I am a couple of months away from completing my 1st year of the PhD. It has definitely been an adventure! I can say that it definitely has not been easy. I thought that my studies would be just a part of my year, and that research and part time work would equally matter. But it is difficult to say that this is the case. As my classes became more demanding, I started finding less time to spend on my research ideas and had difficulty investing as much time as I would like into work. I am learning some tough lessons this year that I want to share here:
1. Your classes really do need to come first. Thinking that other activities such as time spent on websites and social networks, working part time, or thinking about your research ideas really do need to be managed very carefully at this stage in the program. Getting the best possible grades and learning coursework skills as thoroughly as possible will be the most rewarding thing you can do in your first year.
2. The toughest time of the year is between midterms and finals. Prepare time to focus on this. Cut down on your activities at this time. As you prepare to take your midterms, realize that your final grade is seriously beginning to materialize. Your final exam will be the grade that can change everything. If you did well on midterms, you still need to keep up the work for the final grade. If you didn't do the greatest on midterms, you have another chance to make things better with the final. So, it really matters.
3. Meet often with your professors to see what to study and how to improve. Professors have been very helpful and are often pleased that you have made the effort to meet with them. It's important for them to know that you are making an effort in class and that you truly care about doing well. I believe that this will count to bring up class participation and effort grades, while informing your academic progress as you prioritize what is important to study.
Best wishes with your first year in grad school.
Friday, March 21, 2014
Saturday, March 8, 2014
Spring Break Ahead!
What are you planning to do for spring break? I was hoping to get out of town for the weekend, however I am in a Saturday class this semester, and the professor decided to have class the Saturdays both before and after spring break week. (Our midterm, in fact, is the Saturday after spring break week. Whatever. )My husband recently began a new job and is not ready to take weekdays off. So, I won't be traveling very far for the break.
Here are my thoughts on planning for spring break:
1. If you aren't traveling to visit relatives or friends but want to get away, book hotels for the weekdays if you can. I am finding weekend rates to be a little too high.
2. Stay in town instead. Do the stay-cation. I never get to play tourist in my town and don't get around to visiting places I was looking forward to visiting when I moved to my town.
3. Take the time to plan out your research goals and do some recreational writing (if so inclined). I hope to do some research and creative book writing.
3. Catch up on work on the syllabus for the second half of the semester. With that entire week off, use some of it to get ahead on required writing assignments to make life less stressful when school gets back into session.
4. Apply for summer internships and scholarships if deadlines are still pending.
5. Plan for summer internships or look into possible summer travel and study abroad programs.
I'm the type of person that likes to have something planned, otherwise I spend time watching TV and can't decide what to do with the time. Preparing a list like this is going to be helpful here. I hope!
Here are my thoughts on planning for spring break:
1. If you aren't traveling to visit relatives or friends but want to get away, book hotels for the weekdays if you can. I am finding weekend rates to be a little too high.
2. Stay in town instead. Do the stay-cation. I never get to play tourist in my town and don't get around to visiting places I was looking forward to visiting when I moved to my town.
3. Take the time to plan out your research goals and do some recreational writing (if so inclined). I hope to do some research and creative book writing.
3. Catch up on work on the syllabus for the second half of the semester. With that entire week off, use some of it to get ahead on required writing assignments to make life less stressful when school gets back into session.
4. Apply for summer internships and scholarships if deadlines are still pending.
5. Plan for summer internships or look into possible summer travel and study abroad programs.
I'm the type of person that likes to have something planned, otherwise I spend time watching TV and can't decide what to do with the time. Preparing a list like this is going to be helpful here. I hope!
Tuesday, January 21, 2014
Perceptions of Female Faculty of Color at the University - My Recent Experience
As I complete the first year of my doctoral program, I have begun to focus on gaining university teaching skills in preparation for future academic work. My goal is to gain a full time academic teaching position when I graduate, or even before graduation when my course requirements are done. So, I reached out to my networks and was offered a part time teaching position in a small graduate university.
I recently began my part time teaching position and really, to my surprise, found a less than receptive audience. Upon first glance, several of the students seemed somewhat disappointed in the fact that I was their professor. There were looks in the audience of challenging my authority, students turning around to speak to others in the next rows, whispering, and some slight eye rolling. This is one of the least receptive audiences I have ever encountered. This was not junior high; this was not high school. This was a group of university postgraduate students.
I realize that I look younger than I am, but after teaching students for the past 11 years from junior high school English to guest lecturing at universities during my masters degree years, I can't believe that I still look that young. Not only that, but I am a woman of color which seems somehow to provide freedom for these students to look at me with such disregard. I was just quite shocked at the blatant disrespect by the students. I receive more respect and attentiveness at professional academic conferences I present at than this. I am realizing that I have to walk in with more of a sense of presence, more aggressiveness, more authority to be respected, and maybe that will help in the future.
I was well prepared for my talk. I had prepared a structured syllabus and a detailed lecture on the key topics and learning objectives of the class. I was open to questions about the course. There was nothing there to suggest any illegitimacy in my capacity to teach the course. I am confident in my qualifications. In addition, I am a colleague with the previous professor and know the details of how the course has worked in the past.
I decided to go online and search for other experiences of professors of color and they way they are regarded in the classroom. Not to my surprise, there has been some recent and significant work published on the topic, letting me know that we are definitely not alone. One article entitled "Teaching in the Line of Fire: Faculty of Color in the Academy" describes how age, race, and gender play out in students' perceived lack of legitimacy of their female professors of color to create an "unwelcome and hostile" teaching environment for faculty of color. http://www.nea.org/assets/docs/HE/TA09LineofFire.pdf
In another article, Chavella Pittman sites distinct hostilities by white male students against women faculty of color, stating that these classroom experiences are at the intersection of where gender and racial oppression take place. Darn it -we may also have a bit more to look forward to at the end of the semester as course evaluations tend to be harsher for female professors of color than our white counterparts.
http://www.asanet.org/images/journals/docs/pdf/ts/Jul10TSFeature.pdf
Be of Good Cheer. Although I am aware of these instances, in order to succeed I keep hope and decide that working within it and breaking through it is my goal. Networking can be seen as a support for sanity in these situations, knowing that we are not alone. I enjoyed reading about Professor Robyn Rodriguez's and Dr. Florez's determination to start a faculty women of color group on the Rutgers campus, http://robynrodriguez.com/2013/08/30/resources-on-the-challenges-women-of-color-faculty-face/ , as well as Dr. Beverly Palley's site providing tips on how to start a mentoring program for faculty women of color. I particularly appreciate her quote of comfort, strength and assurance, "Be of Good Cheer". http://www.ijournal.us/articles/issue-30/ijn86/mentoring-new-faculty-women-color-predominately-white-institutions.html
What these students think of me is none of my business. What is my business is teaching them the skills I was hired to teach, whether they are interested in the subject or not. My goal is to get them engaged in the topic and to finally apply the knowledge to their lives and future work. My job is to give them a letter grade based on their participation and cooperation with the guidelines, regardless of what they think of me.
Thursday, November 14, 2013
Cultural Orphan-ness and the Campus Multicultural Event
I wrote this a few weeks ago before the end of October but kept myself from sending it out, but I think it's time:
The upcoming campus Dia de los Muertos event brought these thoughts to mind. As a member of the campus Latino students group, the upcoming event is one of the highlights of the year, and yet I don't feel connected to it. This is because in the Mexican American community, I have experienced culture, but as a cultural orphan.
As a multiethnic 3rd gen American, I grew up in a predominantly American culture, but don't "look" the part of the American to the world. I speak the fluent Chinese of a three-year old, the well-traveled Japanese at a fifth-grade level, and the college Spanish of a cultural orphan. Not only that, but I just look Asian, and don't receive recognition from Latinos from my appearance.
On the internet I have seen a couple of descriptions of the term cultural orphan, and generally it is used for actual orphans in a multicultural and postcolonial context (1). But I also saw a blogger's post on culturally being from everywhere, yet nowhere (2).
I refer to cultural orphan as I grew up speaking English. My Mexican family also was highly religious when I was a child and practiced a faith that did not celebrate holidays. I felt so blessed when, in high school, I was able to write my first letters to my grandmother in Spanish and to be able to read letters from her. I didn't learn about Dia de los Muertos until high school Spanish 2.
I attended a recent event on racial microaggressions. In the general theory, microagressions are from perpetrator to recipient. But, arguably related or not related, there is definitely continuation and variation of this theme. There are the looks of the outsider that I get when I go to the Mexican supermarket, the sudden language switch from Spanish to others but instantly to English just by looking at me. (BTW - Have you ever met the grumpy Latina cafeteria worker who is friendly to Latinos only?) I'm not seen as Latina to those who don't know me as they let me know that they don't recognize me. Unless I say something and claim my heritage, Latino elders do not see me as a cultural daughter.
I have a Chinese mother and a Mexican father. My Latino heritage is something I feel as a part of life, looking through my ancestors' lives. I don't know how to dance to cumbias, or salsa, or anything really except hip hop. I don't know the everyday family normal Spanish I wish I did. I had mole just a few years ago but grew up on my grandma's chicken and potato tacos - of course, the best in the world!
Being Asian has been easier. The Chinese American world has welcomed me. I grew up going to elementary school in LA Chinatown. Even decades later, before the big migration into San Gabriel, old classmates and I greeted each other in the streets of Chinatown. Despite my 3 year old level Chinese, this is not important as we experienced Chinese American childhoods in that small pocket north of Downtown LA, now increasingly inhabited by artsy white hipsters who have moved in and claimed the historic Chinatown architecture. Anyways,childhood friends had never made me feel less Chinese or less Asian for being mixed.
I enjoy being Asian and feel joy in participating at Asian American community events. I also love being my (although elusive) Mexican self. I love being mixed and wouldn't want it any other way.
Later, I quickly walked through the Dia de los Muertos event that day - I can say that I supported it. But I had absolutely no inclination to paint skulls on my or anyone else's face. I feel no urge to play with skulls and themes of death. From a religious perspective, I'm still uncertain of what I think of altars. Would one have to want to do these things to be officially Mexican? I don't believe in this or most other prescribed ideas of requirement to be Mexican or Mexican American or Chicana, or Latina, etc. I still support and enjoy participating in my graduate student Latino events but will refuse to convince myself that I have anything to prove. Simply by default of phenotype, I'm a Mexican orphan to the outside world, but I know who I am nonetheless.
1. Cultural Orphans in America: http://www.upress.state.ms.us/books/260
2. http://culturalorphan.blogspot.com/
The upcoming campus Dia de los Muertos event brought these thoughts to mind. As a member of the campus Latino students group, the upcoming event is one of the highlights of the year, and yet I don't feel connected to it. This is because in the Mexican American community, I have experienced culture, but as a cultural orphan.
As a multiethnic 3rd gen American, I grew up in a predominantly American culture, but don't "look" the part of the American to the world. I speak the fluent Chinese of a three-year old, the well-traveled Japanese at a fifth-grade level, and the college Spanish of a cultural orphan. Not only that, but I just look Asian, and don't receive recognition from Latinos from my appearance.
On the internet I have seen a couple of descriptions of the term cultural orphan, and generally it is used for actual orphans in a multicultural and postcolonial context (1). But I also saw a blogger's post on culturally being from everywhere, yet nowhere (2).
I refer to cultural orphan as I grew up speaking English. My Mexican family also was highly religious when I was a child and practiced a faith that did not celebrate holidays. I felt so blessed when, in high school, I was able to write my first letters to my grandmother in Spanish and to be able to read letters from her. I didn't learn about Dia de los Muertos until high school Spanish 2.
I attended a recent event on racial microaggressions. In the general theory, microagressions are from perpetrator to recipient. But, arguably related or not related, there is definitely continuation and variation of this theme. There are the looks of the outsider that I get when I go to the Mexican supermarket, the sudden language switch from Spanish to others but instantly to English just by looking at me. (BTW - Have you ever met the grumpy Latina cafeteria worker who is friendly to Latinos only?) I'm not seen as Latina to those who don't know me as they let me know that they don't recognize me. Unless I say something and claim my heritage, Latino elders do not see me as a cultural daughter.
I have a Chinese mother and a Mexican father. My Latino heritage is something I feel as a part of life, looking through my ancestors' lives. I don't know how to dance to cumbias, or salsa, or anything really except hip hop. I don't know the everyday family normal Spanish I wish I did. I had mole just a few years ago but grew up on my grandma's chicken and potato tacos - of course, the best in the world!
Being Asian has been easier. The Chinese American world has welcomed me. I grew up going to elementary school in LA Chinatown. Even decades later, before the big migration into San Gabriel, old classmates and I greeted each other in the streets of Chinatown. Despite my 3 year old level Chinese, this is not important as we experienced Chinese American childhoods in that small pocket north of Downtown LA, now increasingly inhabited by artsy white hipsters who have moved in and claimed the historic Chinatown architecture. Anyways,childhood friends had never made me feel less Chinese or less Asian for being mixed.
I enjoy being Asian and feel joy in participating at Asian American community events. I also love being my (although elusive) Mexican self. I love being mixed and wouldn't want it any other way.
Later, I quickly walked through the Dia de los Muertos event that day - I can say that I supported it. But I had absolutely no inclination to paint skulls on my or anyone else's face. I feel no urge to play with skulls and themes of death. From a religious perspective, I'm still uncertain of what I think of altars. Would one have to want to do these things to be officially Mexican? I don't believe in this or most other prescribed ideas of requirement to be Mexican or Mexican American or Chicana, or Latina, etc. I still support and enjoy participating in my graduate student Latino events but will refuse to convince myself that I have anything to prove. Simply by default of phenotype, I'm a Mexican orphan to the outside world, but I know who I am nonetheless.
1. Cultural Orphans in America: http://www.upress.state.ms.us/books/260
2. http://culturalorphan.blogspot.com/
Saturday, October 19, 2013
Study Tactics for Midterm Season
It is already midterm week, and half of the semester has already flown by. Not too long ago, I was a first year PhD student beginning my first classes, but it's so true that time goes by when we are having fun! I really love being in school and being a student again after completing my masters degree over two years ago and spending a few years in what can be full-time drudgery. It is great to be back in academia.
But still, exams are a necessary annoyance. No different from the undergrad experience, there are so many unknowns about how to study, how the test questions will be asked, how the questions and answers will be structured, whether to answer in enough or too much detail, how tough the professor will grade your answers, the subjectivity of the questions being asked the professor's expectations of the answers, and so on....
I am hoping and planning to do well on midterms and will share with you my study tactics. Some of these tactics depend on the type of test it is going to be.
In terms of grad schools, there are some great schools out there but are huge in student numbers. If you are attending a school where the classes have a high student to teacher ratio, seriously prioritize the focus on study groups. Don't study on your own and have no backup if the lessons get tough.
Although I attend a smaller school, there are some general requirement classes with huge numbers of students. Unfortunately, this is the class where I have the in-class, multiple choice exam with an essay component. These tests remind me of those horrible lower division "weeder" science classes I had to take in my undergrad years. In another class, I have the take-home exam. These are awesome and reduce the stress level of the work involved. The third type of midterm I will receive this semester is the midterm written essay, to me the least stressful of these because I enjoy writing and researching.
Here are my study tips for midterm season:
Be sure to have a study (support) group. This includes studying with a regular group of classmates, and networking with students who have been through this experience in the past. Ask people who have taken the class about the midterms, how they got through it and what they can tell you about it. Advice can be so golden.
Make sure the professor provides you with some sort of study guidance. Ask about the amount of time the test will take, some sample questions, how much time to focus on which topics, and how many questions/types of questions are on the test. Make time to go to office hours, ask for as much detail as you can get about the test.
Prepare and share study guides. Learning from classmates about what they think is important from the class provides you with a greater advantage of a broader perspective on the subject. How many times have I thought that something was not important while another student noticed it, and there it was, turning up on the exam.
Thoroughly review class lectures, worksheets, and tutorials. These are generally the best clue you are going to get about the structure, content, and style of questions that will be asked.
If you are assigned the midterm essay exam, get that peer-review! The reason to love the written essay exam is that you are pretty much able to seek advice, get editing guidance, and hear feedback on your work by the professor, a classmate, or a campus writing tutor. How helpful is that!
* If possible, find out what you can about the class before you enroll in it. We all have our preferences for which types of exams we prefer, and perhaps you can ask about these before you enroll in classes. If you have a broad range of course options and want to be successful in your studies, think about asking the professors and previous students of the class about this and decide if this is the kind of class where you will do well. When it comes to your GPA this is not the time to fail and try again. That transcript is going to be part of your academic career if you choose to become a professor or apply for postdocs, scholarships, or fellowships.
I wish you the best of success this midterm season!
But still, exams are a necessary annoyance. No different from the undergrad experience, there are so many unknowns about how to study, how the test questions will be asked, how the questions and answers will be structured, whether to answer in enough or too much detail, how tough the professor will grade your answers, the subjectivity of the questions being asked the professor's expectations of the answers, and so on....
I am hoping and planning to do well on midterms and will share with you my study tactics. Some of these tactics depend on the type of test it is going to be.
In terms of grad schools, there are some great schools out there but are huge in student numbers. If you are attending a school where the classes have a high student to teacher ratio, seriously prioritize the focus on study groups. Don't study on your own and have no backup if the lessons get tough.
Although I attend a smaller school, there are some general requirement classes with huge numbers of students. Unfortunately, this is the class where I have the in-class, multiple choice exam with an essay component. These tests remind me of those horrible lower division "weeder" science classes I had to take in my undergrad years. In another class, I have the take-home exam. These are awesome and reduce the stress level of the work involved. The third type of midterm I will receive this semester is the midterm written essay, to me the least stressful of these because I enjoy writing and researching.
Here are my study tips for midterm season:
Be sure to have a study (support) group. This includes studying with a regular group of classmates, and networking with students who have been through this experience in the past. Ask people who have taken the class about the midterms, how they got through it and what they can tell you about it. Advice can be so golden.
Make sure the professor provides you with some sort of study guidance. Ask about the amount of time the test will take, some sample questions, how much time to focus on which topics, and how many questions/types of questions are on the test. Make time to go to office hours, ask for as much detail as you can get about the test.
Prepare and share study guides. Learning from classmates about what they think is important from the class provides you with a greater advantage of a broader perspective on the subject. How many times have I thought that something was not important while another student noticed it, and there it was, turning up on the exam.
Thoroughly review class lectures, worksheets, and tutorials. These are generally the best clue you are going to get about the structure, content, and style of questions that will be asked.
If you are assigned the midterm essay exam, get that peer-review! The reason to love the written essay exam is that you are pretty much able to seek advice, get editing guidance, and hear feedback on your work by the professor, a classmate, or a campus writing tutor. How helpful is that!
* If possible, find out what you can about the class before you enroll in it. We all have our preferences for which types of exams we prefer, and perhaps you can ask about these before you enroll in classes. If you have a broad range of course options and want to be successful in your studies, think about asking the professors and previous students of the class about this and decide if this is the kind of class where you will do well. When it comes to your GPA this is not the time to fail and try again. That transcript is going to be part of your academic career if you choose to become a professor or apply for postdocs, scholarships, or fellowships.
I wish you the best of success this midterm season!
Sunday, October 6, 2013
Consider Your Goals!
Consider Your Goals! (Lessons My Faculty Mentor Taught Me, Part 1)
I have a wonderful faculty mentor who was assigned to me when I was admitted into the PhD program. I think the school did an amazing job matching me to my mentor as we have many similar interests in the field, and he has shared information on excellent resources. I really appreciate his many years of knowledge and expertise and I appreciate the advice he has provided. At our first meeting, the lesson he provided was: Consider Your Goals.
Who do you want to be at the end of your program? Before beginning your degree program, take some time to write a list of who you want to be when your graduate program is complete. Completing an academic degree is exciting - it tends to expand your perspective and thought process, and can be life changing. Be sure to consider how you want to grow, and how to achieve your goals. Consider the following questions:
1. What are the skills you wish to learn during your time as a student?
Think about the possibilities of what you would like to learn - is it a new computer language, new methods of data analysis, or a new writing format? Are you planning to become a skilled public speaker or an expert at presenting at conferences? Do you wish to gain teaching experience as a student? Take this time to plan ahead.
2. Who would you like to meet and learn from? Consider the subject you are interested in exploring within your field, and take the time to seek out faculty at your school or elsewhere. Get in contact by sending them an email about your research interests and asking to meet with them. These professors can become your future collaborators in research projects, and will likely provide you with significant new knowledge on research in the field.
3. What types of activities do you plan to participate in as a student? Are you interested in presenting at conferences, publishing articles, creating posters for conferences? Are you looking for a summer research institute? Do you want to intern in the summer? Will you begin a campus club or research committee? Begin the process of seeking out these opportunities and planning for your submissions and applications. Be proactive in asking your mentor, faculty, colleagues or writing centers for assistance.
4. What will your career focus be when this degree is complete? I think this is such a fun question. Many students are afraid of this question or are just not sure. It takes time and a lot of exploration to determine your career interests and goals. Investigate current publications and research on fields which interest you, and search for related job openings. Could you see yourself working on this research topic or in the position for the next several years? Do you see demand or possibilities for growth in the field? Consider researching the job market for the types of required research or skills, as if you were already on the search. Determine what you will need to achieve in order to qualify for these positions in the future. Matching your interests not only with existing disciplines, but also with market trends will be of huge benefit when your academic program is over and you begin competing in the academic and job marketplace. If you have a career center, it could be a good idea to make an appointment to learn about the current trends and existing positions that you can train yourself toward.
5. Finally, the question again: Who do you want to be at the end of your program? Imagine what your resume would look like 2-7 years from now as you complete your graduate degree. Search the online resumes and CVs of professors and professionals you admire for ideas and inspiration. Isn't this fun?
Planning ahead provides you with the opportunity to make sure you have accomplished all you had hoped for as a student, with less risk of looking back and wishing you had done or learned something during your time at the university. Looking at the job market to shape your plans will also be of benefit. Of course, over the years the plan may change as you develop your interests and learn about new resources. That will be the time to plan again! Best wishes in your adventures toward academic and career growth and transformation. Enjoy this time!
Tuesday, October 1, 2013
How to Set Up and Maximize Study Groups
As a first year student with a clean slate and a full list of required classes, the options for enrollment were pretty open. A few weeks before the semester, I selected and added the classes I planned to take. I was attempting to set up a well- balanced schedule and to fit in all of my classes into a convenient schedule of classes one and a half days a week. There were also a couple of classes I was putting aside and hoping to delay until the last necessary minute, because of my own fears of how difficult they would be.
However, after attending fall orientation and meeting some new friends there, we talked about the classes we were enrolled in, and I decided to change my schedule. Now having met students in a similar situation, I decided to join them in one of the classes I was dreading, with the agreement that we would struggle through the course together!
Several weeks now into the course, we have met several times and worked through the difficult assignments together, and have been available to meet at certain fixed times in the week with anyone who is able to meet that day. We are all learning together, and it is wonderful to know that when there are new concepts being taught in class that day, that we are not alone in this challenge. The intimidation I felt about the class has disappeared and what matters most is spending dedicated time to learning, and having a network to contact for help and support.
I have found that study groups are amazing. They're a great way to make friends with your classmates and to learn collectively and effectively. Also, being part of a study group makes the class more fun. Here are some suggestions on how to set up a study group and how to maximize your learning capabilities from this resource.
1. Plan to enroll in classes with other students you have already met and consider those who could be good study partners. If you have met at a school event or are introduced through friends or faculty this is a great start. Suggest working together as a group with classmates who might be taking the same classes you need to complete.
2. Arrange a time to meet regularly on a weekly basis. Setting up this regular schedule will also help you with your time management skills as you set aside important study time each week. Use this time to ask any questions about the lesson, review what was discussed in class, and to go through homework as a group.
3. Find out where study rooms are located and reserve them when you can. Having a quiet study room space will help to keep the group focused on the assignment and to keep all students on the same "page" of the discussion. Check with your library or school faculty about group study room options.
4. Attend professor office hours together as a group when possible. This can help if your classmates may remember to ask questions you may have forgotten to ask, and also can help increase learning as different students remember different important points made about assignments.
5. Keep in touch with your study group network throughout the semester/term and plan to continue studying together in future classes. Once you have determined a great group of classmates to work with, keep this in mind when you enroll in any future classes that they may also need to take.
Being part of a study group, I feel like my learning has been more concentrated and more effective, and that I am more efficient with my time each week. Finally, spending additional time alone to study, to absorb the information, and to successfully accomplish the assignments individually is what will ultimately be an indicator of how much was eventually learned at exam time! Best of success to you as you study with your group!
However, after attending fall orientation and meeting some new friends there, we talked about the classes we were enrolled in, and I decided to change my schedule. Now having met students in a similar situation, I decided to join them in one of the classes I was dreading, with the agreement that we would struggle through the course together!
Several weeks now into the course, we have met several times and worked through the difficult assignments together, and have been available to meet at certain fixed times in the week with anyone who is able to meet that day. We are all learning together, and it is wonderful to know that when there are new concepts being taught in class that day, that we are not alone in this challenge. The intimidation I felt about the class has disappeared and what matters most is spending dedicated time to learning, and having a network to contact for help and support.
I have found that study groups are amazing. They're a great way to make friends with your classmates and to learn collectively and effectively. Also, being part of a study group makes the class more fun. Here are some suggestions on how to set up a study group and how to maximize your learning capabilities from this resource.
1. Plan to enroll in classes with other students you have already met and consider those who could be good study partners. If you have met at a school event or are introduced through friends or faculty this is a great start. Suggest working together as a group with classmates who might be taking the same classes you need to complete.
2. Arrange a time to meet regularly on a weekly basis. Setting up this regular schedule will also help you with your time management skills as you set aside important study time each week. Use this time to ask any questions about the lesson, review what was discussed in class, and to go through homework as a group.
3. Find out where study rooms are located and reserve them when you can. Having a quiet study room space will help to keep the group focused on the assignment and to keep all students on the same "page" of the discussion. Check with your library or school faculty about group study room options.
4. Attend professor office hours together as a group when possible. This can help if your classmates may remember to ask questions you may have forgotten to ask, and also can help increase learning as different students remember different important points made about assignments.
5. Keep in touch with your study group network throughout the semester/term and plan to continue studying together in future classes. Once you have determined a great group of classmates to work with, keep this in mind when you enroll in any future classes that they may also need to take.
Being part of a study group, I feel like my learning has been more concentrated and more effective, and that I am more efficient with my time each week. Finally, spending additional time alone to study, to absorb the information, and to successfully accomplish the assignments individually is what will ultimately be an indicator of how much was eventually learned at exam time! Best of success to you as you study with your group!
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