Information for Note Card
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Major
Ethnicity
Institution(s) of Higher Education Attended
Career Goals (1 through 3)
Who or What Inspired You to Pursue STEM
Email address
T.P. Scott, Ph.D., TAMU, October 2013
• Introduction
– History of Academic Boot Camp
– Drs. Scott & Walton; Ms. Bentz and Ms. Thigpin
• Session Layout
– Student Panel (Marycela B., Analee M., David T.)
– Researched Best Practices
– Group Work
T.P. Scott, Ph.D., TAMU, October 2013
• Marycela B. – Microbiology, 2012
• Analee M. - Microbiology, 2012
• David T. – Biomedical Engineering, 2013
T.P. Scott, Ph.D., TAMU, October 2013
Session I
1. Grade Goals
2. Time Management
• Weekly
• Semester
T.P. Scott, Ph.D., TAMU, October 2013
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Commitment
Investment of Time
Hard Work
Balance
Utilization of Resources
Sacrifice
Assertive
T.P. Scott, Ph.D., TAMU, October 2013
• Dental School, Medical School, Veterinary
School, Allied Health, etc.
– 3.5/3.6 & competitive MCAT, DAT, etc.
• Graduate School
– 3.0 (emphasis on last 60 hours &
competitive GRE
• Teaching
– 2.75 & pass TExES exam
T.P. Scott, Ph.D., TAMU, October 2013
• Multiply # hours registered for by hoped for
GPA
• Examples:
- 15 hours x 4.0 = 60 hours*/week (45 hrs. min.)
- 15 hours x 3.5 = 52.5 hours*/week (37.5 hrs.)
- 15 hours x 3.0 = 45 hours*/week (30 hrs.)
T.P. Scott, Ph.D., TAMU, October 2013
• BIOL 101 (3 hrs) x 4.0 = 12 hours per week
• BIOL 101 Lab (1 hr.) x 4.0 = 4 hours per week
• CHEM 101 (3 hrs) x 3.0 = 9 hours per week
• CHEM 101 L (1 hr.) x 4.0 = 4 hours per week
• HIST 101 (3 hrs.) x 4.0 = 12 hours per week
• MATH 101 (4 hours) x 3.0 = 12 hours per week
***attending SI’s and tutoring counts towards
study hours
T.P. Scott, Ph.D., TAMU, October 2013
• Monday – read textbook in preparation for tomorrow’s
lecture
• Tuesday – attend lecture and take excellent notes (use tape
recorder, study buddy, etc. if necessary); review notes and fill
in holes before the end of the day
• Wednesday – read textbook in preparation for tomorrow’s
lecture; review Tuesday’s notes
• Thursday – attend lecture/take excellent notes and review
notes and fill in holes before end of day; review Tuesday’s
notes
• Friday – review notes
• Saturday – review notes; write lab report, read for next lab*
T.P. Scott, Ph.D., TAMU, October 2013
• Identify all time available for study
• Take advantage of breaks between
classes, travel time, etc. to study
• Keep a planner and note all assignments,
tests, quizzes, assignments
• Post games, travel and other fixed
commitments
T.P. Scott, Ph.D., TAMU, October 2013
• Write down times you commit to study 6 days
per week
• Choose times where you are mentally sharp
• Remove distractions (cell phone, texting,
facebook, certain friends, etc.)
• Cannot afford to travel every weekend
T.P. Scott, Ph.D., TAMU, October 2013
Session I
1. Establish Grade Goals
• Grade Distribution Reports
Homework
Set Weekly Study Schedule
• Total Study Hours by Course
• Total Cumulative Study Hours
T.P. Scott, Ph.D., TAMU, October 2013
• Marycela B. – Microbiology, 2012
• Analee M. - Microbiology, 2012
• David T. – Biomedical Engineering, 2013
T.P. Scott, Ph.D., TAMU, October 2013
Session II
1. Structuring Time for Study
2. Attending Class
3. Active Engagement
4. Campus Resources
T.P. Scott, Ph.D., TAMU, October 2013
• Set aside one hour block of undisturbed time
• First 5 minutes are to get organized and
decide what you want to accomplish
• Next 50 minutes are to study intently
• Last 5 minutes are for break for food,
bathroom, etc.
• If setting aside several hours, study different
subjects (science, math, history)
T.P. Scott, Ph.D., TAMU, October 2013
• 50% of what is heard in lecture is forgotten in
24 hours without review
• 80% of what is heard in lecture is forgotten in
two weeks
• 95% of what is heard in lecture is forgotten in
four weeks
Question: In General, how many weeks of
lecture are there for an exam?
T.P. Scott, Ph.D., TAMU, October 2013
• The number one factor in student success is
attendance
• Sit in “T” zone – front row(s) and/or center of
class. Avoid back rows. Make eye contact
with professor, ask questions, see them after
class (put up phone, laptop, iPad)
• The number two factor in student success is
good lecture notes
T.P. Scott, Ph.D., TAMU, October 2013
• Active listening – completely focused; well
rested
• Thorough notes – Outline, Cornell, Block
• Allow space to fill in holes and make
something noticeable where you missed
details so that you know you need to get
information to make notes complete
• Rewrite or retype notes, say them out loud
• Review them often
T.P. Scott, Ph.D., TAMU, October 2013
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Professor
Supplemental Instructors (SI’s)
Tutors – on campus and private
Graduate Assistants
Study Groups
T.P. Scott, Ph.D., TAMU, October 2013
• Read no more than 10 pages at a time
• If you highlight, be sure that you are
highlighting a fraction of the information; if
you highlight everything, what is the use
• Highlight from left to right, just as you read,
and use pastel highlighters (underlining also
works well)
• Monitor comprehension (end of chapter
questions)
T.P. Scott, Ph.D., TAMU, October 2013
Session II
1. Learning Style
2. Best Individual Times to Study
3. Go over Study Strategies the
Mentor used with Success
4. Find out what Campus or OffCampus Resources were utilized by
the Mentor
T.P. Scott, Ph.D., TAMU, October 2013
• Marycela B. – Microbiology, 2012
• Analee M. - Microbiology, 2012
• David T. – Biomedical Engineering, 2013
T.P. Scott, Ph.D., TAMU, October 2013
Session III
1. Syllabi & Tracking Grades
2. Exam Preparation
T.P. Scott, Ph.D., TAMU, October 2013
• Budget at least 2 hours per day for 5 days
prior to exam
• Start with oldest material first
• Review previous days work each day
• Save last day for review and to address areas
you continue to struggle with
• Active Study Strategies (ICOW – identify,
condense, organize, write it out)
T.P. Scott, Ph.D., TAMU, October 2013
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Tuesday
Ch. 1
2 hours
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Wednesday
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Thursday
Ch. 2
Ch. 1
Ch. 3
Ch. 2
Ch. 1
2 hours
30 min.
1.5 hours
30 min.
15 min.
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Friday
Ch 4
Ch. 3
Ch. 2
Ch. 1
1 hour
30 min.
15 min.
10 min.
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Sunday
Ch. 4
Ch. 3
Ch. 2
Ch. 1
Self-test
30 min.
20 min.
10 min
10 min.
1 hour
T.P. Scott, Ph.D., TAMU, October 2013
• To reduce or eliminate test anxiety, BE PREPARED
• Carefully read and follow directions and all items on
exam (“except”, “incorrect”, “best”)
• Pace yourself
• Skip questions you cannot easily answer, but make
large mark to draw attention back to this question
• Use questions for clues
• Recheck your answers
T.P. Scott, Ph.D., TAMU, October 2013
• Use notes when looking at items missed on
exam
• If you could answer question with your notes,
it indicates a study or preparation problem
• If you cannot answer the question with your
notes, it indicates a problem in the lecture
class or keeping up with assigned readings
T.P. Scott, Ph.D., TAMU, October 2013
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Class A
Class B
Class C
Class D
82, 84, 83
81, 76, 79
74, 85, 77
14, 40, 56
Assume standard 10 point scale and final exam worth
¼ of grade. Rate classes in terms of those needing
most attention to those needing least.
T.P. Scott, Ph.D., TAMU, October 2013
• If the final exam will contain 25 new questions
on chapters not covered on a previous exam
(chapters10-12) and 75 questions evenly
distributed over chapters 1-9, what would the
5 day study plan look like for this final?
T.P. Scott, Ph.D., TAMU, October 2013
• What is undergraduate research?
– An inquiry or investigation conducted by an
undergraduate student that makes an original,
intellectual or creative contribution to the
discipline.
T.P. Scott, Ph.D., TAMU, October 2013
• Mentorship
• Gains in skills and knowledge
– Increased creativity and critical thinking
– Enhanced problem-solving skills
– Enhanced communication skills, both oral and
written
– Enhanced technical skills
T.P. Scott, Ph.D., TAMU, October 2013
• Academic/educational outcomes
– Higher retention rates
– Greater increase in course grades
– Higher graduation rates
• Professional growth and advancement
– Enhanced ability to work collaboratively with others
– Stronger relationships with mentors and other
professionals
– Deeper integration into the culture and profession
T.P. Scott, Ph.D., TAMU, January 25, 2013
• Professional growth and advancement (con’t)
– Higher rates of acceptance for
• Employment
• National awards
• GRADUATE AND PROFESSIONAL SCHOOL ADMISSION
• Personal growth
– Increase in critical, analytical and independent
thinking skills
– Greater self-confidence
– Sense of accomplishment
T.P. Scott, Ph.D., TAMU, October 2013
UNDERGRADUATE RESEARCH is the path to
reaching ROCK STAR Status!!!
T.P. Scott, Ph.D., TAMU, October 2013
T.P. Scott, Ph.D., TAMU, October 2013
Dr. Tim Scott
tim@science.tamu.edu
Thank YOU!!!
T.P. Scott, Ph.D., TAMU, October 2013