Graduate Student Tips: Things you should know

• 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

• 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

• 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

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

"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.

1. 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.
2. 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.
3. 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.
4. 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.)
5. 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

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

"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

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:

1. 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.
2. 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.
3. 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

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

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

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

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

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

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

How to Be a Student?

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:

1. Note taking on more than you can handle.
2. Reasonably estimating the time required to perform each of the tasks at hand.
3. 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:

1. Learn the material.
2. 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

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:

1. You are your biggest supporter and your harshest critic.
2. 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

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

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.