LEARNING TIPS FROM FACULTY
Form multiple associations with the material by associating what you are learning with other things you know and other concepts you have learned in class. Think about what it is, how it works, and why it is significant. Study the concept and an example. Create your own examples to make it relevant to your life. Compare and contrast similar material.
Rebecca Klatzkin
Assistant Professor of Psychology
Review your notes after class while they are still fresh in your mind. If things are unclear, ask about them at the beginning of the next class or in office hours. Look for connections between your class notes and the readings. You must put much of the puzzle together in your own mind as you encounter pieces and see how they connect.
Jeffrey Jackson
Associate Professor of History
In math, the single most important thing that students need to understand is that it is not enough to understand how a professor or a classmate works a problem. Rather, students should be able to work a few comparable problems through to completion without help or reference to notes or the text before they should assume that they have mastered a certain kind of problem.
Eric Gottlieb
Associate Professor of Mathematics & Computer Science
Music is an acquired skill: practice a little every day rather than cramming all at once. Every course in music is a cumulative course (literature course, theory, composing, performance) and it is much easier to make bigger gains with consistent practice more often. When something is not clear, please contact the professor or the music peer tutor for assistance sooner vs. later. We are always happy to help clear up concepts.
Courtenay Harter
Associate Professor of Music
Practice makes better! And practice over time builds memory and problem solving intuition. Take advantage of homework as an opportunity for practice. Use feedback on your homework and other assignments to hone in on the skills with which you need more practice, and use your study time to practice what is still challenging you.
Erin Bodine
Assistant Professor of Mathematics & Statistics
My advice for students taking neuroscience classes is to focus on the real-life implications of what you're learning. Neuroscience can be challenging due to the large volume of information and the complexity of its mechanisms, but connecting the material to real-world examples and underlying pathophysiological processes makes it more meaningful and enhances your overall understanding.
Carlos Lafourcade
Assistant Professor of Neuroscience
My biggest study tip might sound counterintuitive. Take a break and take in some fresh air. Stand up, close the laptop, turn of the cell phone, put away all the screens, and go for a walk. Seriously. Walking works as a simple form of bilateral stimulation, which has a calming effect on your brain and nervous system. An anxious, agitated brain is a poor study partner, but a more relaxed mind is a comforting writing and studying companion!
Tait Keller
Associate Professor of History
Pay active attention in class by taking notes and participating in discussion. You'll remember the material better if you write it by hand. Instead of rereading notes or rereading your textbook, quiz yourself on information. When you're reading, summarize each paragraph (or page or section) as you go to monitor your comprehension. For big projects, break them down into smaller chunks and put the chunks on a calendar. If you don't know how to break the project into smaller chunks, go visit the professor during office hours.
Laura Kelly
Associate Professor of Elementary Literacy
When studying for a quiz or exam, try to actively practice the skills you'll need to use during the assessment. If you need to memorize content, make flashcards for yourself, ask a friend to quiz you, etc. If you need to engage more substantively with content, come up with your own examples to demonstrate tricky concepts, think about how concepts connect to your everyday life, etc. If the assessment includes a long essay question, write out longer responses to some hypothetical questions. And so on. And go to office hours! Your professors often have a good sense of what kind of studying works best for their own assessments, and this can vary a lot across professors and courses.
Laura Shanahan
Assistant Professor of Psychology