercises.
Read your assigned chapter BEFORE attending class and again after. You will get the most out of class if you read the material ahead of time. Notice that each chapter in your physics text has new vocabulary, terms, definitions, concepts, major ideas and many mathematical equations and practice exercises to be worked out.
Make problem-solving part of each study session. The more you work out problems and test yourself, the better your physics will get. Devote your time to learning how to do each problem rather than in obtaining the numerical answer given in the solutions' manual. Even if you don't have homework problems to do, try working out at least five new problems every time you study.
When working out a physics problem, determine what principal it is illustrating or what kind of problem it is. For example, is it a momentum problem or a force problem? This will help you to set up the problem.
When working out a problem, try to visualize what it is asking you to do. Draw it out and/or set up a chart, then identify the variables and set up the equation. Remember setting up the problem is the most important thing you can do. Next, solve your equation for the unknown, and substitute your numbers into the problem, to see if it checks out.
The true test for determining if you know your material is to do a problem you have never done or seen before. So when preparing for a physics exam, look for new problems. With each problem ask yourself what kind of problem is this, and how are you going to do it? Then do lots and lots of problems.
Use more than one physics text when studying. Employ these other texts as reference books for reviewing or illustrating difficult concepts and for obtaining practice problems to test yourself on.
Take notes while you are reading and organize yourself well. Write down all new vocabulary, terms, definitions, concepts, equations, major ideas, problems types, and the do's and don'ts for avoiding mistakes.
Know your physics' terminology. Practice using the words of physics again and again so they start meaning something to you.
Use small review cards for learning terminology and for testing yourself on concepts. Put a difficult term or concept on one side and the meaning on the other. Carry these cards where ever you go and review them at odd moments - you won't even feel like you're studying.
To make physics more fun, keep relating it to your everyday life. Look for situations or occurrences that illustrate what you are learning. For example, what causes hairs to repel one another on a dry winter day? How does your engine use gasoline to produce motion? What causes the heat on a drill bit after drilling a hole in metal?
The physics lab is wonderful for setting up experiments to illustrate and practice what you are learning. Use it often, but why not make the whole world your lab? Set up your own experiments at home, at work, in your backyard, or in your workshop.
Form a physics study group to talk aloud and test yourself on your new learned knowledge. Explaining physics to others is an excellent way to reinforce new concepts. Study groups also help students to do better by increasing their motivation and confidence. If group is out of the question for you, try explaining new ideas to a family member, a friend or even your dog!
Research has shown that we remember 90% of what we say and do. So practice, practice, practice (do, do, do) physics and explain it to others (say, say, say).
Physics takes a lot of time and effort, so don't take it with a heavy course or work load or lots of family responsibilities. Give yourself time to really learn it and enjoy it. In addition to the hours you spend in lecture and lab, plan to spend at least 10 hours per week on homework problems and at least one hour for writing up your laboratory report.
Physics is cumulative; one topic builds on another - so don't fall behind. Attend every class if you can. Keep up with the material. If you need help, get it immediately. You can get assistance from your instructor, the Math Learning Center, physics lab aides, your classmates, family or friends, other physics texts, the college outline series (ex. Schaum) or the library reserve shelf (problem solutions, study guide).
Review immediately after class and again 8 hours later. Most of the information we learn is lost within the first 20 to 60 minutes after learning. So be sure to review as soon as you can.
Begin studying for exams well in advance and avoid cramming. Throughout the semester, as you learn each new concept test yourself on it. The best students are testing themselves continuously throughout the learning process. In addition, make up your own difficult practice tests and practice working out all types of problems.

Mathematics Tips: Math Strategies

2007-01-30T00:03:00.000-08:00

Andrea Michelle Jones:
To get better is to do all assignments as planned by teacher. That way, when its time to take the test you will not have to cram down a 3 to 4 week course in a night if you haven't done the assignments as planned to that were due. Don't spend time in earsing waste while taking the test. You need all the time you need.

Marko:
Do your homework whether you have to turn it in or not. At first I figured that if I didn't have to turn it in I wouldn't do the homework. I got a 46% on my first exam. For the second test, I did all the homework and did several chapter reviews and practice tests. I got a 94% on that exam.

Stephen Nguyen Review: Absolutely correct. Math is not hard. Be sure to do all of the homeworks assigned. If you are stuck on a problem, re-read carefully your lecture notes and examples in the book. Chances there is a similar problem to your homework problem. If you still do not know how to solve the problem, ask your classmates or your teacher. It is important you know how to solve all homework problems because problems in the test are sometimes similar to those in the homework. Knowing how to solve all the homework problems will guarantee you a high B or above. To prepare for a perfect test, re-do all of your homework problems. By the way, do your homeworks early else you probably won't have enough time to complete all problems assigned.

Sandra:
You should expect math to be a time consuming class. Doing the homework is the biggest thing and the Math Lab located in Taft Hall is helpful. Also, I studied with classmates when the opportunity presented itself. This was nice because when we explained things to each other we found out how much we didn't know.

Teayonia:
I keep candy close by and every time I finish a problem I reward myself with a piece of candy.

Michele:
To do well in math, definitely study in groups. There's also a Math Lab in Taft. There are a lot of places on campus that have practice exams available (library, professors, etc.). These practice exams are very useful.

Kira:
If you don't understand something, go see a tutor. Honors College offers tutoring and it's free!

Miguel:
Always, always do the assigned problems and then also do other problems that weren't assigned. I've noticed a pattern with my professors. On the tests, there always seem to be some of the problems that weren't assigned.

Kathy:
I not only went to my own discussion but I also went to other T.A.'s discussions in hopes that something would stick.

Nancy:
Always take at least two practice tests and talk to the professor and T.A.! The Math Labs are very helpful and so is the workshop which counts for one credit hour.

M.:
I always do practice tests and go to review sections.

Sanobeia:
The T.A.'s and professors know what you need to know and they will work with you -- not to mention give you helpful tips. You can't shy away from them when you're dealing with math. They'll help you pull up your grade.

Mathematics Tips: Substitution and Memory Strategies

2007-01-29T00:01:00.000-08:00

Substitution

The substitution strategy is used for solving math problems, especially when the student is unclear about some component of a math equation or cannot set up the appropriate math equation to solve a word problem. With substitution, one simply replaces the unknown part of a math equation or problem with something known. Applications and examples of the substitution strategy are given below (D. Applegate, CAL).

Fraction

Math students are often confused when trying to solve math problems with fractions. Try substituting the decimal equivalent of the fraction whenever possible (as long as the decimal is not repeating). Simply divide the numerator by the denominator to get the decimal equivalent of the fraction. For instance,

1
2 (x + 4) = 14

0.5 (x + 4) = 14

0.5 (x) + 0.5 (4) = 14

0.5x + 2 = 14

0.5x = 12

x = 24

Variables

Sometimes the meaning or function of variables in an equation is unclear. In this case, substitute an actual number for the variable(s) and work out the problem. The numbers don't necessarily have to "make sense" mathematically - they are just used to help you logically figure out the steps of the problem. Then follow those steps to solve the actual problem with the variable(s). For example,

Given I = Prt
Find t in terms of the other variables.

Substitute numbers for the variables except t.
10 = 30 * 2 * t

How would you get the numbers on one side?
10 = 60 * t
10 = t
60

What steps did you follow to get t by itself?
Multiply 30 and 2 to get 60, then divide both sides by 60.

Use those steps to solve the real equation.
I = P * r * t
I = (Pr) * t
I = t
Pr

Word problems

Students commonly experience difficulty with word problems, especially how to set up the equation using the informaton given in the question. Try substituting the unknowns or variables with actual numbers to help set up the equation. For instance,

Question: Two numbers add up to 15. If the larger number is twice the smaller number, what are the two numbers?

Answer: First we need to assign variables. From the problem we know the relationship between the two numbers: the larger number is twice as big as the smaller number. If the smaller number is x, then the larger number is 2x.

Now we need to write an equation using the variables plus the other information provided in the question. But how? Try substitution.

Pretend one of the numbers is 2. If the two numbers add up to 15, as the problem states, the other number must be what? 13. How did you get this? This was determined by subtracting the pretend number from 15: 15 - 2 = 13.

Now generalize. One number is equal to the total minus the other number. In other words, one number equals 15 minus the other number. This is your equation in English! Now you just have to put it into an algebraic expression.

Our two numbers are x and 2x. We replace these into our English equation to get the math equation we need to solve the problem:
one number equals 15 minus the other number
x = 15 - 2x ... or ...
2x = 15 - x
Either equation will give the correct answer. Now just solve to find your answers!

Memory strategies

Math courses often require that four types of information be remembered by students on quizzes and exams. Strategies for encoding and retrieving terms and definitions, symbols, math equations, and problem solutions are described here (D. Applegate, CAL).

Terms and definitions

Key words

Highlight and focus on key words in the definitions. This reduces the amount of information to be remembered and helps one to identify words that may be omitted in fill-in test questions.

Association

Once the key words have been identified, try to associate the term with the key words. You can use phonetic associations, vivid visual associations, associations with prior knowledge, or other associations. Some examples are:

The numerator is the top number in a fraction, whereas the denominator is the bottom number in a fraction. Remember that "numerator" and "top" go together because they begin with letters that are close to each other in the alphabet. Similarly, "denominator" and "bottom" also begin with letters that are close together in the alphabet, plus the letters "d" and "b" look very similar in form.
A polynomial is a series of one or more terms that are added or subtracted, such as 3x + 2y - 4. To associate this word with its definition, try this visual association: Picture a prison inmate in a black and white striped outfit whose prison term involves adding and subtracting a bunch of parakets named Polly.

Flash cards

Flash cards are useful for registering definitions of terms into memory. Write the term on one side of the card and the definition on the other. Use the flash cards to test your recall. Practice recalling the definition when given the term and visa versa.

Running concept lists

Make a running concept list by writing all terms and definitions on notebook paper divided into two columns. The terms go in the left-hand column and the definitions with highlighted key words are written in the right-hand column. Fold the paper or cover one column to test your recall of the terms and their definitions.

Symbols

Characterization

Try drawing or visualizing math symbols as characters in order to remember their meaning. For example,

A cursive M stands the for mean of a population. Draw or picture in your head a bunch of angry-looking M's to remember this symbol.
In the equation I = Prt, the P stands for the principal (amount of money) invested. Draw or picture in your head a large P that will remind you of your school principal - a face in the loop of the P and arms holding a ruler or some other significant object. Have little dollar signs floating around the P to help you remember the symbol represents a sum of money.

Flash cards

Symbols and their meanings may be summarized on flash cards and reviewed periodically to store them in memory.

Running concept lists

Make a running concept list by writing all symbols and their meanings on notebook paper divided into two columns. The symbols go in the left-hand column and the meanings are written in the right-hand column. Fold the paper or cover one column to test your recall of the symbols and their meanings.

Math equations and rules

Association

Try phonetic, visual, and other associations to remember math equations and rules. The goal is to associate the math equation or rule with something you already know or something with which you are familiar. For instance,

This association based on fundamental moral principles helps one to remember the rules for multiplying signed numbers (REFERENCE). "Good" things in this association represent positive numbers and "bad" things represent negative numbers.
- A good thing happening to a good person is good.
  [positive times positive equals a positive]
- A good thing happening to a bad person is bad.
  [positive times negative equals a negative]
- A bad thing happening to a good person is bad.
  [negative times positive equals a negative]
- A bad thing happening to a bad person is good.
  [negative times negative equals a positive]
The rules for converting decimals to percents may be remembered using a variety of associations.
- Use common experiences in the association: Think of common percentages we see in our everyday lives, such as sales (50% off and 20% off) or runaway inflation rates (100% or 150%). These are big numbers. Decimals are small numbers (0.5, 0.2, 1.0 and 1.5). How do you make a large number smaller? By dividing. How do you make a small number larger? By multiplying. So to change from percents to decimals (large to small), you divide by 100. And to change from decimals to percents (small to large), you multiply by 100.
- Use alphabetic associations to remember the rules: To change from percent to decimal, you move the decimal point two places to the right. When you start with a percent you move to the right - p and r are close in the alphabet. To change from decimal to percent, you move the decimal point two places to the left. When you start with decimal you move to the left - decimal ends in l and left begins with l.
Use a variety of associations to keep straight the equations for the perimeter (P = 2L + 2W) and area (A = L * W) of a rectangle.
- Associations based on real-life experiences can be used to remember the equations. When ordering fence to go around the perimeter of your yard, you would order so many feet or meters - the units are raised to the first power. How do you keep the units of something in the first power? By adding - so use the equation with the addition sign. Now, when ordering carpet to cover the area of your room, you would order so many square feet or square yards - the units are raised to the second power. How do you get units to the second power? By multiplying - so use the equation with the multiplication sign.
- A simple association based on the length of the equations might help you to keep them straight. The word perimeter is a long word and it corresponds to the longer of the two equations. The word area is a short word and it corresponds to the shorter of the two equations.

Flash cards

Math equations and rules may be summarized on flash cards and reviewed frequently to store them in memory.

Running concept lists

Make running concept lists of math equations and rules using notebook paper divided into two columns. The names of the equations or rules go in the left-hand column and the mathematical expressions are written in the right-hand column. Fold the paper or cover one column to test your recall of math equations and rules.

Problem solutions

Problem solutions refer to the correct order of steps required to successfully solve math problems. Herrman, Raybeck, and Gutman (1993, p. 192) offer the following suggestions for registering and remembering solutions to math problems. Associations (D. Applegate, CAL) may also be used.

Rehearsal

Repetitious review of the steps for solving a problem aids in registration in long-term memory. The effectiveness of this strategy is enhanced when rehearsals are done frequently and when rehearsals are made active by vocalizing, listening to recordings, or writing.

Practice

Working several practice problems for each solution set aids in registration. Try working sample problems from the book or problems for which answers are indicated in the book. Check answers to insure accuracy.

Solve forwards and backwards

Registration in long-term memory is enhanced when problems are solved forwards and backwards. Work the problem to find the answer, and then take your answer and work back to the original problem.

Procedure cards

Try using procedure flash cards to register problem solutions in long-term memory. On one side of the card write the type of problem and/or give an example. On the other side write the steps in English for solving the problem and actually show the steps for solving the example.

Explain problem to someone else

Remembering is enhanced when one explains or "teaches" the problem solution to another person. Try working with another student in the class, with a tutor, or with a friend or family member. Carefully and thoughtfully go through the solution process, step by step. Find an empty classroom and "teach" by writing the steps on the chalk board.

Frequent review

Review the solution often. Take flash cards with you to review while waiting in line or between classes. Explain the problem solution to a friend while walking to class. Frequent reviewing aids registration of information in your memory.

Mnemonics

Problem solutions may be registered in memory using mnemonics. Take the first letter of each step and form it into a cue word or cue phrase. The classic math mnemonics are:

Foil
This cue word stands for the steps in multiplying two binomials: multiply the First terms, then multiply the Outer terms, then multiply the Inner terms, and finally multiply the Last terms.
Please Excuse My Dear Aunt Sally
This cue phrase helps in remembering the order of operations: Parantheses, Exponents, Multiplication, Division, Addition, and Subtraction. Combine it with a mental image of your aunt doing something rude in an operating room to enhance your memory.

Past experience

To remember the problem solution during a testing situation, think of specific practice problems that were similar to the test problems.

Key words and associations

Use visual associations or associations with real-life experiences to remember the key words in the steps for solving a particular problem. For instance,

Problem: Find the equation of a line that passes through the points (8, -3) and -2, 1).
Key Words: equation of line, through two points
Steps in the Solution: find the slope, use the point-slope formula, solve for y
Visual Association: Picture the slope equation at the top points of two mountain peaks [step 1], go down the mountain slope to the point-slope formula [step 2], and move to the Y of a clear mountain stream to find your equation [step 3].

Mathematics Tips: Getting Assistance

2007-01-28T21:54:00.000-08:00

When

Get help as soon as you need it. Don't wait until a test is near. The new material builds on the previous sections, so anything you don't understand now will make future material difficult to understand.

Use the Resources You Have Available

Ask questions in class. You get help and stay actively involved in the class.
Visit the Instructor's Office Hours. Instructors like to see students who want to help themselves.
Ask friends, members of your study group, or anyone else who can help. The classmate who explains something to you learns just as much as you do, for he/she must think carefully about how to explain the particular concept or solution in a clear way. So don't be reluctant to ask a classmate.
Go to the Math Help Sessions or other tutoring sessions on campus.
Find a private tutor if you can't get enough help from other sources.
All students need help at some point, so be sure to get the help you need.

Asking Questions

Don't be afraid to ask questions. Any question is better than no question at all (at least your Instructor/tutor will know you are confused). But a good question will allow your helper to quickly identify exactly what you don't understand.

Not too helpful comment: "I don't understand this section." The best you can expect in reply to such a remark is a brief review of the section, and this will likely overlook the particular thing(s) which you don't understand.
Good comment: "I don't understand why f(x + h) doesn't equal f(x) + f(h)." This is a very specific remark that will get a very specific response and hopefully clear up your difficulty.
Good question: "How can you tell the difference between the equation of a circle and the equation of a line?"
Okay question: "How do you do #17?"
Better question: "Can you show me how to set up #17?" (the Instructor can let you try to finish the problem on your own), or "This is how I tried to do #17. What went wrong?" The focus of attention is on your thought process.
Right after you get help with a problem, work another similar problem by yourself.

You Control the Help You Get

Helpers should be coaches, not crutches. They should encourage you, give you hints as you need them, and sometimes show you how to do problems. But they should not, nor be expected to, actually do the work you need to do. They are there to help you figure out how to learn math for yourself.

When you go to office hours, your study group or a tutor, have a specific list of questions prepared in advance. You should run the session as much as possible.
Do not allow yourself to become dependent on a tutor. The tutor cannot take the exams for you. You must take care to be the one in control of tutoring sessions.
You must recognize that sometimes you do need some coaching to help you through, and it is up to you to seek out that coaching.

Mathematics Tips: Taking a Math Test

2007-01-27T21:52:00.000-08:00

Test-Taking Strategy Matters

Just as it is important to think about how you spend your study time (in addition to actually doing the studying), it is important to think about what strategies you will use when you take a test (in addition to actually doing the problems on the test). Good test-taking strategy can make a big difference to your grade!

Taking a Test

First look over the entire test. You'll get a sense of its length. Try to identify those problems you definitely know how to do right away, and those you expect to have to think about.
Do the problems in the order that suits you! Start with the problems that you know for sure you can do. This builds confidence and means you don't miss any sure points just because you run out of time. Then try the problems you think you can figure out; then finally try the ones you are least sure about.
Time is of the essence - work as quickly and continuously as you can while still writing legibly and showing all your work. If you get stuck on a problem, move on to another one - you can come back later.
Work by the clock. On a 50 minute, 100 point test, you have about 5 minutes for a 10 point question. Starting with the easy questions will probably put you ahead of the clock. When you work on a harder problem, spend the allotted time (e.g., 5 minutes) on that question, and if you have not almost finished it, go on to another problem. Do not spend 20 minutes on a problem which will yield few or no points when there are other problems still to try.
Show all your work: make it as easy as possible for the Instructor to see how much you do know. Try to write a well-reasoned solution. If your answer is incorrect, the Instructor will assign partial credit based on the work you show.
Never waste time erasing! Just draw a line through the work you want ignored and move on. Not only does erasing waste precious time, but you may discover later that you erased something useful (and/or maybe worth partial credit if you cannot complete the problem). You are (usually) not required to fit your answer in the space provided - you can put your answer on another sheet to avoid needing to erase.
In a multiple-step problem outline the steps before actually working the problem.
Don't give up on a several-part problem just because you can't do the first part. Attempt the other part(s) - if the actual solution depends on the first part, at least explain how you would do it.
Make sure you read the questions carefully, and do all parts of each problem.
Verify your answers - does each answer make sense given the context of the problem?
If you finish early, check every problem (that means rework everything from scratch).

Mathematics Tips: Studying for a Math Test

2007-01-26T21:51:00.000-08:00

Everyday Study is a Big Part of Test Preparation
Good study habits throughout the semester make it easier to study for tests.

Do the homework when it is assigned. You cannot hope to cram 3 or 4 weeks worth of learning into a couple of days of study.
On tests you have to solve problems; homework problems are the only way to get practice. As you do homework, make lists of formulas and techniques to use later when you study for tests.
Ask your Instructor questions as they arise; don't wait until the day or two before a test. The questions you ask right before a test should be to clear up minor details.

Studying for a Test

Start by going over each section, reviewing your notes and checking that you can still do the homework problems (actually work the problems again). Use the worked examples in the text and notes - cover up the solutions and work the problems yourself. Check your work against the solutions given.

You're not ready yet! In the book each problem appears at the end of the section in which you learned how do to that problem; on a test the problems from different sections are all together.

Step back and ask yourself what kind of problems you have learned how to solve, what techniques of solution you have learned, and how to tell which techniques go with which problems.
Try to explain out loud, in your own words, how each solution strategy is used (e.g. how to solve a quadratic equation). If you get confused during a test, you can mentally return to your verbal "capsule instructions". Check your verbal explanations with a friend during a study session (it's more fun than talking to yourself!).
Put yourself in a test-like situation: work problems from review sections at the end of chapters, and work old tests if you can find some. It's important to keep working problems the whole time you're studying.

Also:

Start studying early. Several days to a week before the test (longer for the final), begin to allot time in your schedule to reviewing for the test.
Get lots of sleep the night before the test. Math tests are easier when you are mentally sharp.

Mathematics Tips: Problem Solving

2007-01-25T21:51:00.001-08:00

The higher the math class, the more types of problems: in earlier classes, problems often required just one step to find a solution. Increasingly, you will tackle problems which require several steps to solve them. Break these problems down into smaller pieces and solve each piece - divide and conquer!
Problem types:
1. Problems testing memorization ("drill"),
2. Problems testing skills ("drill"),
3. Problems requiring application of skills to familiar situations ("template" problems),
4. Problems requiring application of skills to unfamiliar situations (you develop a strategy for a new problem type),
5. Problems requiring that you extend the skills or theory you know before applying them to an unfamiliar situation.
In early courses, you solved problems of types 1, 2 and 3. By College Algebra you expect to do mostly problems of types 2 and 3 and sometimes of type 4. Later courses expect you to tackle more and more problems of types 3 and 4, and (eventually) of type 5. Each problem of types 4 or 5 usually requires you to use a multi-step approach, and may involve several different math skills and techniques.
When you work problems on homework, write out complete solutions, as if you were taking a test. Don't just scratch out a few lines and check the answer in the back of the book. If your answer is not right, rework the problem; don't just do some mental gymnastics to convince yourself that you could get the correct answer. If you can't get the answer, get help.
The practice you get doing homework and reviewing will make test problems easier to tackle.

Tips on Problem Solving

Apply Pólya's four-step process:
1. The first and most important step in solving a problem is to understand the problem, that is, identify exactly which quantity the problem is asking you to find or solve for (make sure you read the whole problem).
2. Next you need to devise a plan, that is, identify which skills and techniques you have learned can be applied to solve the problem at hand.
3. Carry out the plan.
4. Look back: Does the answer you found seem reasonable? Also review the problem and method of solution so that you will be able to more easily recognize and solve a similar problem.
Some problem-solving strategies: use one or more variables, complete a table, consider a special case, look for a pattern, guess and test, draw a picture or diagram, make a list, solve a simpler related problem, use reasoning, work backward, solve an equation, look for a formula, use coordinates.

"Word" Problems are Really "Applied" Problems

The term "word problem" has only negative connotations. It's better to think of them as "applied problems". These problems should be the most interesting ones to solve. Sometimes the "applied" problems don't appear very realistic, but that's usually because the corresponding real applied problems are too hard or complicated to solve at your current level. But at least you get an idea of how the math you are learning can help solve actual real-world problems.

Solving an Applied Problem

First convert the problem into mathematics. This step is (usually) the most challenging part of an applied problem. If possible, start by drawing a picture. Label it with all the quantities mentioned in the problem. If a quantity in the problem is not a fixed number, name it by a variable. Identify the goal of the problem. Then complete the conversion of the problem into math, i.e., find equations which describe relationships among the variables, and describe the goal of the problem mathematically.
Solve the math problem you have generated, using whatever skills and techniques you need (refer to the four-step process above).
As a final step, you should convert the answer of your math problem back into words, so that you have now solved the original applied problem.

Mathematics Tips: Math Study Skills

2007-01-24T21:48:00.000-08:00

Active Study vs. Passive Study

Be actively involved in managing the learning process, the mathematics and your study time:

Take responsibility for studying, recognizing what you do and don't know, and knowing how to get your Instructor to help you with what you don't know.
Attend class every day and take complete notes. Instructors formulate test questions based on material and examples covered in class as well as on those in the text.
Be an active participant in the classroom. Get ahead in the book; try to work some of the problems before they are covered in class. Anticipate what the Instructor's next step will be.
Ask questions in class! There are usually other students wanting to know the answers to the same questions you have.
Go to office hours and ask questions. The Instructor will be pleased to see that you are interested, and you will be actively helping yourself.
Good study habits throughout the semester make it easier to study for tests.

Studying Math is Different from Studying Other Subjects

Math is learned by doing problems. Do the homework. The problems help you learn the formulas and techniques you do need to know, as well as improve your problem-solving prowess.
A word of warning: Each class builds on the previous ones, all semester long. You must keep up with the Instructor: attend class, read the text and do homework every day. Falling a day behind puts you at a disadvantage. Falling a week behind puts you in deep trouble.
A word of encouragement: Each class builds on the previous ones, all semester long. You're always reviewing previous material as you do new material. Many of the ideas hang together. Identifying and learning the key concepts means you don't have to memorize as much.

College Math is Different from High School Math

A College math class meets less often and covers material at about twice the pace that a High School course does. You are expected to absorb new material much more quickly. Tests are probably spaced farther apart and so cover more material than before. The Instructor may not even check your homework.

Take responsibility for keeping up with the homework. Make sure you find out how to do it.
You probably need to spend more time studying per week - you do more of the learning outside of class than in High School.
Tests may seem harder just because they cover more material.

Study Time

You may know a rule of thumb about math (and other) classes: at least 2 hours of study time per class hour. But this may not be enough!

Take as much time as you need to do all the homework and to get complete understanding of the material.
Form a study group. Meet once or twice a week (also use the phone). Go over problems you've had trouble with. Either someone else in the group will help you, or you will discover you're all stuck on the same problems. Then it's time to get help from your Instructor.
The more challenging the material, the more time you should spend on it.

Mathematics Tips: General Math Tips

2007-01-23T21:46:00.000-08:00

Read the book

Read carefully over the assigned sections and look carefully at the sample problems. Decide if you benefit more by reading before or after the instructor covers the material. More information about reading math texts will soon be provided in a separate section of this page.

Develop a sound math foundation

Because most math courses are cumulative, in other words new concepts are added to and build upon previous concepts, it is very important that the early material be mastered thoroughly. Similarly, mastery of material from previous courses makes success in later courses more likely, so continually review and practice concepts from prior math classes.

Time management

Complete all readings and especially homework assignments as soon after they are announced as possible. And definitely complete all assignments before new material is covered since math is cumulative. This insures that the inforamtion is fresh in one's mind and linked to prior, more fundamental information. Do your assignments early enough that you can get help with the things you do not understand.

Calculator

Learn how to use your calculator effectively and efficiently, especially if exams are timed and you have trouble completing tests in the allotted time. Check with the instructor about suggestions for the appropriate calculator to purchase for a class. Be sure the machine comes with an instruction manual and read the manual. Learn how to use important function keys. Get in the habit of carrying the calculator with you. It is better in the long run to become proficient with your own calculator rather than borrowing other people's calculators.

Show your work

Avoid the temptation to skip steps when solving a problem unless you are quite clear about how to proceed. This is a good habit to get into with your math homework. And definitely don't skip steps on an exam no matter how well you know the material. Why take chances (unless you're running out of time)? Showing your work allows you to locate logical or calculation mistakes more easily, and sometimes partial credit is given for the correct portions of an answer.

Organize your work and write legibly

Write all numbers and variables clearly so they may be easily distinguished. Pay particular attention to 4 and 9, 1 and 7, x and y.

Spaces are as important in math equations as are the numbers and variables themselves. Allow enough space between different terms in an equation so it is easy to distinguish them.

Be sure to line up terms in each step of the solution, and write steps one below the other rather than to the right or left. Use lined paper or graph paper to help organize the problems on your page. Don't scrunch! Use plenty of paper to work each problem. Recycle the paper at the end of the term if you are concerned about wasting paper.

Support services and materials

Find out about the support services and materials available to you. Support services include workbooks, study groups, self-help videos and cassettes, peer tutors, professional tutors, and instructors' office hours. Using the resources from the start of the course may help your confidence and get you off on the right foot. Minimally, make use of these resources as soon as you feel uncomfortable with the material - do not wait until it is too late!

Preparation and supplies

Being prepared for each course involves several important factors:

complete any previously assigned homeworks
compile a list of questions about the previous assignments to ask the instructor
preview the material to be covered that day
take your textbook and/or workbook to class
carry the proper supplies to each class - calculator, pencils, erasers, lined or graph paper, etc.

Information organization

Math information - including definitions, symbols, equations, and steps for solving problems - may be organized using flash cards, running concept lists, flow charts, and matrices (D. Applegate, CAL).

Flash cards

Flash cards are useful for organizing all forms of math information. Two examples are given below.

Running concept lists

Running concept lists organize all forms of math information.

Flow charts

Flow charts are useful for organizing sequential information such as the steps for solving a problem.

Matrices

Matrices may be used to organize math symbols, equations, and definitions.

TERM	DEFINITION	EXAMPLE
numerator	top number in a fraction	the 1 in 1 5
denominator	bottom number in a fraction	the 5 in 1 5
reciprocal	the inverse of a fraction (flip it)	2 3 the reciprocal is 3 2
integer	any member of the set of positive numbers, negative numbers, and zero	1, 2, 3, -1, -2, -3, 0

PROBLEM	EQUATION
perimeter of rectangle	P = 2L + 2W
area of rectangle	A = L * W
volume of a rectangle	V = L * W * H
perimeter of square	P = 4s
area of square	A = s * s

Chemistry Tips: Chemistry Study Tips

2007-01-22T21:44:00.000-08:00

You must be willing to accept the academic challenge of learning chemistry. For some people it is fun and for others it is hard work, but no matter it takes time. It requires persistence, concentration, discipline, patience and lots and lots of practice.
Know How Your Chemistry Course is Structured. Your chemistry course may include any of the five traditional branches of chemistry or a combination of 2 or more fields of chemistry:
a. inorganic chemistry studies the structure & chemical reactions of substances composed of any of the known elements, except carbon containing substances.
b. organic chemistry studies of the compounds of carbon.
c. physical chemistry or theoretical chemistry applies the application of theories and mathematical methods to the solution of chemical problems.
d. analytical chemistry deals with two areas: qualitative analysis (qual), "what is there?" and quantitative analysis (quant), "how much is there?"
e. biochemistry (or physiological chemistry) studies the chemical structure of living material and the chemical reactions occurring in living cells. For example, general chemistry (Chem 151 & 152) gives you an overview of each of the above five branches of chemistry.
Chem 130 and 140 focusses on inorganic chemistry, organic chemistry and biochemistry.
Know How Your Instructor Structures the Course. Every instructor is different. Find out if he or she uses the text heavily. If not, what does he or she depend on? Library usage? Lecture notes? Additional materials? It is timesaving for you to understand how the instructor is organizing his or her thoughts.
Get a bird's eye view of your entire chemistry course from the very start.
Look over:
a. topics on the course syllabus
b. table of contents in your textbook
c. read the preface of your textbook for ideas on how the book is arranged
d. Thumb through your book note the learning objectives, tables, graphs, marginal notes, word lists, terminology, summary statements, problems, etc.
Math is essential for chemistry. Study basic math and introductory algebra before and during your chemistry course. Review and practice: addition, subtraction, multiplication, division, fractions, percent, exponential numbers, simple algebra, and logarithms.
Chemistry progresses from the simple to the complex, building upon existing knowledge at each stage. Be attuned to the cumulative nature of chemistry. Understand the continuity of the subject. New work may be understood only after earlier work has been well understood. Keep up with the work and don't fall behind. Try not to miss important building blocks along the way.
Learn the Basics. Practice and repeat them often so they become second nature to you. A large portion of what you learn early in chemistry is very fundamental and is often used repeatedly during the remainder of the course. Examples of such basics are:
- simple algebra
- metric system (length, mass, volume)
- significant numbers
- temperature (Fahrenheit, Celsius, Kelvin)
- exponential numbers
- factorlabel method (or dimensional analysis)
- chemical symbols and names of about 40 commonly used elements
- symbols (formulas) and names of commonly used simple & polyatomic ions
- writing and naming chemical formulas of ionic & molecular substances
As in any subject, look for the most obvious basic concepts that allow understanding of the material. For example, most of the more complex topics in chemistry revolve around the topics of chemical bonding, nomenclature, and atomic structure. It is difficult to picture what is happening with Nitric Acid if you don't know it is HNO3. It is difficult to picture how ions are formed if you don't know the basic atomic structure. Spend a lot of time on these topics to make the rest of your chemistry go smoother.
Learn and practice the terminology and the symbols of chemistry. This is one of the most important things to do.
a) Write out all the definitions in your own words and give an example or two when appropriate. Recite the definitions. Do the same with the symbols of chemistry. Put them on 3" by 5" flash cards. Review them often. Study them before you go to sleep and again twice upon awakening. Test yourself under all sorts of conditions. Let them become second nature to you.
b) At every opportunity as you study chapter after chapter in your text learn to name chemical substances when given the symbols or chemical formulas. Also learn to write the symbols or the formula of a substance when given its chemical name.
Memorize selected material. For example, memorize chemical symbols and names of the 40 most commonly used elements. Also memorize diatomic molecules from the periodic table like H2, N2, O2, F2, Cl2, Br2, I2, At2 (inverted L).
Make problem solving a part of every study session. Work out at least 10 problems per study session and review at least five problems from previous study sessions. Your proficiency in solving problems increases with practice. Cover up solutions in your text and work out the problems yourself.
Study chemistry every day if possible, or at least 5 days a week. The more you review and work out problems, the more you will be able to put it all together.
Learn how to use your calculator. There are many problems that require rapid calculation of numbers and by knowing how to use your calculator you will be able to significantly increase the number of problems you can work.
Understand the difference between an abbreviation and a symbol. An abbreviation is just the shortened form of a word, but a symbol can have many meanings. It is important to know all the different meanings of a chemical symbol. For example, Cl could be the abbreviation for chlorine, or it could mean 1 chlorine atom, or by weight 35.5 atomic mass units of chlorine, or 35.5 grams of chlorine, or 6.02 x 1023 atoms of chlorine. It is important to understand that a formula or a molecule is nothing but a combination of symbols. These symbols retain their individual meanings in the formula; therefore, if you know the meaning of the symbol you will know the meaning of the formula. Then you will be able to do stoichiometry problems.
Make the Periodic Table your friend! Learn how to use it. It will help you understand and correlate chemical and physical properties of the elements.
Initially you will have to accept a number of things in chemistry without understanding or asking why. For example, at the beginning you must just accept that He, N2, O2, F2, Cl2, I2 are always found in nature as diatomic molecules, but it is only later that you will be shown why.
Subjects like math usually follow a nice logical sequence, but chemistry doesn't! You have to accept some things on faith. You will not be able to see all the processes, although you may be asked to prove that they occur.
Maintain your interest in chemistry by relating what you learn to everyday life and occurrences. In pharmacies and grocery stores look at bottles for names of chemical compounds and see if you can recognize the common and the formal (I.U.P.A.C.) name. For example, "Tums" is calcium carbonate, and rubbing alcohol is isopropyl alcohol.
Learn the fine distinctions between related items, such as the distinction between an electron and a proton. Similarly, learn to correlate related terms. Facts, concepts and generalizations may be more easily understood and recalled when they are associated or related to each other as part of a meaningful whole.
Learn generalizations. These may be useful for explaining chemical phenomena and for predicting new relationships and new facts.
Study your chapter prior to attending lectures. Make it a practice to read over the topic or chapter before going to your chemistry class.
Read your chapter 3 times. First skim over the chapter. Read the lead paragraph and the first sentence in each subsequent paragraph. Read all summaries. Note all graphs, charts, tables, word lists. On your second reading, read in detail. Understand all concepts, terms and formulas before going on. Cover up solutions and work out the problems given in the text. Underline, bracket, jot notes in the margin. Reread sections that are difficult to grasp. On the third reading, take notes. Write down all important concepts, symbols, terms, formulas.
Use at least 2 different chemistry books when studying. Each book will explain it in different words and it will be like having different teachers explaining it to you. If one doesn't make sense, the other book might!
Write and recite explanations to help translate the unfamiliar to the familiar. The more you get involved in the learning process the more you'll recall and understand. Remember to "Say" and "Do." Translate the new information into familiar and readily understandable terms. Capture the line of reasoning used in lecture and in the text. Explain what your have learned to a study partner or even a pet. Form small study groups of four or five members from your lecture or lab. Meet regularly, at least once or twice a week. Work out homework problems, review your lecture and lab notes, compare study notes and help each other prepare for exams. Study groups help you to "SAY" and "DO." You can talk out what you're learning and explain the concepts to each other. You can solve problems together. You can get your questions answered quickly and learn to relate chemistry to other classes and to your everyday life. Most important it can be lots of fun.
Learn general reactions and illustrate each general reaction with specific examples. Where appropriate write the general reaction that corresponds to the specific reaction(s) studied.
In organic chemistry: memorize types of organic compounds and types of organic reactions.
Study biochemistry like organic chemistry and learn metabolic pathways.
Take good, full lecture notes. Successful students usually take down about 66% of what is said in lecture, while failing students write half as much.
Remember that despite all attempts to relate student success to something (like IQ, sex, race, etc.) all have failed except for one: REGULAR CLASS ATTENDANCE. Those that come to class usually succeed! So make it a rule: attend all classes and be an active listener. It is important to be alert and concentrate on what is said in lecture. It is most important to stay current. Do not allow yourself to miss classes and fall behind or the entire course will become an effort and a struggle for you.
Review immediately after class and again 8 hours later. Immediately after lecture review your lecture notes. Fill in any blanks, bracket or star the important points, put summary topic statements in the margins and give your notes more substance by adding facts or statements from your text. Your lecture and textbook notes are "sacred." They are to be studied, restudied and reviewed again and again. Always recite and write out important concepts in your own words if possible.
Always remember you have the right to ask questions before, during and after class. See your instructors during their office hours for help. Notice when you are beginning to get in trouble and seek help immediately.
If chemistry is your most difficult subject, then always study it before all other subjects. You must study chemistry when you are most alert and fresh. Make sure to take 5 or 10 minute breaks every 2040 minutes in order to clear your mind.
Begin reviewing for exams well in advance and avoid cramming. Practice and work out lots and lots of problems. Make up your own practice tests or get copies of old exams. Give yourself your own timed exams. Test yourself until you can get 100% repeatedly on your own difficult exams.
a. Create sample tests for yourself and test yourself often.
b. Give yourself timed tests similar to those you expect in class. Time yourself with a kitchen timer or an alarm. Practice, practice, practice.
Review the types of errors you make and types of questions that cause you difficulty. Give yourself more practice in these areas of difficulty.
Maintain brain and body stamina. Maintain an alert mind and a happy, positive attitude.
Take care of yourself before the exam. Get 7 to 8 hours of sleep in the nights before the exam. Eat a low fat, high protein meal before the exam to keep up your alertness.
Finally, learn how to remain calm, confident, clear, alert and positive on exams.

Biology Tips: Biology Study Skills

2007-01-21T01:40:00.000-08:00

Successful biology students have told us they study a minimum of 2 to 3 hours per day, 7 days a week, throughout the semester.
Biology is hard work, so be aggressive. Take it as a challenge and give it your time and your energy. Don't take it with lots of other hard courses or a busy work load.
Know and understand all your terminology. This is one of the keys to success in any field. In biology it is extremely helpful to begin by studying your Latin and Greek roots. This is the basis for many seemingly difficult terms. Study these roots. Make 3" x 5" flash cards to help you memorize them and later do the same with your terminology.
Biology teachers have reported that if something is brought into the lab, it is guaranteed that you will be tested on it. So pay attention to whatever is brought into lab, even its name.
Chemistry is not a prerequisite for taking biology at Pima College, but taking a chemistry course before taking biology would be exceedingly beneficial.
Make it a practice to read over the topic or chapter before going to your biology class.
Attend all classes and be an active listener. It is important to be alert and concentrate on what is said in lecture. Successful students take full and comprehensive notes, writing down about 66% of what is said in lecture, while failing students write half as much. It is most important to stay current. Do not allow yourself to miss classes and fall behind or the entire course will become an effort and a struggle for you.
After class go over the material as soon as possible and again 8 hours later. Studies have shown that you are more likely to remember the information later. Fill in all the missing words or incomplete explanations. Recite important concepts in your own words.
Always remember you have the right to ask questions before, during and after class. See your instructors during their office hours for help. Notice when you are beginning to get in trouble and seek help immediately.
Read and study all your textbook explanations. You may wish to use at least two or more books. These books are often available in the library. Each book has a different discussion and examples on your topic, and one of these is likely to be helpful to you.
Whenever possible explain aloud to another person what you are learning. Work with a classmate and explain terminology and concepts to each other.
Describe in your own words the similarities and differences between the different concepts you are learning. Do this aloud with someone else.
If biology is your most difficult subject, then always study it before all other subjects. You must study biology when you are most alert and fresh. Make sure to take 5 or 10 minute breaks every 2040 minutes in order to clear your mind.
Write up summary sheets of biology terminology and concepts and review often. The more you review the more you'll remember. Also visually picture the terms in your minds eye. Visualizing is a powerful technique for remembering terms. Break words into small chunks and picture each chunk until you can recall it. Then put the chunks together. Remember, the knowledge of roots can be extremely helpful.
Making up mnemonics memory techniques may be fun as well as beneficial. For example, if you need to remember the 12 cranial nerves you can take the first letter of each nerve and make up a sentence where each word begins with the first letter of each nerves.
Create sample tests for yourself and test yourself often.
Give yourself timed tests similar to those you expect in class. Time yourself with a kitchen timer or an alarm. Practice, practice, practice.
Review the types of errors you make and types of questions that cause you difficulty. Give yourself more practice in these areas of difficulty.
If possible, have a friend or family member quiz you on your notes and text information. Done regularly this commits more information to longterm memory.

Biology Tips: Biology Reading Skills

2007-01-20T01:36:00.000-08:00

IMPORTANT: Have you taken the reading assessment test? Can you read at a level that is adequate for this text? In general, all the college biology texts are at least 12.6 grade level and some are considerably higher. If you read at the adequate level, then the following suggestions may be helpful. What follows is a summary of strategies that are being used by students who are successful in biology. AND YOU CAN SUCCEED TOO!!
Slow down !! The flow of a biology book is not like the flow of a novel. A novel can be read effortlessly, smoothly and rapidly, but biology books cannot be. If you are reading a novel and are somewhat distracted, you can still get the idea of what it is about. When you are not concentrating on biology you will get very little out of it, and it will seem more difficult than it really is.
Every word counts. Biology books are usually not repetitive, so there is little chance of picking something up from reading on. Writers of biology texts believe that extra words and repeats get in the way of clarity.
It is best to tackle each chapter at least 3 times. The first time you should skim the chapter, noting topic sentences, words in bold print, all tables, diagrams and summary charts. This is best read before the lecture. The second reading should be in more detail, studying each area and not proceeding until each section is understood. Reread each section as of many times as necessary until you understand its meaning. Mastery can take minutes or hours or days. The last major reading is for writing down terms and definitions and important concepts (see #6 below).
Talk to yourself as you read. Explain what you have read aloud and make up your own examples to better understand what you have read. Rereading the material aloud, especially in your own words helps clarify the information. Hearing yourself makes a lot of difference.
Words and symbols of biology have specific meanings. Each time you come to a new term or concept, cover up the text and see if you can express the idea aloud in your own words. Write down all the words you don't know. Emphasize words in bold type. Whenever possible write out the definitions in your own words. Strive for understanding the definitions so that you can easily state them in your own words; you are more likely to remember them that way. By saying it out loud and writing it, you are more like to recall it later, when needed.
Study all diagrams and charts. They condense a lot of valuable information. Cover up and see if you can visualize them.
Write as you read.
- During your first reading write nothing in the text.
- Don't highlight it slows down reading and it's often used as an excuse for not concentrating.
- In a later reading, call attention to important words or phrases by underlining them (don't overdo this). Complete sentences or paragraphs should be bracketed and not underlined.
- Write summarizing statements to yourself in the margin.
- Make notes to yourself right in the text.
- Note questions that you need to have clarified.
- DON'T WORRY ABOUT THE RESALE VALUE OF THE TEXT.
Record all key points on a separate sheet.
If there are study questions at the end of the chapters, be sure you can answer them. They are good practice for the exam.
Make flash cards with terminology and concepts.
Keep testing yourself on a separate sheet of paper.
Without looking back, write out and say aloud the important points.
Create tasks for yourself as you read the text. After reading an example and working it out for yourself, try to think of other examples that would fit the idea being discussed.
Use more than one book on the topic you are studying whenever possible. Pick books that appeal to you. If you are very verbal, a book with long explanations is likely to be most helpful. If you are more visual, you might choose a book that has more illustrations.
Read the chapter before, and again after, class. You will get the most out of class if you have read the material before the instructor presents it. Even if you felt you understood the material in class, read it over again in the text. The more you review it the more likely you are to recall it.
If possible, have a friend or family member quiz you on your notes and text information. Done regularly, this commits more information to longterm memory.

Speech - Public Speaking

2007-01-19T01:33:00.000-08:00

Fundamentals of Speech
"I'm always amazed by the number of students who freak out over having to stand in front of a group and talk. In one word, my advice to them is relax. Second, I'd like to suggest that they enroll in a section of fundamentals of speech. In "fundies," students learn that there is no magic formula for dealing with nervousness. However, they gain valuable confidence and they do learn how to actually make nervousness work for them. And a "fundies" class is the ideal place to get rid of the fear of public speaking. Your classmates are a friendly audience and, at least in most cases, your instructor is pretty friendly too. Everyone wants you to succeed. So if you're nervous about speaking in front of a group, relax and check into the next available section of fundamentals of speech."
- By Tony Peyronel

Graduate Student Tips: Things you should know

2007-01-18T05:03:00.000-08:00

Research into anything is like putting out to sea without a chart or compass, and only a vague idea of where you wish to go. This means that what you initially selected as an area of interest or topic to examine may start to appear less interesting or relevant and your topic may start to change. Even data availability, or lack thereof, can alter your direction of research. This is normal and should not be a cause for worry. If the change seems to be major, you should discuss it with your advisor before making radical changes of direction. There are bits of paper on file that specify what you are doing and if you do something else, problems may arise, especially for you!
Your aim is not to write the world's greatest thesis on your chosen topic, but to prepare one that is good enough to pass and which does not offer any loose ends that examiners can seize on to fail you, or refer it for rewriting and resubmission. The world's greatest doctoral thesis in your area might take you ten years, but one decent enough to allow you to pass might take only three years. After getting your doctorate, you can always use the seven years that you have saved to develop the thesis into a great book. In the meantime you are "Doctor X", and are qualified to get better jobs and start to earn real money!
Many grad students find loneliness a problem. The undergraduates have heaps of friends from the courses they are taking, but research can be a solitary pursuit. There may be few other graduate students around working on things that interest you. In a small university there may be few postgrads of any description. In addition, many universities have structures in place that take care of undergrads and other structures to take care of staff, but have relatively little organized ways of looking after the interests of postgraduates. Sadly, they often fall in between.

If you feel lonely, do not get depressed. Get out and try to make friends, and maybe join a society or two. Join the post graduate society if there is one. If there isn't, perhaps you could consider setting one up to look after the interests of these important but often overlooked members of the university. There may be sports clubs and the like where you can at least find a human being to talk to, after spending hours cooped up in a lab or hunched over a computer. You might well need to seek out human contact.

Liaise closely with your advisor. Different advisors have different preferences. Taking my own experience as an example, as a rule of thumb, you can expect to see him or her perhaps once or twice a month in your early days and also towards the end when you are writing up. In the middle period, when you are engaged in gathering data and materials, you may find that you barely need to see your advisor at all.
If you are working away from your own university, perhaps in order to gather data, a letter or lengthy Email message from you every month is a good idea: you keep in touch, and s/he remembers you (faculty staff have plenty to do and often several graduate students to supervise - it is easy for them to overlook you should you go off for a year!)
Your relationship with your advisor is important. Mostly it works out fine, but if you find that can never get to see your advisor, or s/he is persistently unhelpful, you might have to consider finding a different one. This is not something to undertake lightly, as it can be difficult finding someone else suitable to take you on. An additional issue is that your name might become known and you develop a reputation as a troublesome person. If this happens, it may become hard to find anyone willing to take you on. However, if things really are not working out between the pair of you, then at least try talking to another staff member and investigate the possibility of a switch.
Joint supervision, where you have two or more supervisors, can involve specific difficulties. If they are in totally separate disciplines, then you may have few if any problems, e.g., I once happily supervised the economics side of an energy dissertation along with a scientist who did the physics side and we got along famously with the student and each other. If, however, you have two political scientists you will probably find they have three opinions and if they disagree with one another about what you should be doing, or how you should be tackling an issue, then you will be in a no-win situation. Whatever you do will displease one of them.

I knew a student like this in England who was eventually institutionalized for mental problems, which I personally believe had been intensified by the conflicting advice of two supervisors. There was no way he could satisfy both, and I still recall his depression after he had spent several weeks following a certain path that supervisor A suggested, only to be told by supervisor B that it was a total waste of time even to think about that avenue. If you find yourself in a similar situation, I suggest you go and talk to someone in power, like the head of department or dean of faculty, and seek their advice on changing one of your supervisors. Prepare your case carefully, for s/he will not automatically enjoy hearing two members of their staff being criticized. Be cautious also in the way you present your criticisms - make them, but do it as nicely as you can.

When you are searching journals or newspapers, say 1990-99, you should start with the latest year and read that; then work backwards to 1998 and read through it. Never start with the earliest year and work forward, as this will waste a lot of your valuable time. It can cause you follow too many threads that lead nowhere; you can spend too much time on details that later turn out not to be needed; and a later article may render out of date an earlier one. It is sensible within a year to work forwards, as the mind seems to prefer this.
Start to write really early! Writing improves with practice, so the earlier you start, the better you will get. More importantly, after you have accumulated information on one section of a chapter, it helps to write up what you think the information means, including its significance, its weaknesses, questions it raises but does not answer, and implications for other ideas or theories. Later, when you come to start writing your draft chapters, it will help you a lot if you have earlier written something about the material you have gathered. It is a bad thing to keep reading, taking notes and accumulating more and more facts and details, then filing them away. Several drawers of a filing cabinet full of undigested notes are very off-putting!!
Your career as a graduate student tends to fall into three sections.
- The first section is the beginning, when you find a working title and supervisor, get an idea of what you will be looking for, how you will tackle the subject, do your literature survey and decide on the methodology you will adopt. It varies, but for Ph.D. a minimum of two and a maximum of six months should suffice for section one. The MA degree will usually require less time.
- Section two is when you go and find the information and data you need. This might involve using the library and Internet, running experiments in your university laboratory, or perhaps doing something like going to live in a new area or abroad to study the local flora and fauna. For a Ph.D., this whole section might take a year or more.
- Section three is when you analyse the data and write up. I suggest above that you analyse and start writing as your data comes in (i.e. in section two) and not wait until you have a mountain of stuff on paper or in computer files. In section three, you write a draft of each chapter and submit it to your supervisor for comments and approval. It is usually best to do this chapter at a time unless your supervisor asks for something different. Section three will take longer than you expect! Some Ph.D. students think it will be a six month job, but my experience indicates a year or more is common. If you have six chapters to write and must prepare a draft of each, then a final version, and if you take only a month a chapter, you need a year. And for many students, a month is not long for a draft chapter. MA these might be written up in six months.
What might your chapter organization look like? Theses vary in the way the chapters are laid out. Much depends on your discipline, actual topic, and approach selected, but in some disciplines a sensible chapter layout might look like this:
- Chapter 1: Introduction, justification for the title and thesis, why the subject is important, how little is known about it and so on.
- Chapter 2: Methodology and literature search results.
- Chapters 3 -5 or more: "the meat" part - what you have discovered. This must be presented in fashion which is logical for your discipline and thesis title. For example, in a history thesis it might be Chapter 3, The arguments for and against the issue; Chapter 4, The early years and policy introductions; Chapter 5, the later years and policy changes in response to experience and any emerging problems, followed by the results. Your knowledge of your discipline, and the example of other theses already written about similar topics, should help you.
- Chapter 6: Conclusions and recommendations. This is usually a relatively short chapter, that sums up your findings.
It is a good idea to try to keep the length of your chapters roughly similar. If you find chapter 5 is three times the length of any other chapter, then it cries out to be split up into two or maybe three chapters, rather than left as one. Naturally, your introductory chapter is often shorter than the others, and the literature/methodology chapter might also be a little shorter, but this is by no means always the case.
Write your chapters in a sensible order, which is not necessarily 1, 2,….7. For many students the best chapter to start with is the first "meat" one, followed by the other "meat" ones in sensible order, then the literature search/methodology one, and finally the first and last chapters. Generally it pays to write the draft first chapter and final chapter last, to ensure that they do not contradict, and you clearly demonstrate that you have done what you set out to do. Whatever you feel comfortable with is probably good for you. Just remember that you do not have to write the chapters in the order of the final thesis.
Many advisors prefer to see your draft chapters one at a time, then hand them back with comments. You then rewrite the chapter. After that you put in another draft chapter and the process continues. In this case, your advisor may wish to see all the final drafts together, i.e. your thesis as a whole for a last look over.
Other advisors may prefer to see your thesis as a complete draft, and hand it back with comments for you to write the final version. You are better off following the preferences of your advisor. You do not wish to annoy him or her, you have to work together, and at the end you may need a reference from the person.
As a graduate student, you will almost certainly have more free time at your disposal than you will ever have in the rest of your working life. Try to use this time sensibly, profitably, and enjoyably! And good luck with that research!

Graduate Student Tips: Things you find useful

2007-01-17T05:01:00.000-08:00

A small notebook to carry at all times and note down any sudden ideas you get about your research topic, possible questions, possible sources, anything at all…! Ideas can come when you least expect them. Make sure you have pen and paper by your bed, as you might wake up with a brilliant thought. Always write any ideas down at once: that way you can relax and get back to sleep if it happens to be 3 in the morning.
You must have access to a computer - preferably your own - with a word processing program. You will need a printer too, but your university probably has a computer room that allows you to print up stuff. Notebook computers are convenient and fun, but expensive for what they are. They are also more likely to be stolen, or else bumped and banged into oblivion, when compared with a desktop model. Unless you are wealthy, or have generous wealthy parents, a sturdy desk model is best.
Your own computer is really useful: you do not have to wait for set times when you are allowed to use a computer room, or hang about in the room waiting for someone to get up and leave. Nor will you have to stop suddenly and leave if the room has been booked for a classroom teaching session. And you can work at 11 at night on your own computer, should you wish, whereas the university ones may be closed.
You do not need the latest, fastest, greatest computer that just became available yesterday. Anything that will run your basic software will do. If you know someone who insists on upgrading and replacing all the time, that person can be a great source of a cheap computer. Buying anything secondhand can be tricky, but if you know the person is a genuine geek, and they will demonstrate it for you, then you can save an awful lot over buying new. The price of used computers tend to drop like a stone, as technology advances so quickly.
You will probably find access to the internet essential. There is much information out there. But Murphy's Law insists that you have to do a lot of searching among mountains of dross to find a valuable nugget. The internet can easily start to use up a lot of your valuable time. You can collaborate with others working in your area by email, as well as search for materials of value.
You will need pens, pencils, liquid paper, a ruler, a small notebook and a larger notepad, unless you write directly onto a computer.
Get hold of a copy of the rules and regulations that apply to your research, and notice things such as what length of thesis is specified, how many years you have, and what sort of layout is expected. I know they are boring, but you will have to follow those rules eventually.
Early on, it is a good idea to chose a Working Title and then draft out a Contents Page for your thesis. Don't worry about sticking to it - you will find it alters as your research proceeds but you need an outline to try to work to. Otherwise you can waste months, even years, reading too widely and without discipline or direction. I know - I did this, under a poor supervisor, when I started!
Have a look at a few theses in your university library and see how they are laid out and organised. When you have read the summary and contents pages of four or five theses you will probably start to observe there is something of a standard pattern. Universities and disciplines vary, but generally you might expect to find somewhere between 5 and 9 chapters is normal, with perhaps 6-7 being typical.
Check your library's holdings of Ph.D. and MA theses that might be relevant to your topic and glance over them to see if they contain information that you can use. You might get some ideas about organization from them too.
Make a list of all the journals that may contain articles that will be relevant to your needs. A computer search is a good idea, but first talk to the library staff and pick their brains about how best to search, where to search, and which search engines or journals in your particular library will allow you free access and free printing up of relevant articles.
Many university libraries have CD Roms of reference material. Again talk to the librarians and see what they have that you can use.
Do a literature search for all articles and books that refer to your topic. Usually, the books you find will cover more general issues, but the articles will be more specifically devoted to a smaller and more specific part of what you seek.
You also need to consider methodology, which means how you intend to tackle the issue and what approach you will adopt. If you have no training in this, read a book about scientific method; notice that we try to refute not confirm ideas, and consider for yourself what constitutes a valid test, and what kind of statistical tests may be available for your discipline and the particular topic you are researching.

Graduate Student Tips: Things to do early

2007-01-16T23:16:00.000-08:00

You need to find a topic. Decide what general area of your discipline or subject-area interests you the most, then jot down some ideas about possible specific topics. You can talk to your fellow students and bounce ideas off them and also talk to your possible supervisor, or any staff member who will agree. If you have a strong interest or hobby in your non-academic life, at least consider if you can get a topic that relates in someway, however obscure. This can give you a stronger motivation, while your experience in the area can help you develop ideas and avoid making silly mistakes.
You will probably have coursework to do as part of your Ph.D. program; in the USA this is a normal part of the process. Some topics will be required, others might well be optional. For the optional ones, your general area of interest, and any inklings you might have of a specific topic, determine what particular courses will be the most useful to you.
In some countries, notably the United Kingdom, there may be no requirement to undertake courses, but your advisor (USA) or supervisor (UK, Australia, and other countries) is likely to suggest some courses that would be useful. Take the person's advice. If they do not volunteer such information, ask them what courses they would recommend. You might write them a short note in advance of a meeting, to allow them time to think about the alternatives and consider which courses might be most useful in your particular case. Your particular academic background and area of research will be important factors in their decision.
You will probably need to find a supervisor unless you came to the university by arrangement with someone to supervise you. You can ask:
- Any of the staff members you know, as to who might be suitable.
- The staff in the departmental office, about who is an expert in what area/discipline
- Your ex-personal tutor, if you had one as an undergraduate, about whom s/he can recommend.
When you find someone who says that they might be prepared to supervise you, arrange to see them to discuss possibilities. Take any notes you have made about the areas that interest you and possible topics with you.
At some universities, your advisor will be allocated to you. In my view this is undesirable, but if your university is like this, there is little you can do.
In the USA, most universities have a dissertation committee. This can help you to formulate your topic and the exact questions you will be tackling. If you have the option to select your committee (rather than having one allocated to you), ask around about people. Other postgraduates who are further down the track than you may be able to advise you about the staff. If you can, go for people with experience, as well as in your area of interest. Personal chemistry can come into it; if you detest your advisor, it clearly will not help you to do well.
You will normally have to prepare a formal research proposal in order to get accepted into the graduate school and then be allowed to proceed to do the research. This should be carefully written and laid out in order to impress. Sloppy writing, poor grammar, misspellings, and vague waffle will damage your cause and could easily result in rejection.
You might divide it into clear sections, in a logical way. Perhaps something like:
- A statement of the area of research and why you are interested in it
- Why this is an important topic to be researched; what contribution to knowledge it will make
- A listing of several questions that you would like to answer
- Possibly one or more hypotheses that you wish to test
- A brief review of what other work has already been published in this area
- The sort of methodology you think might be appropriate
There are no rules about the length, but a dozen pages or so would not be too many, but it rather depends on your topic and how you lay out your proposal. Fifty pages on the other hand would definitely be too long!
]Do not be dogmatic or assertive at this stage of your proposal; you do not wish to alienate someone with power who might hold a strong but opposite view to yours!
It is normal to start your research with a fairly wide coverage of interest and narrow it down as time passes and your research progresses. In some universities this is accepted as normal and approved virtually automatically. In others, you may have to go through a formal process of changing your dissertation title.

Trials and Tribulations in College

2007-01-15T21:07:00.000-08:00

Physical Fitness
"It's a tough job to be a student. The endless assignments and stockpiles of information. It can make you into an academic couch potato. Therefore, don't neglect a balanced lifestyle -- the active with the academic. Keep your physical self in tune. There's substantial evidence which shows that high academic performance is more likely to occur when you're physically fit. Obvious conclusion? Routinely take yourself out for a jog, or a vigorous walk, or hit some racketballs, or play basketball -- whatever you can enjoy. Make it something that cranks your internal machinery into high gear for at least twenty minutes each time. Do this no less than three times a week. Wow -- that can be an investment of only an hour a week, and it's basically free. In return, your body will thank you and your brain will be refreshed."
- By Bob Gensemer

Seek Help When Needed
"Take this tip from a student who knows. Don't let those studies get behind. If you're having a difficult time in a course, falling behind, or spending too much time having a good time, this message is for you. Ask for help now, before it's too late. When I started college, I wasn't aware of the importance of an education. I was a freshman who didn't know what I wanted. When I fell behind, I skipped class rather than going for help. This put me on academic probation. I was lucky though, I found help through the Academic Support Services. They helped me find a direction, and I learned there are tutors available to help with those troubled classes. Class stopped being a burden and began to be interesting. I realized I could do the work and people here helped me to focus. If you feel like things are generally over your head, get help. There are people who care about you and want you to succeed. Take advantage of the help that is provided to you. Remember, you are here for a reason. Don't party yourself out of school. You can do it."
- By Tracy Hergenroeder

Withdrawing From a Course
"None of us likes to have to quit in the middle of something we've started, but sometimes it's the only alternative. Withdrawing from a course is not something to be taken lightly, but unforeseen things can happen that make it necessary. If you find yourself in the position of having to withdraw from a class, know the rules. The last day to withdraw from a class with a "W" grade is posted at the beginning of every semester. After the official withdrawal date, withdrawing from a class is possible for extenuating circumstances, but it's a more complicated procedure and it will only be approved if the reasons are truly extenuating. Keep in mind that poor classroom performance is NOT an extenuating circumstance. It is also important to be familiar with any financial aid implications before withdrawing from a class."
- By Linda Lacny

Campus Involvement
"The college experience is certainly a unique one that will have many implications for the rest of your life. It is important to dive right in. The experience will be more rewarding and enjoyable if you step right up to the plate. Get involved in campus life, not only in the classroom, but in other areas as well. Life will surely be easier if it is shared with the people around you. Many students are timid when it comes to talking with others, especially teachers. Talking with and getting to know your instructors is as important as showing up for class. Teacher-student involvement is an indication of a serious and committed student. So study hard, get involved, and enjoy yourself!"
- By Shawn Reagan

Top Ten Reasons: Why Are You Flunking Out?
"I'm bringing you, direct from the home office in Sioux City, Saskatchewan Today's "Top Ten List." The subject of this Academic Survival Top Ten List is "why are you flunking out of Edinboro University?" O.K., here we go, the top ten reasons you're flunking out of Edinboro is:

#10 All the professors in this school are morons.

# 9 The cafeteria food is secretly laced with a chemical that makes me stupid.

# 8 A college degree is over rated. Sharon Stone did not complete her Edinboro academic program and look how famous she is.

# 7 A college degree is really unnecessary. John Wayne Bobbitt doesn't have an Edinboro degree and he seems to have put things back together pretty well.

# 6 The scheduling computer predetermines my failure. How could I possibly be expected to attend classes that begin before noon?

# 5 My QPA is 0.20 right now. However next semester I'm joining the fraternity. They have all the tests and required academic materials on file so I can expect a 4.00 next Fall.

# 4 I'm an important link in the local Edinboro economy. Shoot, if I went to class and studied, the "Hotel" would probably go bankrupt.

# 3 Human development necessitates a prioritizing of one's life. Right now I'm concentrating on my socialization skills.

# 2 It's not what you know but who you know. So right now I'm dating 3 of my professors.

# 1 I'm not failing the system, the system is failing me.

O.K., so there are a lot of reasons for not doing well academically. However, some day you've got to accept that you, and you alone are responsible for your life and its success or failure. If you are not trying to be the best student you can be right now, you're wasting time, money and risking your chances of future happiness. Quit whining! Get to class and keep up on your assignments. That task should be #1 on your 'Top Ten List.' "
- By Doug Watts

College and Alcohol Reading
"Most people come to college expecting to have a good time while they're here, and some think that means drinking games or chugging contests. Did you know that most students at Edinboro don't drink heavily? Fewer than half drink even once a week, and only one in five drinks three nights a week or more. On the whole, at every campus in the country -- including Edinboro -- the less students drink, the better their grades are. Think about it. If you drink lightly -- or not at all -- you're much less likely to miss classes, do poorly on an exam, have trouble concentrating, or have to spend time dealing with the aftermath of a binge. So take a minute to look at your lifestyle and make some healthy decisions about alcohol and other drug use. If you choose not to abuse, you not only have a lot of company at Edinboro, but you're far more likely to succeed academically."
- By Mary Anne Weiner

Stay Clean and Stay Cool
"College can be a transitional period for many students. It's hard to know what to expect--academic pressures, different environment, making new friends and "fitting in". WOW! I used to think fitting in meant hanging out with my friends and drinking all the time. Now that I am in graduate school, I realize that one doesn't have to drink to have fun. Alcohol is a drug. You don't have to drink or do drugs to be 'cool'. Be high on life, not drugs. And remember it is O.K. to say NO. Don't let someone tell you that you have to drink or it's O.K. to just have one beer. If you don't want it don't take it. If someone is your friend they'll understand."
- By Valerie Smith

Steps Toward Success

2007-01-14T21:02:00.000-08:00

"Wow! That's a lot to learn," you say after reading the section on "General Knowledge Guidelines" and thumbing through the "AP Stylebook."

"Not really," I reply. Here are some tips to help you prepare.

Let a little mean a lot: The "AP Stylebook" and "Elements of Style" (and the World Almanac, if you choose to get one) are what I call "john" reading. Yep, every time you head to the "head" (that's Navy talk for the toilet), take along a World Almanac and/or your AP Stylebook. In other words, do this in small segments, not in big chunks. This is not like reading a novel or a history book. These are reference books. So, familiarize, don't memorize. As for the Internet, play, play, play. Just get on as often as you can and troll around for specific bits of info. For example, ask yourself: "I wonder when Lincoln was born." Then troll the web until you find it. Important note about the Internet: As with anything, get at least two reliable sources. One way to do that is to watch what comes after the "dot": .gov, .org and .mil are among the most reliable; .edu is next, though any Professor Tom, Dick or Malcolm can put up a site; .com, depending on what information you're seeking, but be careful; and .net, whatever that is. As with any source, including organizations and government agencies, the information is input by people -- people who make mistakes, are often misinformed or might have an ax to grind.
Scanning's the best plan: Familiarize yourself with what's in each section of the AP Stylebook (and, if you're using it, with the index in the front of the "World Almanac"). Before each quiz, scan the relevant sections.
Don't memorize. Just get a sense of where everything is. Because most of what you do is open book, you just need to know where to find things -- quickly.
Don't memorize. Then scan the relevant sections. (With the "AP Stylebook," stop to read entries you might find the most curious or confusing or complex.)
Practice makes perfect. Like the old joke about "How do I get to Carnegie Hall?" Practice, practice, practice. That's especially true for the Internet. For the AP, don't just look at each section once. Follow the three steps above a few times for each section.

The key to success: Don't memorize, familiarize.

A final tip: For the quizzes, get some "Post-It" notes and stick 'em to relevant sections of the AP Stylebook and, if you're using it, the World Almanac. That'll make it easier (and quicker) to answer questions on the quizzes, which are timed.

Clubs and Organizations Involvement

2007-01-13T03:16:00.000-08:00

Opportunities to Meet People
"Your studies should be very important to you, but in order to be a successful student, you need to balance academics with a social outlet. A great way to meet both needs is through student clubs and organizations. Student clubs and organizations will provide you with a wide variety of opportunities to become involved on campus and throughout the community. Being a part of a club or organization will provide you with new life experiences, valuable leadership skills and abilities, and opportunities to express creativity and talent. It is important that you find an organization that best fits your needs. So, please remember to get involved."
- By Cindy Clark

Resume Benefits
"If you'd like to become involved in some extra-curricular activity while being a student, that is a good idea. Participation with your peers to accomplish goals, as well as for social interaction, is worthwhile now and prepares you for similar involvement with professional organizations once you graduate. Involvement also looks good on your resume. You must remember your priorities, however, and keep your studies first. Good time management and study habits are imperative. At least two hours of study out of class for every hour in class is a good guideline. Good lecture and textbook note-taking is essential. Ask questions in class, read as you go, and answer questions at the end of the chapters. A monthly calendar should include the highlighted dates of upcoming quizzes, tests, assignment deadlines, and the meetings of your organizations. Remember, most organizations require a certain QPA for active membership. You might consider a club that is related to your major as one of your selections."
- By Ron Sturga

Resources for Athletes
"Many athletes find that they have some trouble adjusting to the work load that they get from their classes. Along with all of the tough homework, the time commitment for a sport is sometimes 40 hours a week. There are some resources, though, that can help. First, talk to your coach if you are experiencing difficulties. They'll be happy to help you, because they want to see you do well in the classroom, as well as on the field. Second, some of your upperclass teammates may have had some of the same classes that you're taking now. Talk to them and see what help they can give you. Finally, don't forget about the free tutoring in the library and Lawrence Towers. The students who provide the tutoring are very capable, and can often provide you with the help you need. Remember, if you don't have the grades, you can't play. Playing a sport for the university is a privilege, just like driving. If you keep getting speeding tickets, you get your license taken away. In the same way, too many F's will keep you on the bench."
- By Matt Walker

Balancing Studies and Extra-Curricular Activities
"Striking the balance between studies and extra-curricular activities is difficult and should be done on a person to person basis. However, in this tip, I would like to emphasize the importance of student clubs and organizations. Beyond the phrase 'looks good on your resume'--which is true indeed--active participation in a student organization or club has other benefits. Nearly all major areas of study have a club. By participting in these clubs you have the chance to meet others with common interests and faculty who teach some of the major courses. Other organizations deal with issues not directly related to your field of study. Examples include service organizations related to specific hobbies, such as the Ski Club or Planetarium Club. Contact your campus Student Activities Office for more information. Have fun and GET INVOLVED."
- By David Hurd

Arts Suggestions

2007-01-12T22:30:00.000-08:00

"If you're an art student or taking studio classes, this is for you. When you get a project assignment, think it out clearly and approach it like a homework assignment. Come to class with several thoughts or ideas already sketched out, ready to present to the instructor. This way, you'll be able to discuss and refine your ideas while the rest of the class is still wondering how to approach the problem. Next, pick up or purchase your project materials so that you can start work as soon as possible. The secret of creating a successful project is to work at an even and steady pace during the time allotted. This way you'll be able to relax as you work and still have enough time to polish your piece with some nice finishing touches. Waiting until the last minute to get busy makes for sloppy and unprofessional results. The art world is very competitive and a good portfolio is a ticket to success. A quick safety note: for those of you working in studios with equipment and machinery such as jewelry, ceramics, or woodworking -- the machinery never gets tired -- you do! Remember what they say, 'Accidents happen when you least expect them!' "
- By Bernie Maas

Stress Reduction Tips

2007-01-11T22:25:00.000-08:00

Using Lists
"When the pressure and stress of the semester begins to build and you can't imagine how you can possibly accomplish everything you need to do, make a list. Include everything that needs to be done on the list, including homework, class assignments, grocery shopping, laundry and even partying. Then make a weekly schedule. Fit all of your tasks within the weekly schedule. This will help you to be more organized, less overwhelmed and remember everything you need to do. You will find that there is indeed time to fit everything in. When you have completed one of the tasks on your list, cross it off. Crossing everything off the list is a good feeling of accomplishment. This is also a great way to see how much you actually do during the day and pat yourself on the back for a job well done."
- By Sue Amendolara

Fighting Depression
"You know that academic success depends on achieving satisfactory grades. Sometimes, however, students who are typically successful find their academic performance begins to slide for personal reasons. Prolonged unhappiness or dissatisfaction with one's self or one's relationships with others can drain a student's energy and become a hindrance to academic effectiveness. Yes, students can get depressed or anxious and find themselves having a hard time shaking it off. It's not an unusual occurrence; but if it goes on for weeks, you should be concerned. When social or emotional issues get in the way in your life, do something about it. The first step is to find someone with whom you can talk about it. This usually makes a world of difference. Don't continue to hold it in. Get a self- help book or audiotape, even consult a counselor. Take care of yourself by eating and sleeping regularly, and get exercise. Make yourself go to class. Fight back and work to regain control of your life. Your emotional health and academic success go hand in hand. Keep a handle on both."
- By Michael Bucell

Overcoming Anxiety
"I find that many students have already acquired pretty good study habits. So, unless they have basic skill problems in areas like reading and math, they actually possess the ability to take notes effectively, manage their time, and so on. So, what gets in the way of effective performance in the classroom? I believe that "anxiety" is the culprit. Many students put themselves down by believing that they are "stupid" and "ineffective," especially in comparison with their peers. These feelings of inadequacy can lead to the paralyzing anxiety that "blocks" successful performance in the classroom -- especially on tests. I have personally experienced this gut-wrenching feeling and kicked myself later for making those dumb mistakes that result when anxiety gets in the way. In order to overcome anxiety, I recommend the following:

Gain temporary control of your anxiety by practicing relaxation techniques during especially anxious times. Deep breathing combined with muscular tensing and relaxing can be helpful. Massage and meditation can help too.
Work on feeling better about yourself. Try replacing negative thinking with positive thoughts. Praise yourself once in a while and forgive yourself for mistakes. Read books, such as David Burns' Feeling Good, that suggest ways to improve your feelings of self-worth.
In general, try being your own best friend!"

- By Dr. Salene Cowher

General Stress Reduction Tips
"As classes become more demanding, you need to consider ways to reduce stress. There are certainly a few things not to do, such as procrastinate. If you have a project or paper assigned early in the semester, get started on it right away. In order to do your best job, you need to spend a lot of time on it. Remember, Rome wasn't built in a day. Also, don't work long hours without rest. Ideally, you should sleep seven to eight hours daily to function properly. One activity that reduces stress is exercise. Whether it be jogging, bicycling, basketball, racquetball, swimming, or a daily walk, make sure you make time to exercise. Remember, to help reduce stress, don't procrastinate, get plenty of rest, and exercise regularly."
- By Gary Grant

Visualization and Relaxation
"When the pressure seems to be getting to you, don't reach for the aspirin bottle. Try one of these instant stress relievers. Take six deep breaths. Slowly breathe through your nose and out your mouth. Visit the Bahamas or any other pleasant place through your imagination. Visualize the scene in detail. Hug someone. Four hugs every day will do a lot to calm you down. Change your scene. Walk to the window, watch the birds, take a stroll down the hall. Go outside and breathe deeply for two minutes. Exercise and stretching will improve your mind. Jog up the staircase. Find something or someone who will make you laugh. Stress can often come from taking yourself or your task too seriously. Ask yourself what is the worst possible thing that could happen if you made a mistake or missed the deadline. Lastly, change your focus. Think about your out of class life and focus on what you'll do this weekend or this evening."
- By Barbara Kantz

Personal Maintenance
"We all know the importance of maintaining a car. We can push it to the limit, but sooner or later it starts to run poorly. By setting aside some time for a little maintenance, we can keep it running smoothly and efficiently. Unfortunately, we tend to forget these simple truths when they're applied to college life. We push ourselves to keep up with demands and ignore warning signs such as decreased productivity and a negative attitude. We fail to recognize that some time spent on rest and relaxation may actually save time in the long run. People often notice that their mood improves and they work more effectively after taking a break. Personal maintenance may include very simple and inexpensive activities such as taking a walk in the snow, having dinner with a friend, or listening to some favorite music. So take a little time out today to do something fun and relaxing -- your system just might run a little smoother tomorrow."
- By Gary LaBine

Self-Imposed Barriers
"Have you ever thought about the influence of the person you see in the mirror? It takes a mature person to honestly evaluate themselves. It takes a strong person to recognize self-imposed barriers and to do something about them. Some of us have told ourselves or were told by others that we didn't possess the qualities of a good student. It then becomes easy to quit trying and to stay in groups that mock things like good study habits, regular reading in the library, and shooting for the best you can do. This is an understandable coping response, but we have to be willing to reassess ourselves. These are things that influence who we will be in the future, how we feel about ourselves, and the opportunities we will have. Cast aside those behaviors that make school unnecessarily harder and limit your potential. Start today."
- By Roy Shinn

Reaching Out Can Make a Difference
"Did you know that college students are considered one of the most depressed and lonely groups when compared to the general population? I know this not only through my studies, but also through personal experiences. Often students try to deal with these problems with parties and drinking. My tip is an exception to that rule. Instead, look to friends, professors, religion, or anything that will have personal meaning to you. The more real time you spend with meaningful people and activities, the more alive you will feel. There are so many worthwhile activities and people at your university just waiting for you to discover them. You will be surprised how many people are looking for the same type of interaction you need. On a campus with thousands of people, if you reach out often enough you will find friends and maybe even a few soulmates. I know this, because I have."
- By Tacie Thomas

The Secret to True Success in Life
"The pressures of student life, and life in general can be overly stressful and overwhelming, driving many to seek escape, refuge, or relief. We've all heard the many slogans: "Just Say No," "This is your brain on drugs" (the fried-egg commercial), "Don't Drink and Drive" etc. Some sound pretty lame, some sound boring, but yet they're actually true. We've heard them 1,000 times from 1,000 different people. Well, here we go again with one more. TRUE SUCCESS IN LIFE MEANS TO TREAT YOUR BODY RIGHT!

Keep the impurities out and let your life begin. Learn to love yourself--for real. You are who you hang with. Surround yourself with positive people, places and things. If you want to be strong in this world, hang with those who are strong in this world.

Take care.
- By Catrece Edwards

Your Learning Style

2007-01-10T22:23:00.000-08:00

Figuring Out Your Learning Style
"Take a pointer from a wise sage named Socrates -- the one who said, "Know thyself." Each of us has our own unique learning style. For example, are you the person who says, "I can't think when it's noisy. I need quiet!" On the other hand, does your roommate always have the stereo playing when she studies? That actually could be because she needs to screen out distracting sounds with music. While some of us like quiet, others need music; some like bright light and others dim; some like to be bundled up in an afghan, while others need the fan. There are those who learn best by making lists, outlines, and charts -- others by reading or note-taking. And still others learn best in small group discussions. Take advantage of the offices on campus that can teach you more about your learning style. By taking time out to get to know your own style of learning -- not only will it help you make the grade, but Socrates would give you a gold star."
- By Cheryl Lossie

How Do You Study Best?
"It's important as a student to realize one's learning style if you want to be successful. By learning styles I mean that we need to understand the ways that we study the best. Whether it be quiet, whether it be with noise, whether it be in a place where there is a lot of lighting, not much lighting, whether it be lying down, or sitting up. Those are important to the success of how well we will learn and how well we will take in the information that we are dealing with. Another thought I would like to leave with you regarding success as an academic student is that we should put aside a time of day that we want to make use for studying. Consistency is the key to success."
- By Dr. Joe Marafino

Top Ten Student AID Tips

2007-01-09T22:20:00.000-08:00

Tip 1:
Prioritize your efforts, starting with the federal and state government. Then turn to the private sector for additional assistance. Visit finaid.org to learn about all your funding opportunities. Your local public library will also have helpful information.

Tip 2:
Learn all you can about the college financial aid process. Be sure to meet with your financial aid administrator and/or guidance counselor. Bulletin boards outside their offices often provide information about local awards.

Tip 3:
Submit a FAFSA (Free Application for Federal Student Aid) every year, even if you think you don't qualify for aid. Being rejected for federal aid is sometimes a prerequisite for private awards. Some federal aid, such as the unsubsidized Stafford Loan and the PLUS Loan, is available without regard to financial need. And who knows, you just might qualify! Don't forget to apply for federal aid as soon as possible after January 1.

Tip 4:
Start your search for scholarships early. Some scholarships have deadlines as early as September. You can't win awards or receive funds if you miss the deadlines. The early bird always gets the worm - and sometimes the scholarship!

Tip 5:
Tell the financial aid administrators about unusual family financial circumstances, such as elementary and secondary school tuition expenses, high medical and dental expenses not convered by insurance, unusually high child care costs, recent unemployment, death, or disability of a wage-earner, or other significant changes in the family's income and assets. They may be able to make allowances to help you. (Mention the buzz words "Professional Judgment".)

Tip 6:
Take advantage of tuition prepayment discounts. Some colleges offer up to a 10% discount for early payment.

Tip 7:
It is never too late to start saving for college. The more you save, the less you'll need to borrow. Aim to save 1/3 to 1/2 of your college costs. Be sure to save in the parent's name, not the child's, in order to minimize the impact on eligibility for need-based financial aid.

Tip 8:
Investigate company-sponsored tuition plans. Many employers will invest in the education of their employees and offer assistance to the children of their employees.

Tip 9:
Money from grandparents should be paid in your name directly to the school. This avoids gift tax liability.

Tip 10:
Use free scholarship search engines to help you find the private sector assistance you need!

Tips for Effective Studying

2007-01-08T01:02:00.000-08:00

In order to excel in college, you must first learn how to study properly. Contrary to historical opinion, there are many effective ways to learn information; it is a question of figuring out what works for you. What type of studying best suits you? What time of day are you most efficient? What is the proper environment for you to study in? Before you can answer these questions, you have to do a little research. It takes an effort but the rewards are more than worth it.

Memory
When we first learn something, information is processed into the brain to form a neural trace. This trace first enters your sensory memory, and then, if you're paying attention, to your Short Term Memory, or STM. If you keep working to process the information and adapt it correctly it then moves to your Long Term Memory, or LTM. The information processed into your LTM is more or less permanent; with occasional reviewing you will not forget it. The trick is to adapt the information you really need into your LTM as quickly as possible. Your STM has a small capacity and a short duration; you may learn something very quickly, but in 24 hours you will lose 80% of that information. The STM is fast and easily accessed, the LTM is slower but larger.

Repetition
The key to learning something well is repetition; the more times you go over the material the better chance you have of storing it permanently. Before you begin this process, however, it makes sense that you determine the type of learner you are. There are three basic types of learning: Visual, Auditory and Haptic. Most of us are, in fact, some combination of the three, but chances are one style will suit us more than the other two. Take some time to look over the types and figure out which category best describes your method of learning.

Learning Types
Visual Learners:
Visual learners study best when the material is graphic, ie. charts, tables, maps, etc. When in class, visual people should look at the professors when they are speaking, participate in class discussions and take detailed notes during lectures. When studying, study alone in a quiet place and try to transcribe your material on paper. When possible make drawings, graphs or tables of complex abstract ideas and work alone. Visual learners often have trouble working while having a dialogue, even if the dialogue directly pertains to the subject matter.

Auditory Learners:
Auditory people work best when they can hear the material. Read aloud, go over your notes and talk to yourself about the important points. Before reading, set a purpose and verbalize it, after you've finished be sure to summarize out loud what you just read. Speak your ideas into a tape machine as if you were having a conversation with someone, if you can, talk to your friends about the material. Because Auditory learners sometimes have trouble keeping columns aligned, try doing math computations by hand, on graph paper.

Haptic Learners:
Haptic learners are the most maligned division; they are the people that can't sit still. Haptics have to pace around the room, they must have music or a television playing in the background and are almost constantly finding themselves distracted. Despite what parents and teachers have been saying to the contrary, Haptic learning is just as effective as the other two, more traditional, types. Instead of fighting against your nature, adapt to it and find a method that really works. Make studying more physical; work at a standing desk, pace around the room, do reading while on an exercise bike, chew gum. Try to use color when you can; highlight your readings, read with a filtered light, put posters and bright colors around your desk. Haptic people should vary their activities, if you feel frustrated or 'clogged up' do something different for a few minutes. Try and keep a list of distractions as they come to you; once you write them down, they won't bother your concentration as much. If you want to, play music in the background at whatever volume you choose to. When reading, try skimming over the chapter to get a solid basic meaning before you really dig in. Try to visualize complex projects from start to finish before you begin them. Visualization is a useful tool for Haptic people, it helps you keep a positive, productive outlook on the task at hand.

SQ3R
The SQ3R method is the reading and studying system preferred by many educators. Reading research indicates that it is an extremely effective method for both comprehension and memory retention. It's effective because it is a system of active reader involvement.

Step 1. "S"= Survey Before you actually read a chapter, or go over a particular section of notes, take five minutes to survey the material. Briefly check headings and subheadings in order to understand the author's organizational pattern of ideas to be discussed. Scan all visual material. Read introductory and summary paragraphs. This preview will enable you to anticipate what the chapter is about.

Step 2. "Q"= Question Create interest in the material by asking: What are the main points of the chapter? As you read, keep the question in mind and figure out the most important points. It gives you a clearly defined purpose for reading, and helps you maintain interest in the material.

Step 3. "R"= Read Read the chapter actively for meaning. Go through the paragraph before underlining, then underline key words and phrases to help you recall the main points. Be selective, you don't want to highlight non-important points or miss anything that can help your comprehension. Summarize main concepts in your own words in the margins. The more active you are in the reading process, the more you will retain.

Step 4. "R"= Recite After every few pages, close your book and recite aloud the main points to the questions you posed in step 2. Try to recall basic details as to the author's intent by putting them in your own words. Verify your answer by checking the text. If you can't remember the text, read through it again. If you don't get it now, you won't remember it for a test. Take as much time as you need to answer your questions. Don't be frustrated, this takes more time but the information will be clearer in your mind.

Step 5. "R"= Review Finally, review the chapter every so often to fix the material in your mind. Keep rereading your margin notes and underlinings. Verbalize the sequence of main ideas and supporting facts to aid retention. Numerous reviews are a lot more effective than one cramming session the night before an exam. Review once right after you've finished reading and then every couple of days. The SQ3R is time consuming at first, expect it to take ten to fifteen percent longer to read a given chapter when you first begin. Research indicates a 70%% increase in retention after two months of using the system and, eventually, a reduction in time spent preparing for exams.

Note Taking Techniques
The most comprehensive note taking systems require attention on your part. You must be alert enough in class to take legible, meaningful notes. You can't rely on "writing everything down" because a lot of information in a given lecture won't help you actually learn the material. If you have problems determining the specific relevant points in a particular class, you can always ask the professor to clarify them for you. The 2-6 Method The 2-6 refers to the way you divide the space on your notepaper. Make two columns, using the red line on the left of the page as your border. Then, when you take notes in class, use the 6 column for the notes and the smaller 2 column on the left as a highlighting system. Write main headings and important points on the left, including material you think you will be tested on. When you're finished, you should have a comprehensive page of information that you can quickly scan for important points. Finally If you have any questions or need more help, stop by and talk to one of our counselors. Studying is 99%% perspiration; if you give it a real, concentrated effort over the course of a semester you will see an improvement. Your academic success is entirely up to you.

Time Management Tips

2007-01-07T00:58:00.000-08:00

1. A Personal Time Survey
To begin managing your time you first need a clearer idea of how you now use your time. The Personal Time Survey will help you to estimate how much time you currently spend in typical activities. To get a more accurate estimate, you might keep track of how you spend your time for a week. This will help you get a better idea of how much time you need to prepare for each subject. It will also help you identify your time wasters. But for now complete the Personal Time Survey to get an estimate. The following survey shows the amount of time you spend on various activities. When taking the survey, estimate the amount of time spent on each item. Once you have this amount, multiply it by seven. This will give you the total time spent on the activity in one week. After each item's weekly time has been calculated, add all these times for the grand total. Subtract this from 168, the total possible hours per week. Here We Go:

1. Number of hours of sleep each night

________ X 7 = _______
2. Number of grooming hours per day

________ X 7 = _______
3. Number of hours for meals/snacks per day - include preparation time

________ X 7 = _______
4a. Total travel time weekdays

________ X 5= _______
4b. Total travel time weekends

_______
5. Number of hours per week for regularly scheduled functions (clubs, church, get-togethers, etc.)

_______
6. Number of hours per day for chores, errands, extra grooming, etc.

_______ X 7 = _______
7. Number of hours of work per week

_______
8. Number of hours in class per week

_______
9. Number of average hours per week socializing, dates, etc. Be honest!

_______
Now add up the totals:

_______
Subtract the above number from 168

168 - _______ = _______

The remaining hours are the hours you have allowed yourself to study.

2. Study Hour Formula
To determine how many hours you need to study each week to get A's, use the following rule of thumb. Study two hours per hour in class for an easy class, three hours per hour in class for an average class, and four hours per hour in class for a difficult class. For example, basket weaving 101 is a relatively easy 3 hour course. Usually, a person would not do more than 6 hours of work outside of class per week. Advanced calculus is usually considered a difficult course, so it might be best to study the proposed 12 hours a week. If more hours are needed, take away some hours from easier courses, i.e., basket weaving. Figure out the time that you need to study by using the above formula for each of your classes.

Easy class credit hours

________ x 2 = _______
Average class credit hours

________ x 3 = _______
Difficult class credit hours

________ x 4 = _______
Total

_______

Compare this number to your time left from the survey. Now is the time when many students might find themselves a bit stressed. Just a note to ease your anxieties. It is not only the quantity of study time but also it's quality. This formula is a general guideline. Try it for a week, and make adjustments as needed.

3. Daily Schedules
There are a variety of time schedules that can fit your personality. These include engagement books, a piece of poster board tacked to a wall, or 3 x 5 cards. Once you decide upon the style, the next step is construction. It is best to allow spaces for each hour, half-hours for a busy schedule. First, put down all of the necessities; classes, work, meals, etc. Now block in your study time (remember the study time formula presented earlier). Schedule it for a time when you are energized. Also, it's best to review class notes soon after class. Make sure to schedule in study breaks, about 10 minutes each hour. Be realistic on how many courses to take. To succeed in your courses you need to have the time to study. If you find you don't have time to study and you're not socializing to an extreme, you might want to consider lightening your load. Tips for Saving Time Now that you know how you spend most of your time, take a look at it. Think about what your most important things are. Do you have enough time? Chances are that you do not. Below are some tips on how to schedule and budget your time when it seems you just don't have enough.

4. Don't be a perfectionist
Trying to be a perfect person sets you up for defeat. Nobody can be perfect. Difficult tasks usually result in avoidance and procrastination. You need to set achievable goals, but they should also be challenging. There will always be people both weaker and stronger than you.

5. Learn to say no
For example, an acquaintance of yours would like you to see a movie with him tonight. You made social plans for tomorrow with your friends and tonight you were going to study and do laundry. You really are not interested. You want to say no, but you hate turning people down. Politely saying no should become a habit. Saying no frees up time for the things that are most important.

6. Learn to Prioritize
Prioritizing your responsibilities and engagements is very important. Some people do not know how to prioritize and become procrastinators. A "to do list" places items in order of importance. One method is the ABC list. This list is divided into three sections; a, b, or c. The items placed in the A section are those needed to be done that day. The items placed in the B section need completion within the week. The C section items are those things that need to be done within the month. As the B, C items become more pertinent they are bumped up to the A or B list. Try it or come up with your own method, but do it.

7. Combine several activities
Another suggestion is to combine several activities into one time spot. While commuting to school, listen to taped notes. This allows up to an hour or two a day of good study review. While showering make a mental list of the things that need to be done. When you watch a sit-com, laugh as you pay your bills. These are just suggestions of what you can do to combine your time, but there are many others, above all be creative, and let it work for you.

8. Conclusion
After scheduling becomes a habit, then you can adjust it. It's better to be precise at first. It is easier to find something to do with extra time then to find extra time to do something. Most importantly, make it work for you. A time schedule that is not personalized and honest is not a time schedule at all.

Skimming

2007-01-06T00:49:00.000-08:00

Recall how you find a name in a telephone book? You don't read any more than necessary to find the name you seek. Notice that you go directly down a column of news. Maybe you use your finger to guide your eyes. This type of reading is usually called scanning. Skimming uses the same type of skill mechanically but a different skill mentally. In scanning, you know what you are looking for. In skimming you don't.

Since you don't know exactly what you are looking for while skimming, prepare yourself by reading the title, source, author, and picture: then you question yourself, -- who, what, when, where is this likely to be mainly about? With a questioning mind you direct your eyes down the column of print, or in a zig-zag, if the lines are quite long. Look for exact names of people, places, things, ideas, numbers, and words like therefore, whenever, until, because, and instead, to clue you to how and why.

When you first start to learn to skim you may see only the words in bold type, italics, digits, or capitalized words. Soon you will note new or unusual vocabulary. As you become an efficient skimmer your span of perception will develop and your ability to make closure will increase.

Skimming is a step you should always take before you read any article of factual or practical narrative. You will soon be able to detect most important facts, strange vocabulary, and words that are clues to important relationships.

It's a good practice to skim everything in mass media after reading the title and first paragraph. You may get all the information you want. This keeps your skimming skills from deteriorating, or will give you the practice you need to develop necessary skills.

Skim everything you intend to read before you make a final decision to read, discard, or study the material.

Skim all highlighting and develop a read-skim pattern to use for rapid review. And don't overlook this! Reviewing frequently and rapidly is the best way to memorize (or simply remember information) from notes and long text assignments.

Note Taking Techniques

2007-01-05T00:45:00.000-08:00

you are familiar with the subject
you know what to ask
you are not going to waste time by writing down stuff that is already there in your study material. Rather, you know what to write, where to pick links and to clear your concepts.

By the time the lecture is over, you are in a much clearer state of mind. This way, taking down notes becomes more meaningful and worth the time you spent doing it.
- By Ms. Sreelatha Anand

How to Be a Student?

2007-01-04T00:26:00.000-08:00

Introduction
The typical college campus is a friendly place; but it is also a competitive environment. The education you receive there, and the attitudes you develop, will guide you for the rest of your life. Your grades will be especially important in landing your first job, or when applying to graduate school. To be a successful student requires certain skills; but, these are skills that can be learned.

The Basics of Being a Student

Prioritize your life: Doing well in school should be your top priority.
Study: There is no substitute.
Always attend class.
Do all of the homework and assigned reading.
Develop self-discipline.
Manage your time.

Self-Discipline Made Easy
Human beings are creatures of habit. Therefore, form a habit of doing what you reason you should do. Is it not foolish for your behavior to contradict your own reasoning? And what could be more harmonious than finding yourself wanting to do what you know you should?

Train yourself so there is an immediate reaction-mechanism within you:

You reason that you should do something, and thus you do it.

Other people who seem to have less difficulty with self-discipline probably have simply had more practice at it, thereby making it less difficult; because, practice is what it takes.

Time Management
No matter how you slice it, there are only 24 hours in a day. Good time-management requires:

Note taking on more than you can handle.
Reasonably estimating the time required to perform each of the tasks at hand.
Actually doing what needs to be done.

Only you can do these things. A couple of thoughts, though, that may help spur you on:

A minute now is as precious as a minute later. You can't put time back on the clock.
If you're not ahead of schedule, then you're behind schedule. Because, if you try to remain right on schedule, then any mishap or misjudgment will cause you to fall behind---perhaps right at the deadline, when no recovery is possible.

Introspection

Understand, and be honest with, yourself. All else follows from this.
Be both athlete and coach: Keep one eye on what you are doing, and one eye on yourself.
Take command of, and responsibility for, yourself.
Face your insecurities head-on. Some common signs of insecurity: Asking a question to which you already know the answer; being artificially social with instructors or other students, when the real reason is to temporarily kill the pain.
Form a positive self-image: Those students who are first entering college will probably have doubts about how well they will do. Try to do well immediately to instill an expectation of continuing to do well. Settle for nothing less. Nevertheless, try not be restricted by your past performance and experiences, good or bad. Learn from the past, but don't be bound by it. Seek out your weaknesses and attack them. Be realistic about your limitations; but, don't let this lead to becoming satisfied with them.

Taking a Course
Each student's attitude is some mixture of the following:

He/She wants to learn the material.
He/She wants to get a good grade.
He/She doesn't care.

Each instructor's attitude is some mixture of the following:

He/She wants students to learn the material.
He/She wants grading to be fair and reflect students' knowledge and abilities.
He/She doesn't care.

In order to do well in a course, it is up to you (the student) to do two things:

Learn the material.
Learn the instructor.

As for the latter, pay attention in class to the instructor's patterns, to what he/she emphasizes, etc. Gather information about the instructor from other students. A good instructor, however, will present their course in such a way that it will be of little benefit for the student to try to learn him/her, thereby forcing their students to learn the material.

Homework

Keep in mind that your work is being graded by a human being. Thus:
- Write legibly, orderly, and coherently.
- Supply any commentary necessary to make it clear what you are attempting to do.
Making the grader's job easier will more likely lead to you getting the benefit of doubt when it occurs.
Don't think that getting the right answer to a homework problem implies that you have mastered the corresponding material. All you have done is solve one particular problem; that does not mean you have necessarily learned how to solve all such problems (such as the ones to appear on your exams). It's up to you to view the homework problems from this wider perspective.
If available, always go over the solutions provided by the instructor, even if you did well on the assignment. He/She may demonstrate methods (perhaps more efficient) or provide useful information that you hadn't thought of.

Exams

Preparation:
- Roughly prioritize material as to its importance (primary, secondary, tertiary), and concentrate your studying on the most significant topics. Remember, the instructor only has a limited amount of time to test what you know and can do. Thus, keep in mind when preparing for an exam that the problems cannot be too complicated if they are to fit within the allotted time.
- Study in ways that are suited to you.
  - Study with a group or alone based upon which is really best for you.
  - Do your most strenuous and important work during those times of the day that you work best.
- Summarize or outline the course or text material in your own words. Writing a summary not only forces you to examine the subject matter in detail, but provides a compendium to review just prior to the exam.
- Play it safe: Memorize somewhat more than what the instructor says is required. Bring a calculator even if it's not suggested. Etc.
- Study old exams if the instructor is known to give similar exams. But, don't be fooled into thinking that since you were able to work through an old exam, it means you understand all the course material in general, and can perform in a test situation.
- Bring your own paper and a watch.
- Fighting exam anxiety: Convince yourself that all you can do is all you can do; but, don't let that lead you to become complacent. Just be determined to be "on" for the duration of the exam. (Give yourself a pep-talk to this effect prior to each exam.)
Starting the exam:
- Read the instructions thoroughly and carefully.
- Skim over the entire exam prior to beginning work.
- Don't necessarily do the problems in order. Instead, get those problems out of the way you feel confident you can do quickly and well. Observe how the problems are weighted, and direct your efforts to where you believe you can pick up points most easily. This does not necessarily mean attempting the most heavily weighted problem first; rather, it means first doing the problem for which you can accumulate points at the fastest rate. Indeed, there is a good chance that this is not the most heavily weighted problem, since many instructors dislike giving any one problem significantly greater or fewer points than the average, thereby underweighting the harder problems and overweighting the easier ones.
- Before writing on any given problem, think. A small investment in time at the beginning can save time overall (for you might thereby choose a more efficient method of solving the problem).
- Do precisely what is requested. In particular, don't waste time doing things that will not receive credit. For example, unless explicitly required, do not rewrite the exam problems on your paper.
Pace yourself through the exam. Example: On a 50-minute exam worth a 100 points, you should be accumulating 2 points per minute; thus, a 26-point problem should be completed in 13 minutes. Do this calculation at the start of the exam if the problem weights are given.
If only for psychological reasons, most graders use nonlinear grading by which the early points of a problem are easier to get:Therefore, always write something (meaningful) down for every problem, if only a little. At the other end, even with linear grading, there are diminishing returns in terms of points-per-effort in trying to squeeze every last point out of a given problem; if time is low, it may be better to move on.
Communicate with the grader. In particular, if you are running out of time, state the steps you would perform if you were to continue the problem.
Show your work and make clear your reasoning in order to have a chance to receive partial credit.
As with homework, and even more importantly, neatness counts.
In courses on subjective material (e.g., humanities), just regurgitate the material from class and the text(s). Supplying you own opinions may sound good in theory, but it has the risk of running counter to the opinions of the instructor or grader. Conversely, restatements of the class/text material are easy for the grader to recognize as something deserving credit. Remember: Unless the exam is multiple-choice, then a human being---who typically wants to grade the many exams in front of him/her as quickly and painlessly as possible---is doing the grading.
Always check over your answers if you have time.

Further Suggestions

Unify and simplify your knowledge: A textbook presents the subject in a particular form, as does an instructor. By their very natures, however, textbooks and lectures tend to present subjects sequentially. Take the extra step of understanding the material in your terms, which may involve recognizing relationships that could not be conveniently expressed in the order presented in the text(s) and lectures.
Remember, almost every logically consistent topic is simple at its foundation. Try to recognize the simple underlying relationships in the subject at hand; these are often left unstated by instructors and textbooks.
Try to learn general principles and methods. Learning by examples (putting the new in terms of the familiar) can only take you so far.
Learn as many methods of problem-solving as you can. This is especially helpful for exams, when time is of the essence.
Ask yourself questions. Why didn't the instructor or text(s) do this or that? Explore your own ideas. Try to understand the course material in detail.
It is often said that the best way to learn something is to teach it. Do you know the subject matter well enough to explain it clearly and completely to someone else?
Learn by observing others. Notice what works for them and consider incorporating those methods into yourself. Ask yourself "Why didn't I think of that?", and try to develop the related ability.
Attempt to be methodical, neat, legible, deliberate, precise, knowledgeable, and reliable on the one hand, and creative, spontaneous, imaginative, smart, clever, articulate, and flexible on the other. The first mentality thrives on order, and inherently tries to do well what it already knows how to do; the second mentality thrives on disorder, and inherently tries to expand upon its abilities. Adopt the best of these two mentalities. Remember, every tool is a potential crutch. The first mentality may rely too heavily on already-mastered skills; but, the second mentality may fail to carefully apply those same skills.
Think about and question everything, even the statements appearing here (and, yourself!). But, realize that it is equally foolish to be different merely for the sake of being different, as it is to mindlessly conform to the norm.
For maximum efficiency, have several projects going at once. Then, if you get tired, frustrated, or bored working on one item, you can easily move onto something else, thereby staying productive as well as giving pending problems a chance to work themselves out subconsciously.
Anticipate. For example, you may need to ask the instructor about the present assignment, but he/she is only guaranteed to be available at certain times; therefore, you should look over the assignment early.
Forget pulling "all-nighters". These merely amount to borrowing from tomorrow, at which time you will find yourself considerably less functional. All-nighters are really an indication of not having properly planned your activities.
If possible, bring your textbook(s) to class.
Take your lecture notes in pencil, since any modifications can then be made quickly and neatly.

Closing
Overall, there is one basic trait that distinguishes successful students from those that are not:
Successful students force themselves to understand.

They do not merely go through the motions of attending class, reading the text(s), and doing the homework, expecting these actions to necessarily suffice. Rather, they are continually asking, "Do I really understand what's going on here?" They ask this question of themselves honestly, applying an internal barometer formed from experience to detect the slightest lack of understanding, be it ignorance or confusion. And, if the answer is "No", then the situation is viewed as unacceptable, and more effort is the response.

College Motivation

2007-01-03T21:31:00.000-08:00

College Success is More Than Academics
"I used to think that the best way to succeed in school was to study, study and even study some more. I realized the saying that 'all work and no play makes Jack a dull boy' really holds true at the college level. College success is more than just academics; it's learning how to be an adult for the first time in your life. It's about developing tremendous interpersonal relationships with professors, counselors, and most importantly your peers. It's the whole college experience that enables one to truly succeed. Meeting new people, opening your mind to different ideas and cultures, and most importantly, the enjoyment of the four plus years that you're in school. Years from now, you will look back and consider your time in school as one of if not the best time of your life. That being the case, I strongly recommend that yout take time and appreciate each goal that is achieved. If you don't take time to 'pat yourself on the back', more so than not, no one else will. Two things to keep in mind:

You are your biggest supporter and your harshest critic.
Remember to respect your goals that you are trying to attain and appreciate and reflect on the ones you have reached."

- By Greg DiStefano

Ask Questions
"Being a freshman is always challenging, as you step into a new world of exciting adventures. Maybe you've heard a lot about Albert Einstein, William Shakespeare, or perhaps Abraham Lincoln, but you never had the chance to read or actually have someone tell you about their works and what they did for society and the entire human race. And so, as you step into college you should be ready to explore what was once a dormant seed in you and erase the fear of college and being a freshman. Life is full of new adventures and being a freshman is no different. Although it may seem a little difficult at first, the key to success is determination and motivation. Always think positive. Ask questions. Remember, no question is a dumb question. You go to school to learn, so take advantage of it and go for it."
- By Dr. Karim Hossain

Positive Thinking and Science
"Because of past negative experiences, many students are anxious about being in science classes. They're convinced that they can't do any science because they did poorly in these courses in junior high and high school. If you tell yourself that you're going to fail, you will. As difficult as it may seem, you have to adopt a positive attitude. Anything you believe you can do, you can do. I give this advice to all my students. Many come in convinced that they can't do biology and 15 weeks later they express amazement at how well they have done. Listen to me. Adopting a positive attitude has proven effective for many students. It will work for you."
- By Dr. Dale Hunter

Setting Goals
"Little is done by any of us without motivation and a goal in mind. Motivation is the internal fire which allows each of us to ascend to something we have yet to achieve. For university students, a goal to graduate provides one of the first destinations as we journey down the academic road toward fulfillment of our degree. Remain focused on your goal to graduate. The path leading to a degree will have many options along the way which can entice you to deviate from your goal. Each time you pass one of these deviations you will strengthen your motivation to remain on course. Although we can all be temporarily mislead in our journey, if your goal is sound and your motivation to achieve your goal is high, you will be successful. Keep in mind that the education you receive at your university will provide you with the knowledge necessary for the attainment of many future goals."
- By Bob McConnell

Setting Priorities
"Approach your college education as a game or competition. Set goals that are reasonable for each of your classes and then establish a game plan to be successful. Establish priorities in your study habits by managing your time correctly. Be prepared for each class every day with a positive attitude. You will only get out of each class what you put forth in effort. We tell our players to not waste time because it's so valuable. One method we teach them is to make flash cards or note cards that they can carry with them at all times, and then if they are waiting for someone or just have some time on their hands they can take their cards out and review them. With flash cards you can also make-up a game or competition of knowledge in each course so that the material becomes more interesting to learn. Finally, never get discouraged and always continue to be persistent toward your goals. If you know your goals, are persistent, and properly prepare for each class you should meet with great success."
- By Stan Swank

Keeping Things in Perspective
"Do you sometimes find yourself confused about things and can't concentrate on your coursework? You do have many decisions to make in the next several years, and some of the answers might come easily to you, and others might not. You may be with other students who have known all their lives what they want to be, or where they want to live, or who they want to marry. You may find that some of your own plans are no longer right for you, or some of the values that you believed in are no longer valid, or that you are no longer certain who you are. These confusions are difficult for any of us to handle, and they can sometimes prevent us from spending enough time on our courses.

My first tip is don't panic. You're not the only one with these kinds of questions. In fact, just about all students go through this during their college years. The right answers will come to you in time, and this process marks you as an adult. It's still a rough experience, but sometimes knowing that most college students go through this CAN help to ease the shock of it happening to you.

My second tip is to remember that you're not alone. There are many offices, people and services at your university that are designed to help you through these times. Know who and where these are, and don't hesitate to use them. So good luck, and remember to keep things in perspective."
- By Philip Kerstetter

Passing Life's Test
"In life people want the best. You got to work harder and rougher than the rest. For if you really want to pass life's test do well in school and you'll get to the next. So while you're in school--you get all that you can. I'm talking school smarts--you get all that you can. Cause in the real world you want to be the man. So get all that you can. Get all that you can."
- By Ledell Miller

Concentration Tips

2007-01-02T21:26:00.000-08:00

The art or practice of concentration is to eliminate distraction and focus on the task at hand. If you find that you read through material and suddenly discover that you have no idea about what you've just read, or if you attend lectures and have difficulty paying attention to what is being said, these tips may help:

Stick to a routine, efficient study schedule
Study in a quiet environment
For a study break, do something different from what you've been doing (e.g., walk around if you've been sitting), and in a different area
Avoid daydreaming by asking yourself questions about the material as you study it
Before lectures, look over the notes of the previous lecture and read the course material pertaining to the lecture so that you can anticipate the main ideas that the instructor will cover
Show outward interest during lectures (attentive expression and posture) to self-motivate internal interest
Resist distractions by sitting in front of the room away from disruptive classmates and by focusing on the instructor through listening and note taking

J. R. Hayes, The Complete Problem Solver, Franklin Institute Press, 1981

Best Places to Study

2007-01-01T19:23:00.000-08:00

Library
One of the best places to study is the library. The fourth floor is virtually deserted early in the morning, so you'll get some peace and quiet. Check it out, if you don't mind walking up an extra couple of flights of stairs or waiting for those elevators. If you really don't want to be disturbed, you should sit behind the stacks. The only drawback is that it can get a little lonely back there.

Train
For those of you who drive to campus every day, consider taking the train. Not only will this cut down the stress from road rage, but it will also free you up so you'll be able to study. It does get a little loud in there at time, but you don't even notice the noise after a while. Think ahead about what kinds of things you can study best while on the train and be sure to have that with you.

Classroom
If you're looking for a place where you and a bunch of classmates can go to study, all you have to do is find an empty classroom. You're most likely to find them early in the morning or late in the afternoon. Classrooms have everything you need: blackboards, projectors, seats and desks, and no distractions. Note: if you're alone, you'll probably want to keep the door open.