Preparing for the Fall Semester

Can you believe that it’s August already?Happy-New-School-Year-Vector-Illustration-02

In just one short month the 2015/2016 school year will begin, and Laurier Brantford will once again be buzzing with students. Whether you’re going into first year or fourth year, the approaching school year may seem exciting, but also daunting; after all, university is not exactly a walk in the park. Don’t worry though, once you are armed with some proactive planning and strategies, you can prepare yourself for success.

You still have one month to get ready for the fall semester, so why not use it to your advantage?

Consider using some of these strategies between now and September, and you’ll be well on your way to a successful term:                                                                                        

  • Plan in advance
    Once you have enrolled in your courses, there is nothing stopping you from completing a weekly schedule. You can use the weekly schedule to plan exactly when you will be in-class, when you will be studying, and any other commitments you may have.
  • As soon as you have access to the course syllabi complete a term schedule. The term schedule will enable you to track when assignments are due for each course, as well as midterms and finals. Once you’ve plotted the due dates and times, you can then plan out what days you need to spend studying or working on a specific assignment! Doing this will prevent you from leaving everything until the last minute.
  • Consider investing in a good planner – like this one – and you can keep track of all of your class times, due dates, and other responsibilities in the same way as the weekly/term schedule, except now you can personalize each week individually! The campus bookstore (and Staples) may also have a good selection of planners.
  • Planning not your strong point? No problem! You can book an appointment with us at the Centre for Student Success, and we will gladly help you create a personalized study schedule.                                                                                                                                                                                                                                                                                             Sharpen your academic skills
  • You can keep your academic skills sharp by practicing your academic reading skills, and by reading books or articles on topics related to your studies that interest you. Even better, if your textbooks are available at the book store, you can purchase them early and get a jump start on reading. This familiarity can make keeping up with your readings and understanding the course material throughout the semester more manageable
  • If you didn’t do well on a certain midterm or final exam, review your study habits and see if anything needs to change. You can do this by completing a post-exam self-evaluation.
  • You can also keep course content fresh in your mind by creating your own study guides or flashcards, and practicing them over the month of August.
  • If you struggle with understanding the main points of your course readings, you can also spend some time practicing your reading comprehension skills.                                                                                                                                                                                            Set SMART goals
  • Consider coming up with two or three academic goals: maybe you want to stay on top of your readings, or achieve a certain grade in a course, or perhaps you want to understand how microfinance works. Whatever your goals may be, keep in mind the SMART goal strategy, and you’ll be all set!                                                                                                                                                                                                                                         Establish a healthy routine
  • Try to establish a normal sleep routine before September starts to help you stay rested and energized throughout the term.
  • Think about what meals you might need to eat when you are on campus, and plan some healthy options so that you aren’t tempted to always eat junk food.
  • Consider planning a weekly/daily gym trip or a brisk walk to help keep you active.                                                                                                                                                                           Fill up your back pack
  • Take inventory of what school supplies you already have, and what school supplies you’ll need to buy, and purchase them in advance so you aren’t scrambling to find pen and paper on your first day!

Enjoy the rest of your summer, but don’t forget to prepare yourself for the new school year as best you can. I have the utmost faith in you!

All the best,

Brianna

Summer Peer Mentor

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How to Succeed in Online Discussions

It may seem as though online discussions will be easy – keepdiscussing1.4 33after all, don’t we as students have lots of experience with posting in the online world? However, online discussions on say, Tumblr or Reddit, are vastly different from the sort of discussion expected of students in an academic environment.

To be fair, there are some similarities. In both cases, an online discussion is essentially a conversation between individuals; as such, there is usually a fluid back-and-forth quality to the communication.

As far as similarities go, that may be it. Online discussions in a university-level course require a certain standard of analytical thinking, proper grammar and spelling, and constructive feedback to peers that is often, to put it lightly, lacking in other online forums.

My recent experience as a discussion facilitator has prompted me to think about how students can be successful in the online academic world.

Here are some strategies that I’ve uncovered:

  • Make sure you know the course requirements. This is probably the most important strategy on this list. If you don’t know what’s expected of you, how will you succeed? Some professors may have very specific expectations. How many posts do you need to write? How many times do you need to respond to the posts of your peers? Do you need to provide citations? If so, what citation style should you use? The syllabus should be your best friend!
  • Consult the rubric. This is a close second as most important strategy. The rubric, if provided, will tell you exactly what your professor will be looking for when grading. If you want an A, this is the best way to ensure you achieve it!
  • Don’t just summarize. If your discussions are based on course readings, you may be tempted to just summarize the material. Do. Not. Do. This. Summarizing the material does not demonstrate the critical thinking skills that online discussions are meant to draw out. Instead, go beyond the course material, as explained in my next point…
  • Make connections. Online discussions are a perfect opportunity to showcase that you really do understand the course material. You can do this by making connections to real world scenarios or events, by providing examples or illustrations, and by connecting different theories within the material to your main discussion point. Posts that make connections beyond the course material are usually the ones that are most successful!
  • Engage your peers. Online discussions are meant to be just that – discussions! Even if your professor doesn’t explicitly state that you need to respond to your peers, it’s essential that you do so. Otherwise, what you are really doing is posting your thoughts in a vacuum. If students aren’t reading each other’s posts and responding, then really, what was the point of posting? Ask questions to get your peers to respond to your post, and make sure that you return the favour! Get those discussions flowing.
  • Don’t forget to edit. Just because an online discussion seems more informal, it doesn’t mean that spelling and grammar don’t matter. They do. It may be helpful to first type out your response in Microsoft Word, edit and revise, and then post it online.
  • Have some fun, but be courteous. This may be one of the few opportunities you have in the academic world to play ‘devil’s advocate.’ Ask tough questions, make interesting comparisons and don’t be afraid to share your opinion. Just remember to always be courteous and constructive!
  • Pay attention to what the facilitator is up to. Even if you haven’t, the facilitator will have consulted the course syllabus and the rubric and will most likely also be in communication with your professor. If the facilitator makes a suggestion or comment that indicates a response is necessary, they are most likely trying to indicate that you have not fulfilled the requirements. They are there to help you succeed, so don’t ignore their input!

Well there you have it – if you want to succeed in the online academic discussion world, these strategies are sure to help! And really, it might not hurt to extend some of these strategies to other online forums (I’m looking at you Reddit). As always, if you would like further guidance on how to approach online discussions or help with other assignments, you may book an appointment with the Centre for Student Success on the Brantford Campus by clicking here. We’d love to help you out!

Keep calm and carry on discussing,

Brianna

Summer Peer Mentor

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How I Am Trying to Become a Better Writer

49d9da07acf06ad615ae099ac4177a66 I have always loved to write.  Whether it was academic writing or creative writing, from as far back as I can remember I have considered myself an avid writer – but that doesn’t mean that I’m great at writing. I still have much to learn, and over the past year I have tried to become more intentional about improving. When thinking about what I would write for my next blog post, it seemed natural that I would share some of my own personal strategies on how to become a better writer. Perhaps some of these strategies may be helpful for you, but if not that is okay too. I would love to read about your own methods in the comments below.

Okay, here we go:

  • Read widely and often – I have found that the more I read, the more likely I am to pick up on the subtle and not-so-subtle elements that differentiate mediocre writing from excellent writing, while also enhancing my vocabulary. For example, it may seem simple but if I come across a word that I don’t know the meaning of, I look it up in the dictionary – giving myself the opportunity to use it myself in the future.  Plus, I get to see how the word is used in the context of what I am reading.
  • Don’t just read, also analyze – Aside from reading for pleasure, I also try to really think about the writer’s word choice, flow, structure, and arguments. What do I like about the writing? What don’t I like about it? What would I change if I could? I also try and pay close attention to the specific characteristics of the discipline or genre that the author is using. This helps me get a feel for the variations in writing style, vocabulary and method that may be used. Recently while reading a fantasy novel I found myself feeling bothered and bored by the story. I realized that the author was depending too much on describing past events rather than using dialogue and events in the present to further the plot. This style of writing ultimately resulted in me, as the reader, feeling like nothing was happening and I began losing interest. Now I know that when writing fiction it’s important to use dialogue, action and description in a balanced way! If I hadn’t taken the time to think about why the story was bothering me, I wouldn’t have been able to come to this conclusion.
  • Just keep writing – Even if I don’t have an essay due or a blog post to write, it’s essential that I keep writing. I shouldn’t shy away from putting my own pen to paper (or fingers to keyboard) as the more practice I get, the better I will become! One strategy that I’ve been trying is completing writing exercises. A simple one that I used recently was a descriptive exercise – I picked a setting or a recent event from my own life and wrote a detailed description of it, trying to employ all five senses in a realistic and logical way. Many of these kinds of exercises can be found online.
  • Reread and edit – Whenever I write something, I don’t just pound it out and assume that it’s perfect. I reread what I have written multiple times and edit as I go. This means that as I am writing a particular paragraph, I may reread the paragraph itself 2 – 4 times as I write it, getting a sense of how each sentence fits in with the flow of the paragraph and the text as a whole. This allows me to simultaneously pay attention to the flow and structure of my work, as well as grammar and word choice. Editing this way also saves me from needing to make substantial changes to the text at the very end.
  • Don’t just write, also analyze – Much the same as when I read and analyze the work of other authors, I also try to analyze my own writing. If I was reading this for the first time, what would I think? Would I understand? Would I want to change something? Would I need more information or details? If necessary, I will intentionally stay away from my work for a period of time, returning to it with a clear head and a fresh pair of eyes. I have also found it can be helpful to practice going over old essays or short stories with a critical eye!
  • Ask for feedback – Sometimes I am too close to my writing, too involved in the process that it can be hard to clearly see my weaknesses or errors. It can be a humbling experience, but I have found that asking a peer or, if possible, a professor to provide feedback on a piece of my writing is invaluable. This may naturally happen as part of a course, but it can also be requested if appropriate. However, I’ve realized that the feedback of others will be useless to me if I do not plan on listening to it! I challenge myself to keep an open mind and to be willing to revise my writing.

Becoming a better writer may well be a lifelong process, but armed with these strategies I hope I can continue to improve. As always, if you would like help with a specific writing assignment you can book an appointment here at the Centre for Student Success on the Brantford campus. To book an appointment online, click here.

Happy Writing!

Brianna

Summer Peer Mentor

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Co-authoring – It’s Worth It!

There is almost nothing students dread more than group work.  And who can blame them? It can be a real challenge trying to coordinate schedules, distribute and delegate tasks, and ensure that no one is slacking and everyone’s contribution is equal. However, despite the inherent challenges, group work is an opportunity to practice specific skills that you will continue to use beyond the classroom.

Group-project

Hopefully your group work doesn’t feel like this!

Co-authorship, the process of two or more people coming together to write something, is often required in university courses. The process of co-authorship can be fraught with challenges much the same as any type of group work, but can also be highly rewarding and useful. Many professionals must co-author on a regular basis in the work place, whether it’s writing memos, drafting reports, creating content or completing applications. Taylor Berzins, a senior Laurier student, has found that her work on a multi-campus project to create online learning modules has involved a lot of collaboration and co-authoring.

Brianna: What has been the most challenging aspect of your experience?

Taylor: It’s always challenging to be a creative, visually driven person and having to share the creative control with a team. There are so many finicky little details you would never think about having to consider, but every decision needs to be made collectively. Things like font size, word choices, and what to research are all conversations my team has had to have throughout this project. My team is also a group of very busy and involved individuals, so coordinating communication and decision making tasks around everyone’s unique commitments is very challenging.

Brianna: That does sound challenging. What has been the most rewarding?

Taylor: Learning how to use a variety of communications tools has perhaps been one of the most rewarding parts of co-authorship. We use collaborative online tools like Slack and Google Docs to ensure that everyone can see the edits being made to a document and allows anyone to comment throughout the process. These are resources I will likely have to use in a career someday, so it’s great to be learning how to use these tools effectively right now, as a student.

 Co-authorship has also taught me to be more open about my ideas and to further develop the way I communicate with other people. It’s easy to be critical of the things your group may be doing, but there is so much to gain in asking your peers why they’ve made the choices they have and to be constructive with your feedback and open to criticism. I’ve learned a lot about how to be more thoughtful about the choices I make when doing my work because I know I’ll likely have to explain the thought process behind my choices to the team.

Co-authorship has also helped me to better understand how to make my goals more realistic. It keeps you accountable to every action you commit to doing, because other people depend on you getting your work done. The more transparent you are with yourself about what you can handle, the more awesome your work will be by the end of the process.

Brianna: Thanks Taylor!

How to Co-Author Effectively

It should come as no surprise that co-authoring requires effective communication, time management, and a constant give-and-take between all those involved in the writing process (Ede & Lunsford, 1983; Reither & Vipond, 1989).  Writing-GroupAs the process of co-authorship unfolds, the hope is that a certain level of ‘synergy’ will be achieved – the contributors “accomplishing things together that neither could accomplish alone,” learning from and teaching one another along the way (Reither & Vipond, 1989, p. 858).  Of course, synergy is not always achieved, but each experience we have with co-authoring will enhance our understanding of what it takes to create a quality piece of work together.

So, how should we approach co-authorship? Danielewicz & McGowan, in Collaborative Work: A Practical Guide, suggest the following (2005, p. 175):

  • Establish clear goals and a realistic schedule
  • Establish a workable format for circulating and reading each other’s work
  • Don’t get too far in the process before collaborating
  • Don’t get defensive
  • Be willing to rethink anything and everything
  • Be open to change

Brianna: So, what advice would you give to students attempting co-authorship this term?

Taylor: Don’t approach co-authorship from a place of bitterness. Sure, group projects are daunting, but if you go at it with an attitude of “I hate group work”, you limit your ability to succeed. Get to know your team’s strengths and weaknesses and use each other’s skillsets to produce something awesome. Be transparent. If you’re not the best at time management, or maybe you’re not so great at editing for grammatical errors, be honest about that. It’ll help your team support you in better developing those weaknesses and also let you hone in on focusing on the stuff you’re really good at.

Also, recognize that other people are depending on you as much as you are on them. Don’t let someone else do all of the work, and don’t bite off more than you can chew. The more open to collaboration you are, the more you have to gain from the experience of co-authoring.

So, the next time you are tasked with group work or co-authoring, don’t despair! There is a lot you stand to learn from the experience, and remember that the skills you develop will be directly transferable to your future career!

Cheers,

Brianna

Summer Peer Mentor

References

Ede, L., & Lunsford, A. (1983). Why write…together? Rhetoric Review, 1 (2), 150 – 157. Taylor & Francis, Ltd. Retrieved from http://www.jstor.org/stable/465586

Danielewicz, J., McGowan, J. (2005). Collaborative work: a practical guide. Symploke, 13 (1-2), 168-181. Retrieved from E-Journals @ Gale Academic OneFile.

Reither, J. A., Vipond, D. (1989). Writing as collaboration. College English, 51(8), 855 – 857. Retrieved from E-Journals @ JSTOR.

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Thinking About How You Think: The Link between Metacognition and Motivation

Self-efficacy may not be a term that you hear often, but it is essentially the beliefs that you have about your capability to achieve a certain outcome (Efklides 2011, 8).  Having low self-efficacy can seriously derail your motivation to stay on track and work hard. For example, if you believe that you are capable of receiving a good grade, then you are more likely to invest in studying well and attending class regularly because you expect it to pay off. However, if you believe that no matter what you do, you are not capable of receiving a good grade, then you are much less likely to invest in studying and attending class (and as a result, you will not do well). This process very much plays out like a self-fulfilling prophecy.

Because self-efficacy plays a key role in your level of motivation, it is important that you think about how you think about yourself. This process – known as metacognition – refers to cognition about cognition, or, more simply, thinking about how you think (Efklides 2011, 6). Becoming aware of your self-efficacy, and taking steps to think more positively about your capabilities, can in turn boost your motivation! Here are some questions to help you become more aware of your level of self-efficacy:

  • Do I believe I am capable of succeeding in [insert specific goal/task]?
  • If not, why do I think this?

It is important to remember that often the way we think about our self-efficacy is based on our perceptions of how others view us, as well as our perceptions of how difficult a task or goal may be in relation to how capable we think we are (Efklides 2011, 11).

According to Albert Bandura (1977), there are four main sources that impact how we think about our capabilities:

1) Our previous experiences – whether we accomplished what we had hoped to or not in specific situations in the past.57614666

2) Seeing other people succeed or struggle – this may increase our own perception that we too can or can’t accomplish a task.

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3) Encouragement or discouragement from others and self – Bandura referred to this as ‘verbal persuasion’.CMON-MAN-YOUVE

4) Emotional reactions to tasks that we are attempting to complete (i.e. fear, anxiety, pride) – for example, if you are anxious about a task, you may be less motivated to attempt it (195).greatest-barrier-meme

Each of these experiences may impact your level of self-efficacy. Metacognition (thinking about how you think), and your level of self-efficacy really does impact your motivation.

‘Verbal persuasion,’ as Bandura (1977) described it, is particularly challenging when it comes to our own self-criticisms.  If your thoughts about yourself were recorded on tape, what would they sound like? Would they be primarily negative? Or primarily positive? Sometimes our thoughts about ourselves can seem like second nature, but you can actually exert some control over how you think! Although it may take time, a step you can take to address this is to practice speaking positive words to yourself, and to be aware when you think something about yourself that is negative. If you are aware, you can quickly address that thought before it begins to affect your mood and your motivation. These theories can apply to your academic studies, but also to every area of your life.

I hope this helps you as you work towards achieving your academic and personal goals this summer!

All the best,

Brianna

Summer Peer Mentor

References

Bandura, Albert. 1977.  “Self-efficacy: Toward a Unifying Theory of Behavioral Change.” Psychological Review. 84 (2): 191 – 215.

http://www.uky.edu/~eushe2/Bandura/Bandura1977PR.pdf

Efklides, Anastasia. 2011. “Interactions of Metacognition with Motivation and Affect in Self-Regulated Learning: The MASRL Model.” Educational Psychologist. 46(1): 6 – 25.

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