The Learning Commons

Study Tips in a Nut Shell

Notes from Successful Study by James C. Coleman and Frieds Ibdaw with personal considerations by E.L. Burns and Sue Keith.

Learning means work.
Being a student is not an easy job.
A four-credit course assumes 12 hours of study per week (three hours per unit of credit).
College work is no "snap" but it should stimulate and broaden the mind. It should make you see and appreciate more of life.
No one should be bored in college. If you are not engaged by your classes, activate yourself!

Get organized.
Budget your time for in-class and out-of-class work.
Study hard, but be realistic.
Find some interest in each subject-genuine personal interest.
Have a set time to study. Hold yourself accountable.
Don't get too comfortable.
Avoid disturbances such as noise and loud music.
Do your studying, and then fool around, but schedule time for work and play.
Don't try to do all your studying in one night before the test.
Don't take it for granted that you have a course "made."
Combine information from your textbook, lectures, and your own research. Integrate knowledge daily. Research tells us that we forget 50-60 percent of what we learn -- unless we review within 24 hours.
Enter into class discussion.
Shoot for an A- not a B or a C.
Let your professor know you're alive.
Don't be afraid to accept responsibility. (Whose education is it?)
Study your hardest subject when you are most alert.
Make use of odd minutes ("pocket time") as well as blocks of hours for study.

Read the lesson before it is discussed in class so you will have a better idea of what the instructor is talking about.
Listen to what is being said.
Think about what you hear.
Try to evaluate what the instructor says. Think critically. Make connections.
Try to think ahead of the speaker to predict his/her arguments and guess what his/her conclusion is going to be.
Take part in class discussions - ask questions.
Take systematic notes.
Re-read text and study notes - do some independent research.

Read the title of the book and the name of the author. Get in the habit of remembering names of books and authors. Feel that the book is the living author telling you what s/he thinks about things and that it is not just a lot of dead printed words. Let the book "come alive." Have "conversations" with the author.
Who is the publisher? Where was the book published? What is the latest copyright date? Become knowledgeable!
Read the preface, skim the table of contents; discover the purpose of the book and a general outline of what it covers. Is there an index? It may save you useless leafing through the book.

Is there an introduction at the beginning or summary at the end of the chapter? If so, read them. They are a "bird's eye view" of the chapter. This is a general outline of the chapter and will acquaint you with the main points to be developed.
Read and think about the headings throughout the chapter.
Make questions from the headings. If there are questions at the end of the chapter, read them. They will give you a purpose for reading the textbook.
Read the chapter section by section; actively search for the answers to your questions. Check, challenge and evaluate what the author says. Underline. Make notes in the margin.
At the end of each section, look away from the book and recite the answers to your questions. Write the answers down if you can remember them better that way.
Give special attention to :
+ Definitions

+ Words and phrases in italics or bold face print

+ Causes and effects

+ Authors and their works

+ People and their theories or accomplishments

+ Methods

+ Lists, categories, classifications

Review the chapter by reciting the sub-points covered under each heading. Review your underlining and margin notes. Review your corresponding lecture notes. Review often.

Examples:

+ Answer question #1, #2, or #3. (Note the or.)

+ Check the answer(s). (There may be one or more answers.)

Answer the easy questions first.
If you have a choice of questions, try to do the ones that count the most.
Essay questions should contain the facts, show their relationships to one another and support your conclusions from your own readings and thoughts.
Objective Tests:
+ Answer all the questions that you are sure about first and put a small mark by + the ones that give you trouble.

+ If you guess, put down the first answer that occurs to you.

+ It usually is not wise to change an answer, unless you are positive that another answer is right.

+ Chances are that always, never, all, or none make a false statement. However, each statement should be read critically.

* Disability Services (see dedicated section)