Quick Start Checklist for the First Week of Classes
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Register for your classes before the term begins.
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Obtain a printout of your classes.
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Create a class schedule. Your class schedule shows the name of each course,
the time of the course, the location and room number, and the instructor’s
name. On the bottom of the form, label the blocks of time for each class. A
form for a class schedule follows this checklist.

Become familiar with the campus and the locations of key departments,
services, and facilities. If campus tours are not available, use a campus map
to locate and then visit the following areas:
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Your classrooms
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Restrooms close to your classrooms
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Convenient parking areas or bus stops
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Library
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Computer labs
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Bookstore
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Tutoring centers
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Financial Aid office
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Career Counseling, Counseling, and Advising offices
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Student Records or Registrar’s office
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Student Health

Student Activities/Student Government offices
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Cafeteria

Student lounges
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Inquire how to access computer labs, an e-mail account, and the Internet.
You may need to obtain a student account to use the computers and/or pay
fees for access to the computer labs. Making these arrangements as soon as
possible will provide you with computer lab access without unnecessary
delays.

Obtain a student photo ID or any other form of student identification
required on your campus.

Visit the library. Learn the procedures for locating and checking out
materials, the hours of operation, and the availability of library orientations or
workshops. Familiarize yourself with the library system used to locate
materials, the data bases available, and other library resources.

Organize your notebooks. Use dividers to set up a three-ring notebook with
sections for each of your classes. If you need more than one notebook,
consider using one notebook for MWF classes and another for the Tues/Thurs.
classes. In each section of your notebook, organize the following materials:
 Your weekly schedule
 The course syllabus you will receive the first day of class
 Course assignment sheets, if provided
 A list of tutors or tutoring centers available
 A list of names and phone numbers of other students in the
class whom you may want to call to discuss homework or
meet for a study group
 All of your class notes, handouts, completed assignments,
and tests arranged in chronological order

Create a term-long calendar. Locate a month-by-month planner or use a
regular calendar to record all of the following:
 Scheduled tests and midterm exams as shown on your
course syllabus
 Due dates for special projects
 Tutoring or study-group meetings
 Conferences or special events on campus
 Holidays
 Important deadlines on campus for adding or dropping
classes, changing grade options, or paying fees
 Final exams as shown on campus term calendars.

Select a system to use to record all of your homework assignments. While
some instructors provide students with daily assignment sheets, most do not.
In such cases, select a system that provides you with a list of assignments that
you need to complete for each class. Place the assignment sheet form in the
front of your notebook section for each class. Train yourself to write
assignments on the form every time an assignment is given in class. Following
are examples of two possible formats you can use for assignment sheets.
MATH 60
Date
10/3
10/5
Assignment
Read pages 110-125
Do odd-numbered problems p. 112, 113,
118, 125
Study for Chapter 3 quiz
Week of:___________________________
Due
10/5
10/5
10/7
Done


Classes
Math
Mon.
Read p. 11125
Do oddnumbered
problems, p.
112, 115
Composition Read p. 8598
Tues.
Do oddnumbered
problems, p.
121, 123,
125
Psychology
Read Ch. 3
Take notes
Computer
Do module
3
Do module
4
Wed.
Thurs.
Read 126Study for
130. Do
the quiz on
evenFriday.
numbered
problems, p.
127, 130
Make
writing plan;
write 1st
draft
Answer
questions on
p. 46-47;
Do online
practice test
Do lab
Do module
projects for
5
module 3
and 4
Fri.
Edit draft;
Finalize.
Do lab
project for
module 5

Become familiar with your textbooks by surveying each book. Before you
begin attending classes, get a head start by surveying your textbooks. Surveying is
the process of previewing or looking through specific sections to get an overview.
When you survey a new textbook, do the following:
 Read the introduction and the “To the Student” section of information.
 Examine the material in the back of the textbook. This often involves
looking at the appendix, the glossary, and the index. The appendix may
contain answer keys, additional exercises, practice tests, additional reading
materials, charts, formulas, maps, or other documents. The glossary is the
course-specific dictionary with definitions of key terms. The index is an
alphabetical list of subjects to help you quickly located information in the
textbook.
 Glance through the chapters. Pay special attention to chapter features that
will help you study and learn the chapter content. This may include
objectives, outlines, a list of terms to know, visual materials, notes in the
margins, chapter summaries, and chapter review questions.

Show up the first day of class ready to learn. Many students know the term
begins more smoothly when they are in class the first day and ready to work. This
is the day that instructors discuss the syllabus and course expectations and often
ask students to introduce themselves in class. Following are additional
suggestions to begin using the first day of class:
 Be punctual. Arrive before class begins.






Sit toward the front of the classroom. You will be able to see better, will
concentrate more easily, and will show that you are interested in the
course.
Arrive prepared with your notebook, paper, pencils, pens, and the
textbook.
Be friendly! Show others that you are approachable and willing to be a
part of the group. Your positive attitude helps set a positive tone in the
classroom.
Be attentive and listen carefully as information about the course is
explained.
Use a highlighter to highlight important information discussed in the
syllabus.
Take notes. Later in the term you will learn several effective notetaking
systems. For now, begin the habit of writing down information as it is
presented.

Make a commitment to dedicate sufficient time each week for studying. One
of the most common mistakes students make involves allocating too little time for
studying. The amount of time spent studying has a high correlation to academic
success. Students who spend too little time reading, studying, memorizing, and
reviewing struggle with the process of learning. You will learn about time
management in Chapter 4, but for now, plan to begin using the following
strategies:
 Use the 2:1 ratio for studying. For most or all of your classes that involve
textbook reading assignments and written work, plan to study two hours
for every one hour in class. For example, most three-credit classes meet
three hours a week, so you would plan to study nine hours a week for that
class.
 Study for each class at specific times during the week. Strive to create a
routine that becomes habitual. Plan to study a few hours every day of the
week.

Ask questions. Becoming an active learner is important. Be willing to show your
interest by asking questions. Student questions help promote interesting
classroom interactions and discussions. If something is not clear, do not be shy;
ask for details or clarification.

Monitor your stress levels. Some stress at the beginning of the term and as the
term progresses is normal. Recognize that new situations and unfamiliar
materials or expectations are commonly linked to feelings of self-doubt or
uncertainty. Such feelings are a part of the natural learning cycle and dwindle as
you become familiar with and settle into the new routine. If you sense that your
stress level is hindering your progress, seek out counselors, support groups,
workshops, or other resources that can help you learn strategies to reduce stress
and ease through the transition process of a new term and new courses more
smoothly.

Monitor your attitude. A positive, inquisitive, eager-to-learn attitude enhances
the learning process. A negative, disagreeable, or complaining attitude hinders
your performance and the learning process. Strive to display your positive side in
class, with your instructor, and with your classmates from the very first day in
class. Prepare yourself to enjoy the new class and the new opportunity to learn
and expand your mind!
Scroll down to the form to use for a class schedule.
Class Schedule
List your classes on the following chart.
Reg. #
Course Name
Time
Location/Room
Write your classes in the time slots. You may wish to color-code the boxes.
Time
Monday
Tuesday
Wednesday Thursday Friday
7–8:00
AM
8–9:00
9–10:00
10–11:00
11–12
noon
12–1:00
1–2:00
2–3:00
3–4:00
4–5:00
5–6:00
6–7:00
7–8:00
8–9:00
Instructor
Saturday