Sigma Lambda Gamma National Sorority, Inc.
Academic Resource Guide:
Outlines & Worksheets
Panther Prep
Updated: 7.22.14
Table of Contents
My Panther Prep ........................................................................................................................................ 3
Campus Resources ..................................................................................................................................... 8
Study Group Schedule .............................................................................................................................. 9
Learning Strength – Test ......................................................................................................................... 10
Effective Note Taking ............................................................................................................................. 15
The Cornell Method ......................................................................................................................... 15
The Outline Method......................................................................................................................... 17
The Silver Dollar Method................................................................................................................ 18
Paper Flaps & Plot Lines ................................................................................................................ 19
Roman Model .................................................................................................................................. 20
Hash Mash Model ........................................................................................................................... 21
Spider Mapping Model .................................................................................................................. 22
The Model & The Endgame ........................................................................................................... 23
Time Management and Scheduling....................................................................................................... 24
Academic Improvement Plan ................................................................................................................. 26
Activity Log .............................................................................................................................................. 27
Activity Analysis ...................................................................................................................................... 29
Master Calendar ....................................................................................................................................... 30
Weekly Schedule ...................................................................................................................................... 33
Goals/ Objectives & Priorities ................................................................................................................. 37
Short Term Scheduling ............................................................................................................................ 39
Daily Schedule .......................................................................................................................................... 39
Involvement Log ...................................................................................................................................... 40
Involvement Log Worksheet .................................................................................................................. 41
Time Saving Tips ...................................................................................................................................... 43
Tips for Setting up a Study Schedule .................................................................................................... 44
Online Resources...................................................................................................................................... 45
Academic Sources .................................................................................................................................... 48
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My Panther Prep
General Information
Name:
Date:
Semester/ Quarter (circle one): FA / W / SP / SU
Year in School:
GPA Information
Current Semester GPA:
/ 4.0
Goal Semester GPA:
/ 4.0
Current Cumulative GPA:
/ 4.0
Goal Cumulative GPA:
/ 4.0
Semester/ Quarter Courses
1.
5.
2.
6.
3.
7.
4.
8.
Total Course Hours:
Important Exams/ Projects
1.
Due Date(s):
2.
Due Date(s):
3.
Due Date(s):
4.
Due Date(s):
Study Habits
How do you study best?
Where do you study best?
Time of day you study best?
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What areas of study am I best in?
What areas of study do I need help?
1.
1.
2.
2.
3.
3.
Three goals for the semester:
Three expectations of myself this semester:
1.
1.
2.
2.
3.
3.
Would you like a study partner?
Yes / No
(Discuss this decision with your Scholarship Chair. She will be able to provide you with an Academic Partner Contract.)
What resources will I use on Campus?
1.
4.
2.
5.
3.
6.
What resources will I use in my Panther Prep Academic Manual?
1.
5.
2.
6.
3.
7.
4.
8.
By signing this, I
agree to do my best to accomplish
the academic plan I have set for myself and utilize my Scholarship Chair to help me successfully
complete this program.
Participant Signature: ________________________________________________
Scholarship Chair Signature:____________________________________________
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Constructing your Academic Manual
1. After you have completed this worksheet, give a copy of it to your Scholarship chair
and keep one for yourself.
2. Review resources you will be using in the Academic Resource Guide: Outlines and
Worksheets and Academic Resource Guide: Tips for Success. Identify and save all
materials you want to use.
3. Collect all your selected resources and bind them with the My Panther Prep
worksheet on top.
4. Decorate to your liking and put in a place that is easily accessible.
5. Voilà! Here you have your very own personalized academic plan. Good luck!
Helping Others / Helping Yourself
Now that you have established your strengths, weaknesses, goals, and expectations, compare
them to other sister’s. Find out who in your sisterhood can help you with certain classes and
share with everyone the classes you can help out with. Academics can be a difficult burden to
carry alone, so the more you keep your sisters involved in your study skills and habits, the more
support you will have throughout the year.
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Academic Checkpoint Evalutaion
General Information
Name:
Date:
Semester/ Quarter (circle one): FA / W / SP / SU
Year in School:
GPA Information
Current Semester GPA:
/ 4.0
Goal Semester GPA:
/ 4.0
Current Cumulative GPA:
/ 4.0
Goal Cumulative GPA:
/ 4.0
Semester/ Quarter Courses
1.
5.
2.
6.
3.
7.
4.
8.
Important Exams/ Projects
1.
Due Date(s):
2.
Due Date(s):
3.
Due Date(s):
4.
Due Date(s):
Study Habits
Where have you been
studying?
What time of the day are
you studying?
How often are you
studying?
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Are you attending tutoring sessions or meetings with your Professor?
Yes / No
If so, how often are you attending these sessions or meetings?
Ways can I improve my study habits:
Ways I can improve my study
environment:
1.
1.
2.
2.
3.
3.
Three goals for the rest of the semester:
Three expectations of myself for the
rest of this semester:
1.
1.
2.
2.
3.
3.
What areas are you excelling in right now?
What challenges are you facing right now?
What do you need help with?
Additional Thoughts:
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Campus Resources
Understanding how to study is the key to success in college. However, knowing and
finding the resources to better serve you are also an important factor. Listed below are
helpful resources that can be found on any campus:






Study Areas
Tutorial Services
Academic Advising Center
Support Services for Students
Campus Directory Numbers
Crisis Resources:












Rape victim advocacy
Domestic violence
University Counseling center
University Wellness center
Local hospitals
Local police station
Writing Labs
Food Courts
Exercise Facilities
Financial Aide Department
Greek Affairs Office
Academic Advisor
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Study Group Schedule
Meeting start time:
Meeting end time:
Location:
I.
II.
Points of confusion from last week's lectures and discussions
Points of confusion from last week's readings
III.
Points of confusion for current homework assignments
IV.
Brainstorming for upcoming project assignments
V.
VI.
VII.
Study games to help prep for upcoming exams
Final comments or questions
Snacks!
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Learning Strength – Test
Incessant note-taking is not quite what our minds had in mind when they signed
on for this job. Everyone's brain works differently, and each person has one or two
learning strengths that trigger a whole mental warehouse of storage space, Your brain
is desperately hoping you will discover yours so that learning will become a lot more fun
and a lot less work.
The first step of making learning easier is understanding what kind of learner
you are. Before I launch into the different learning types, first take a moment to answer
the following ten questions. Trust me it's really important that you answer the questions
before reading the rest of the chapter and they're a no-brainer. I promise. Just circle
the choice that seems the best possible answer for you, even though it may not be 100
percent all-the-time true for you. We're aiming for the answer that shows how you
would react most of the time, and if your perfect answer isn't even listed, my apologies.
Just circle whatever is the next most likely answer.
1. You remember your new locker combination best when
a. you say it to yourself over and over again.
b. you stare at the paper it's printed on and read it over and over again.
c. you practice unlocking your locker over and over again.
2. If you were trapped in a waiting room for half an hour, you would probably
a. read a magazine.
b. pace the room, drum on your knee with your fingers, or be active in some
way.
c. listen to background Muzak piped into the waiting room and let your mind
wander.
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3. If you were trying to remember where you left your house key, you'd most likely
a. talk yourself through where you would have had it last.
b. visualize yourself using the key to open the door and then where you set it
next.
c. walk through the house and retrace your steps.
4. To boost your confidence to ask that special someone to prom you might
a. go exercise to burn off your jitters and build up courage.
b. practice what you'd say aloud a few times to get comfortable with the words.
c. write out a list of all the reasons your special someone should say Yes, and
what points you might need to make in order to prevent a No.
S. At the end of the term, you tend to remember most easily the work that you
a. copied into your notes by listening to the lecture.
b. read from the textbook.
c. developed into a model.
6. If you wanted to learn how to make a perfect Dairy Queen soft-serve ice cream cone
(it's harder than it looks!), you would probably first want to
a. watch someone else make a soft-serve ice cream cone.
b. try to make a soft-serve ice cream cone.
c. listen to someone explain how to make a soft-serve ice cream cone.
7. If you saw a hit-and-run accident and tried to remember the license plate, your first
instinct might be to
a. talk yourself. and possibly someone else, through each step of what you saw
until your memory becomes clearer.
b. close your eyes and reenact what you saw in your mind.
c. close your eyes and reenact what you felt at the time.
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8. If you heard a new song you liked and wanted to learn the lyrics, you'd most likely
a. read them as you listen to the song.
b. sing them with the song while it plays, even if you bungle the words badly.
c. just listen to the song on repeat and try to memorize the lyrics as you hear
them.
9. When your mom gives you instructions on how to take out the trash, you're more
likely to follow through with what she says if you
a. do it immediately.
b. look at the floor and just focus on what she's saying.
c. look at her face while she talks.
10. If you could design the perfect study environment, it would most likely be a.
a comfortable temperature that enables you to stretch and move around.
b. somewhere that has meaningless but steady background noise.
c. absolutely silent and well lit.
Results
Questions
(1, 3, 5, 7)
Questions
(2, 6, 8)
Questions
(4, 9, 10)
Totals:
1.
3.
5.
7.
a = Auditory




b = Visual




c = Kinesthetic




2.
6.
8.
a = Auditory



b = Visual



c = Kinesthetic



4.
9.
10.
a = Auditory



b = Visual



c = Kinesthetic



______Visual
______ Kinesthetic
______ Auditory
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Characteristics of Learning Strengths
If you don't fit neatly into one category, don't sweat it. Most people are a combination
of two learning strengths. Your top score will show a tendency in your learning style,
and if your top two scores are close in number it means you have two strengths to
work with when learning something new. Even if you are evenly spread across all three
groups, your school counselor will have a more in-depth test you can take to narrow
things down.
Learning strengths, also called learning modes or learning styles, tend to be divided into
three primary types: Visual. Auditory, and Kinesthetic. (There are even more complex
ways to categorize learning strengths using other methods, but for now we're sticking
with the basics.)
Your score above will land you in one or two of the following categories, the
descriptions of which should sound familiar. However, even if you scored highest in
Kinesthetic, it doesn't mean that the entire Kinesthetic description will apply.
So, then, what's the point? The point is to locate where you have your greatest
strengths so that when it comes time to learn something new you can work with those
strengths instead of against them. It's part of that study smarter, not harder idea. The
easier it is for your brain to learn the material, the quicker you can get your studying
finished and the stronger your grades will be. When we get to study tips in chapter
four, I'll make suggestions according to your learning strengths.
AUDITORY
Auditory learners tend to do well in a traditional classroom setting because they
naturally understand most of the instructions or information they hear from the teacher.
(That doesn't necessarily mean Auditory learners will remember that new information,
just that it's easier to understand it if someone explains it to them.) If you're an
Auditory learner, you may remember people's names just from hearing them the first
time or two, you might remember something better if you've said it back aloud to
yourself a couple times, perhaps you hum or talk while you work, or you might be able
to work well despite noise in the background if it is the type of noise you like.
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VISUAL
Visual learners also tend to do well in a traditional classroom setting because they just
need to see it to get it. They learn best with diagrams, charts, pictures, and written
directions. If you're a Visual learner, you may like having your To Do list written down,
you might be concerned that your notes appear neat on the page, you might remember
people's names better if you've seen them written on a name tag or paper at some
point, and you may even be great at scheduling things in advance. Perhaps you close
your eyes when you need to remember something in order to visualize it first, or you
need a quiet place when it comes time to study to help you concentrate.
KINESTHETIC
Kinesthetic learners, unlike the other two, tend to dislike the traditional classroom
setting. In fact, the idea of desks in a row and taking notes just about makes them gag.
What these students need is hands-on learning, such as performing science
experiments, building models, acting in plays, or creating something with glue and
toothpicks. If you're a Kinesthetic learner you might understand directions better if you
visualize yourself performing them instead of just reading them. Whether or not you
mean to, you might tap, draw, or tinker when you're bored, or use gestures when you
speak, or remember conversations based on how and where someone was standing at
the time.
Whatever your score, it might interest you to know that about 20 to 30 percent of
students are Auditory, 40 percent are Visual, and 20 to 30 percent are Kinesthetic.
There are no oddballs when it comes to learning strengths, though traditional schools
may make Kinesthetic learners feel that way. In fact, researchers believe that some
people who have been diagnosed with attention-deficit hyperactivity disorder have been
incorrectly labeled. It turns out that they are simply Kinesthetic learners whose needs
aren't being met in a traditional setting, making them frustrated. Having said that, let
me be perfectly clear: the Kinesthetic learning style is NOT a learning disability-it's a
skill.
Crossman, Anne, and Chris Kalb. Study Smart, Study Less: Earn Better Grades and Higher Test Scores,
Learn Study Habits That Get Fast Results, Discover Your Study Persona. Berkeley [Calif.: Ten Speed,
2011.
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Effective Note Taking
Effective note taking is necessary for efficient studying and learning in college. Notes
will provide a written record of what you have read or heard while in class or meetings.
Be sure to keep in minds that note taking is your memory’s best assistance in learning.
Students cannot depend solely on short-term memory to retain all ideas or lectures in
class. For example, experiments have shown that unrehearsed information can be
forgotten in as little as twenty seconds; and almost half of what is learned is forgotten
within an hour. Therefore, remember that notes and structure are important tools for
retaining knowledge and achieving success.
The Cornell Method
Walter Pauk created the Cornell Method at Cornell University over fifty years ago.
(Becoming a Master Student, pg. 110). Several universities, colleges and corporations
throughout the United States have adopted it. This method divides the page into three
distinct sections. The largest section A is on the right and is used for taking notes
during class or while reading. The second section B, is used to create questions about
the material in section A. This is not initially filled in, rather you will identify questions at
a later time as you review your notes from section A. That way when reviewing before
an exam, you can cover section A with your hand and quiz yourself based upon the
questions you asked in section B. The third section C is utilized for summarizing the
main points on the page of the notes.
The note taking in section A requires that you to take notes during class or while
reading your text. Here are some recommendations on the format:


Record only important ideas and information provided in class. Jot down those
ideas, keeping in mind it is difficult to write full sentences. As you well know,
time is limited and so you should stick to the main concepts.
When writing a paragraph cluster, often write a heading or a label that ties the
notes or ideas together. Your notes are not traditional paragraphs that flow, so
smooth transitions are not important. However, remember that all the sentences
should relate together. (How to be a Good Student, pg 210.)
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The Outline Method
An outline format is utilized for individuals who prefer to write in a very concise and
structured format. The outline format uses headings (marked by numbers or roman
numerals) and bullet points underneath that elaborate on that particular heading. The
style can become very difficult when individuals do not accurately write the notes
provided in the lecture. For some people, the framework can be very complicated (i.e.
worrying about roman numerical numbers or using 1,2,3… to identify important
information). Below is an example of the outline format.
Example Format
Social Work
Culture Competency
1. Acculturation
 When an individual is becoming acclimated to the culture, they have not
completely lost their values and customs of their own culture.
 For example: second generation Mexican American families becomes
accustomed to the language spoken at home (Spanish) and outside
(English). They prefer to speak Spanish and are comfortable in their
home environment.
2. Ethnocentrism
 To believe your way is the only way.
 For example; It is ethnocentric of a person to believe that their religion is
the only religion that exists. Therefore, no other religion bares importance
or time.
3. Assimilation
 To become immersed into the current culture completely.
 For example: Third generation Mexican American children, adopt
American cultures and customs and lose many of their own.
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The Silver Dollar Method
The Silver Dollar method more succinctly manages the notes taken in the outline
format.
To begin, read through your notes and make an S in the margin next to any idea that
seems important.

Depending on the number of pages of notes you read, you’ll probably wind
up with several dozen S’s.
Secondly, look through your notes again, but read only the notes you have flagged with
an S.
Out of these notes, draw a vertical line through the S next to the notes you feel are
most important. The symbol will look like this $.
Finally, make a last pass through your notes that you have marked with an $. Then
from this, those that are more important mark again with a star. The symbol will look
like $*.
The Silver Dollar system is a good way to identify key concepts in your notes. Pay close
attention to the ones that are double tagged, as they are the ones you believe are of
great importance. (How To Study In College, pg 254.)
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Paper Flaps & Plot Lines
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Roman Model
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Hash Mash Model
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Spider Mapping Model
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The Model & The Endgame
Crossman, Anne, and Chris Kalb. Study Smart, Study Less: Earn Better Grades and Higher Test Scores,
Learn Study Habits That Get Fast Results, Discover Your Study Persona. Berkeley [Calif.: Ten Speed,
2011.
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Time Management and Scheduling
The ability to manage an academic load and extracurricular activities is determined by
one’s time management skills. To become successful requires time and effort on the
student’s part to know where time is being spent and to ensure you are spending it
productively and equally on all activities. This, in essence, is how you can be effective
and utilize time wisely.
There are over 168 hours per week. Some students utilize this time more efficiently
than others. For example, a typical student is scheduled for 15 or more classroom
hours per week. On top of this, students are expected to study two hours per every
hour of classroom, thus totaling a minimum 45 hours of study per week. This means
that each week one-quarter of your time should be spent studying. This does not
dismiss the many other responsibilities and daily demands a student holds such as,
sleeping, grooming, preparing and cleaning for meals, running errands, family
obligations, social activities and working a job. It is not uncommon for many students
to attempt fitting-in all these activities, however it is common to find yourself asking,
“Where did all my time go?”
The way we use time (or waste it) is largely a matter of habitual patterns. One of the
best techniques for developing more efficient habits requires preparing a time schedule.
Research has shown that the work habits of people who have achieved outstanding
success have well-plotted schedules. The purpose of scheduling is to free you from the
scholastic wastefulness, anxiety, inadequate planning, hasty last minute studying, etc.
According to several references, scheduling should begin in the long-range. To begin,
you should make an entire documentation of your month, so that you can see what
large events you may need to plan in advance for. Next, you break this down into a
weekly schedule, which is more detailed and includes smaller events, such as school
assignments, organization meetings or work schedules. If you prefer, some people will
break this down into a daily schedule that includes a brief list of the day’s tasks and the
time blocks you plan to accomplish them in. Be sure to check it each morning and carry
it around with you in order to schedule necessary appointments, activities, or plans.
(Virginia Tech Division of Student Affairs).
Your entire schedule can be considered a master schedule. The importance is that it
provides an agenda of fixed activities; and unless change occurs, you will only have to
change it once a month.
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Guidelines for long-range and short-range planning:







Plan enough time for studying: It is expected that an average of two hours in
studying (including library work, term papers, etc.) is essential for each one hour
spent in the classroom.
Study at the same time every day. Having regular study hours at least five days
a week will make it easier to habitually follow the schedule and to maintain an
active approach to studying.
Make use of the free hours during the school day. This is perhaps the most
valuable time in a student’s day and also the most frequently misused. A student
may effectively utilize these hours reviewing the materials and editing the notes
of the preceding class.
Plan study periods to follow class periods: Schedule the period for study
immediately after the class.
Space out study periods. Fifty to ninety minutes of study at a time works best. A
relaxation period of ten or fifteen minutes should be scheduled between study
periods.
Plan for weekly reviews. At least one hour per week for each class should be
scheduled. The weekend is a good time for review.
Leave some unscheduled time for flexibility. This is important, because without
flexibility students may tend to over-schedule their time.
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Academic Improvement Plan
How you manage an academic load and extracurricular activities is determined and
decided by you. It can be seen as a firm method for organizing your time or a tool
helping you plan out your day, week and month. To be successful it will require more
time and effort on you to be conscious of where time is being spent, and if it is
productive and balanced with other activities. In essence, how effectively and wisely
have you utilized your time?
This Academic Improvement Plan is a four step process which will help guide you in
focusing on your time and scheduling patterns as to maximize the way you utilize your
day, week, and month and succeed in your academics. The fifth step is optional.
The time management is to be done and completed by the member and their mentor. A
schedule review should be done on a monthly basis. However, the success of a
member’s time management is the positive nature and commitment to prioritizing their
work. Best of luck!
Step I

Create an activity log for accountability of how you have spent time throughout
your day.
Step II

The Master Calendar is done quarterly beginning with the start of the school
semester. The purpose is to record major obligations for one half of your
semester so that you may know accordingly what is expected of you from the
beginning.
Step III

Review your commitments and fill in your schedule for a full week then review
how efficiently you have utilized your time in Step I.
Step IV

List three goals and objectives created and utilized from your time management
log, weekly schedule and quarterly schedule. The purpose is creating an effective
and efficient goal specific to your schedule.
Step V

A short-term schedule will provide a different skill to help you with daily tasks to
be completed. For example, create a daily list of tasks for what you will do the
next day, or when you fall behind use the technique “Getting Caught Up”. This
step is optional; however, it is a very helpful tool to utilize when organizing your
daily activities.
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Activity Log
The goal of this worksheet is to increase your awareness of how you spend your time.
At the end of each day, take a few minutes and fill in the time chart below with
whatever activities you were doing during that hour. Were you in class? Were you
studying, reading, or sleeping? Were you socializing with friends, working, or
exercising? Be as specific as you can be and don’t leave any time slots blank. At the
end of the week review your answers with your mentor, chapter advisor or faculty
advisor and analyze the information to plan accordingly.
Activity
1.
Attending Classes
2.
Sleeping
3.
Eating
4.
Dressing, showering, etc.
5.
Studying
6.
Working
7.
Practicing athletics, dance, instrument, etc.
8.
Cleaning and doing Laundry
9.
Socializing
10.
Exercising
11.
Watching TV
12.
Leisure activities, video games, Internet, e-mail, etc.
13.
Traveling to classes, to work, to leisure, etc.
14.
Caring for family
15.
Sigma Lambda Gamma
16.
Other
Hours/week
Total
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Now subtract your total hours from 168 (the number of hours in a week) to determine
the amount of uncommitted time in your schedule.
168 (hours in week) - `
(total committed hours) =
(uncommitted time)
Questions
1.
On which activity do you spend the least amount of time?
2.
On which activity do you spend the most time?
3.
What did you learn about the way you spend your time?
4.
If you have uncommitted time, how can you use it to reach your goals?
5.
Overall, are you satisfied with the way you spend your time?
6.
If you could make changes what would they be?
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Activity Analysis
DIRECTIONS: Log all of your activities for the course of one week on an Activity Log.
The log should include time spent sleeping, getting ready in the morning, being in
classes, going to and from classes, eating, watching television, and so on. All twentyfour hours of each day should be accounted for.
Review with the group a week later to determine how time has been spent and analyze
the information in order to plan accordingly.
1. Analyze the present situation by asking the student to respond to the following
questions.
How are you presently using your time?
What are you time-wasting activities?
For which activities do you have control of the amount of time you spend?
2. Establish priorities for given week.
3. Set goals for the amount of time for each activity.
4. Schedule the week according to priorities set.
5. Experience the week and record any modification to the schedule.
6. At the next meeting modify and develop another week’s schedule.
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Master Calendar
The Master Calendar (Quarter Schedule) is a schedule that should be completed at the
beginning of the quarter and edited as the quarter progresses. It provides an overview
of upcoming commitments, appointments, and assignments. Use it to record hours of
all scheduled classes, work labs, doctor appointments, family responsibilities, job
interviews, and conferences with your instructors. (Walther Pauk & Ross Owens, 2005,
p 84)
The purpose of the Master Calendar is to give you a complete view of the quarter
and help you pace your energy accordingly. At the same time, the Master Calendar
can be used as a strategy tool, which will guide you through the quarter. Consider
altering your Master Calendar by:
1. Adding on the completion of times for assignments, projects and tests so you may
see how these big tasks can be subdivided throughout the quarter.
2. Color-code important tasks in colors that are eye-catching to you. Circle the activities
that can be postponed when the pressure is on. Once completed, you will be able to
see at a glance the dynamics of any particular event.
3. Add in due dates for academic activities during the quarter. An example is, when you
are planning to write a paper. You set one date for completing the research, another
date for the rough draft and a third date to complete the paper. Always stick to your
start-up dates and no matter what establish the pattern now.
4. Lastly, prepare for finals during the last month of school. This means that you must
have started working on assignments for four weeks prior to your scheduled final
exams.
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QUARTER SCHEDULE - EXAMPLE
WEE
K
Sunday
Monday
Tuesday
1
2
SLG
Study
SLG
Chapter
SLG Study
GYM
3
SLG
Study
BIOLOGY
SLG
EXAM
Chapter
GYM
SLG Study
SLG
Study
AM. LIT.
SLG
WRITING
GROUP
Chapter
SLG
Study
WRITING
SLG
LAB
Chapter
4
5
6
HOME
BIOLOGY
WRITING
SLG
EXAM
LAB
Chapter
7
WORK
SHOP
8
SLG
Study
WRITNG
AM. LIT
SLG
LAB
GROUP
Chapter
WRITING
SLG
LAB
Chapter
SLG
Study
BIOLOGY
SLG
EXAM
Chapter
FAMIL
Y
WRITING
SLG
LAB
Chapter
SLG
Study
WRITING
BIOLOGY
LAB
FINAL
9
10
11
WRITING
LAB
AM.
GYMLIT
GROUP
WRITING
GYM
LAB
SLG Study
WRITING
ENGLISH
LAB
QUIZ
SLG Study
ENGLISH
PAPER
WRITING
SLG Study
LAB
WRITNG
LAB
SLG Study
ENGLISH
QUIZ
SLG Study
WRITING
AM. LIT.
LAB
PAPER
SLG Study
WRITING
LAB
SLG Study
Wednes
day
BIOLOG
Y LAB
SLG
Study
GYM
BIOLOG
SLG
Y LAB
Study
GYM
AM. LIT.
SLG
GROUP
Study
GYM
BIOLOG
SLG
Y LAB
Study
GYM
BIOLOGY
SLG
LAB
Study
BIOLOGY
SLG
LAB
Study
AM. LIT.
BIOLOG
SLG
PAPER
Y LAB
Study
BIOLOG
Y LAB
BIOLOG
Y LAB
SLG
Study
Thursday
Friday
Satur
day
AM. LIT
GROUP
ENGLISH
GYM
PAPER
GYM
ENGLISH
SLG
STUDY
PAPER
WRITING
GYM
ENGLISH
LAB
EXAM
WRITING
LAB
AM. LIT.
SLG Study
REVIEW/
GYMLIT
AM.
GROUP
SLG
Study
WRITING
LAB
WRITING
LAB
SLG
Study
WRITING
LAB
ENGLISH
EXAM
SLG Study
AM. LIT
GROUP
WRITING
LAB
ENGLISH
PAPER
WRITING
LAB
ENGLISH
FINAL
Panther Prep: Academic Resource Guide – Outlines & Worksheets
SLG Study
GYM
GYM
WRITING
SLG Study
LAB
AM. LIT
PAPER
SLG Study
GYM
WRITING
AM.
LIT
WRITING
LAB
PAPER
LAB
WORK
SHOP
WRITING
LAB
AM. LIT
EXAM
Canoe
field
trip
HOM
E
WOR
K
SHOP
WRITING
LAB
Study
FAMILY
WRITING
LAB
FAMI
LY
SLG Study
WRITING
LAB
AM. LIT.
FINAL
Page | 31
QUARTER SCHEDULE – TEMPLATE
Sunday
Monday
Tuesday
Wednesday Thursday Friday
Saturday
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
FINALS
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Weekly Schedule
The weekly schedule takes over where the master schedule left off. You have now
completed the activity log for the week and the master schedule. The next step is to
record this information onto your weekly schedule. This weekly schedule will give you a
clearer perspective of what your day, week and month usually look like. By completing
the weekly schedule, it will guide you through each quarter week by week.
It is important that you record all your obligations during a typical week.
following:
Do the
1. Write down your class schedule, including labs, and your work hours if any.
2. Every day of the week, show when you go to sleep and wake up. Get the sleep you
need.
3. Allow an hour for lunch and two hours for dinner. These are times you can use to relax.
4. List clubs, meetings, activities that you attend on a regular basis - including weekends.
5. Plan to exercise three or four times a week. This is most important for good studying
habits, health, stress management, and most importantly healthier lifestyle.
6. Allow for free time on Friday or Saturday nights. Show any TV time.
7. Schedule time for naps if you tire easily. (Thomas Edison used naps most effectively.)
8. The remaining time could be study time. Use a highlighter to mark blocks of time where
you are willing to make a study commitment.
9. Follow the schedule for a week, and revise it as needed. Make the schedule fit your
needs.
Comments on Scheduling Study Hours
The Four-Day Week - Keep in mind when creating your schedule a four-day week
does not mean, “I have one free day.” You schedule no classes for Monday, Friday, or
another day of the week. What happens? It is usually wasted time, because the days
become too long. Therefore, keep in mind if you have a day make yourself study in the
morning.
The One Hour Block – The pervasive feeling is “What can I do in an hour?” The
answer is simple: A LOT if you plan it accordingly. This is a good time for “low-level”
tasks, light review, floating tasks, short naps, quick trips, and a snack; almost anything.
Just plan it!
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The Eight or Ten-Hour Marathon – it may look good on your schedule, but in
reality, long blocks of time are usually wasted. This happens because it is difficult to
stay focused for long periods of time. Instead, break it up into two- and three-hour
blocks with a break in between.
The Two or Three-Hour Block- this is everybody’s favorite, allowing you the
opportunity to study in smaller increments and learn the required information with more
time to take a breath.
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WEEKLY SCHEDULE – EXAMPLE
SUN
MON
TUES
WED
6:00 AM
SLEEP
7:00 AM
SLEEP
BREAKFAST
BREAKFAST
BREAKFAST
8:00 AM
SLEEP
Biology
Biology
Biology
9:00 AM
SLEEP
Bio. lab
Bio. lab
10:00 AM
BREAK
FAST
11:00 AM
12:00 PM
LUNCH
1:00 PM
LUNCH
2:00 PM
STUDY
3:00 PM
STUDY
4:00 PM
NAP
5:00 PM
NAP
6:00 PM
DINNE
R
SLG
STUDY
SLG
STUDY
7:00 PM
8:00 PM
English
English
LUNCH
BREAKFAST
FRI
SAT
BREAFAST
Biology
Bio. lab
English
BREAKFAST
Literature
Literature
Literature
LUNCH
LUNCH
LUNCH
LUNCH
Writing lab
Writing lab
Writing lab
Writing lab
NAP
NAP
NAP
NAP
DINNER
GYM
GYM
GYM
GYM
NAP
SLG STUDY
SLG STUDY
SLG STUDY
SLG STUDY
DINNER
DINNER
DINNER
SLG STUDY
SLG
CHAPTER
9:00 PM
THURS
SLG STUDY
DINNER
10:00 PM
DATE
DATE
11:00 PM
SLEEP
12:00 PM
SLEEP
1:00 AM
SLEEP
SLEEP
DATE
SLEEP
SLEEP
Panther Prep: Academic Resource Guide – Outlines & Worksheets
SLEEP
DATE
SLEEP
Page | 35
WEEKLY SCHEDULE- TEMPLATE
SUN
MON
TUES
WED
THURS
FRI
SAT
6:00 AM
7:00 AM
8:00 AM
9:00 AM
10:00 AM
11:00 AM
12:00 PM
1:00 PM
2:00 PM
3:00 PM
4:00 PM
5:00 PM
6:00 PM
7:00 PM
8:00 PM
9:00 PM
10:00 PM
11:00 PM
12:00 PM
1:00 AM
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Goals/ Objectives & Priorities
List three goals or objectives that are most important to you, and indicate whether they
are long term medium term, or immediate:
LONG TERM
(Quarterly)
MEDIUM
TERM
NOW!
(Weekly)
(Monthly)
1.
2.
3.
How much time have you set aside to meet each goal during your week?
A.
B.
C.
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Does your time allocation reflect the priority of your goals?
Can you change your hourly commitments to meet your priorities?
Where do you have the most flexibility: weekdays or weekends?
Can you change one or the other? Or both?
Can you change your goals? What are your options?
Can you postpone any goals until school breaks?
How will assignments and tests affect your time allocation?
What can you change to meet your class responsibilities?
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Short Term Scheduling
Daily Schedule
Remember to create a daily schedule the evening before. By this time you should have a very
good idea of what your day will be like tomorrow. If you wait until morning, you’ll be too
rushed to make a plan, and will not get all that needs to be completed done. Always remember
to use your weekly schedule for guidance the next day.
 Be specific about the task, study, location, time and duration
 Allow time for relaxation
 Be realistic: are you really going to study at 8:00 AM on Saturday?
 Break up long periods of study with brief more pleasant activities
 Plan to study when you are most alert
 Do more difficult studying first to get it out of the way

For example:
Wednesday
7:00 – 8:30 Get up. Breakfast. Leave for campus by 8 AM.
8:30 – 9:00 Library – 3rd floor
Review biology lecture notes, look over text underlining (half
hour)
9:30 – 11:00 Biology class
11:15 – 1:15
Lit.
1:15 – 2:30 Lunch and rest
2:30 – 3:30 Library
Check out library books for term paper (Get 6 references)
3:30 – 6:30 Wash clothes. Meet Inez for dinner.
6:45 – 10:30 Library – 3rd floor
6:45 – 8:30
1.
Lit. – read chapters 4 & 3
Survey chapters, read summaries (one hour)
Underline by section, review underline. (One
hour)
8:30 – 9:00 Study Break
9:00 – 10:45
1.
Biology – study chapter 4
Study lecture notes and review biology labs
Notice how specific the study plans for the evening are? The tasks themselves are
arranged according to priority, and that is what makes this sort of schedule work.
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“Getting Caught Up”
There are many times when we lose track of time, day or forget events and we end up
falling behind. The catch-up schedule shows you how to handle this:




List all the tasks that need to be done to stay caught up.
Label the amount of time needed for each and its priority.
Select some tasks off each list, catch-up and current. Use these as part of your
target lists. Be sure to include all high priority lists.
Lastly, reevaluate by eliminating some tasks, postponing others, or scaling down
what you plan to do.
Involvement Log
Many colleges impose strict guidelines and requirements for admitting students. Some
of these policies take place during the registration process or in the placement of a
major. For example, an institution may require that a student have taken a certain
number of overall credit hours before being allowed to register for a particular class.
As a result in order to assist you with keeping track of your activities, an involvement
log can be utilized to monitor your previous and current participation in activities.
(Chances are in the beginning you did not begin one in high school, so we should go on
the assumption that will need to log previous and current involvements. Understanding
this involvement log will be utilized throughout your whole academic career.). Once you
are enrolled in an institution, you should create and maintain an involvement log by
recording your numerous leadership positions, work opportunities and honors or awards
received. It is very important and vital to keep an activity log for your future resume,
portfolio and interviews. Keep in mind the involvement log should be as complete as
possible. When reviewing the Involvement Log, you should begin to identify the
supervisors, faculty, or student organization advisors you would want to have serve as
references for job searches, internships, or scholarship applications.
Panther Prep: Academic Resource Guide – Outlines & Worksheets
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Involvement Log Worksheet
Directions: Create involvement log by filling in the items that follow. Use another page
to continue filling in information if necessary.
Full Name:

Education: Include degree-major, date, and location.

Honor Societies: Include activity, dates, and leadership positions.

Residence Hall Involvement (for example, hall government): Include activity,
dates, and leadership positions.

Campus wide Groups (for example, summer orientation staff): Include activity,
dates, and leadership positions.

Greek Life (for example, Sigma Lambda Gamma National Sorority, Inc.): Include
activity, dates, and leadership positions.

Spiritual Organization (for example, Jewish Student Organization): Include
activity, dates, and leadership positions.

Service Organizations (for example, Habitat for Humanity): Include activity,
dates, and leadership positions.
Panther Prep: Academic Resource Guide – Outlines & Worksheets
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
Recreation Sports (for example, intramural football): Include activity, dates, and
leadership positions.

Departmental and Professional Organizations (for example, American Marketing
Association): Include activity, dates, and leadership positions.

Conferences and Workshops Attended (for example, Graduate Student and
Faculty Forum): Include activity, dates, and leadership positions.

Presentations and Publications: Include activity, and dates.

Other Activities: Include activity, dates, and leadership positions.

On-Campus, Off-Campus Employment: Include position or organization,
description, and dates.

Awards, Scholarships, Special Recognition: Include and basis for awards

References: Include name, position, address, and phone.
Panther Prep: Academic Resource Guide – Outlines & Worksheets
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Time Saving Tips



















Don't waste time feeling guilty about what you didn't do. It's gone now; move
ahead.
Try to find a new technique each day that you can use to help gain time.
Eat a light lunch so that you don't get sleepy in the afternoon.
Examine old habits for possible elimination or streamlining.
Carry blank 3 x 5 index cards in your pocket to jot down notes and ideas.
Plan activities first thing in the morning and set priorities for the day.
Keep a list of specific items to be done each day, arrange them in priority order, and
then do your best to get the important ones done as soon as possible.
Give yourself time off and special rewards when you complete the important tasks.
Once on campus, stay on campus. Avoid useless trips back to your apartment or
room unless you have a definite purpose to accomplish.
Give yourself enough time to concentrate on high priority items.
Concentrate on one task at a time.
Keep pushing and be persistent when you sense you can be a winner.
Train yourself to go down your "To Do List" without skipping over the difficult items.
Set deadlines for yourself and others.
Find a place for everything (so you waste as little time as possible looking for
things).
Try not to think of work on weekends.
Frequently ask yourself: "What is the best use of my time right now?"
It ain't over till it's over. Your paper isn't finished until the last word is typed; the
Quarter isn't over until the last exam is done. Do 100%. See your work through to
completion.
LIMIT YOUR INTERNET ACCESS
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Tips for Setting up a Study Schedule







Find a good place to study and organize it.
Have all of the necessary study equipment (textbooks, pencils, notes, etc.)
Make your study periods fit the length of time you can concentrate effectively.
Plan for definite periods of study, rest and relaxation. A short, active break (taking a 10minute walk, for example) every hour or so will keep you alert and relaxed.
Use a schedule to achieve your goals. Revise your schedule when your goals change.
Eliminate dead hours - odd bits of time in which little is accomplished.
List academic tasks according to priorities.
Avoid making extremely detailed schedules. It usually just wastes more time.
Go to sleep each night and get up every morning about the same time. You'll be
more alert.
Stewart, Patricia, (2005, August). http://www.sas.calpoly.edu/asc/ssl/time.mgt.tips.html
Panther Prep: Academic Resource Guide – Outlines & Worksheets
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Online Resources
*All the resources listed are hyperlinked to websites.*
Panther Prep
Panther Prep: Academic Resource Guide – Outlines & Worksheets
Page | 45
Text Resources
General Science Sites
Digital Text Books
Howard Hughes Medical Institute
PhET Science Interactive Animations
Science Animations, Movies and Tutorials
Science Tutorials & Activities
General Study
Encyclopaedias
Study Guides and Strategies
Encyclopaedia Brittanica
Khan Academy: Learn Almost Anything!
Multiple Encyclopaedia & Dictionary Options
Purpose Games: Make Studying Fun!
Dictionaries
Flashcard Exchange
Oxford English Dictionary
Subject Tutorials
Dictionary (audio pronounciations) Cambridge
Itunes University
Dictionaries
Study Apps
Mnemonic Options
iBrainstorm
Interdisciplinary mnemonics
Mindomo: Mind Mapping Made Easy
Chemistry Mnemonics
Simple Note
Academic Apps
Chemistry Sites
Chemistry and Biochemistry Mnemonics
Chemistry Comes Alive Movies
Balancing Equations Tutorial
Common Compound Identifier
Isomer Construction Tutorial
Biology Sites
Cells Alive
ZeroBio Tutorials
Biology Animations from McGraw-Hill
Scanning Electron Microscope Tutorial
Medical Terminology Mnemonics
MCAT Mnemonics
Molecular Biology Mnemonics
Physics Sites
Interactive Physics Demonstrations
The Physics Classroom
Virtual Physics Lab
The Best Physics Videos
Nebraska Astronomy Applet Project
Math Tutorials
Hippocampus Tutorials
Math TV
Basic Math Tutorials
Basic Algebra Formula List
Math Tutorials and Formula Lists
Botany Animations
Panther Prep: Academic Resource Guide – Outlines & Worksheets
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Statistics Tutorials
Economics Tutorials
Web Interface for Statistics Education
Economics Network
Elementary Statistics & Probability
USC Economics Tutorials
Statistics Tutorials for SAS, SPSS, Excel
Dr. T's Economics Tutorials
Language
Beeline TV
Language Flashcards
Languages Online
Indo-European Language lessons
BBC Language lessons
Practice Exams
Free Standardized Test Practice Tests
U of Chicago Actuarial Initiative
Exam 3F / Exam MFE Study Materials
CPA Exam Practice Tests
MCAT Practice Tests & Information
NCLEX Practice Test Review
Learning Disability Resources
Ann Logsdon-Learning Disabilities Resource Guide
Child Development Institute (CDI)
Council for Learning Disabilities (CLD) Phone: 913-491-1011
Education Resources Information Center (ERIC) Toll-free Phone: 1-800-LET-ERIC (800-538-3742)
LD Online
Learning Disabilities Association (LDA) of America
Phone: (412) 341-1515
National Center for Learning Disabilities (NCLD)
Phone: (212) 545-7510, Toll-free Information Referral Service: 1-888-575-7373
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Academic Sources
Crossman, Anne, and Chris Kalb. Study Smart, Study Less: Earn Better Grades and Higher Test Scores,
Learn Study Habits That Get Fast Results, Discover Your Study Persona. Berkeley [Calif.: Ten Speed,
2011.
Jacobs, Lynn F., and Jeremy S. Hyman. The Secrets of College Success. San Francisco: Jossey-Bass, 2010.
How to Survive Your Freshman Year, Downing, Skip. (2004). On Course. Strategies for Creating Success in
College and in Life. New York: Houghton Mifflin Company.
Landsberger, Joe. (2003, August). Personal Goal Setting. Planning to Live Your Way. Mind Tools. Retrieved
July 2004, Web site http://www.mindtools.com/page6.html.
Bernstein, Mark & Kaufmann, Yadin. (2004). How To Survive Your Freshman Year.
Hundreds of Heads Book, Inc.
Ellis, David B. (2004). Becoming A Master Student. College Survival, Inc.
Landsberger, Joe. (2003, August). Personal Goal Setting. Planning to Live Your Way. Mind Tools. Retrieved
July 2004, Web site http://www.mindtools.com/page6.html.
Pauk, Walter & Owens, Ross. (2005). How to Study in College (8th ed). Houghton-Mifflin Co.
Landsberger, Joe. (August 12, 2005). http://www.studygs.net/schedules/goals.html
Landsberger, Joe. (2003, August). http://www.studygs.net/mapping/index.html
Ellis, David B. (2004). Becoming A Master Student. College Survival, Inc.
Landsberger, Joe. (2003, August). Personal Goal Setting. Planning to Live Your Way. Mind Tools. Retrieved
July 2004, Web site http://www.mindtools.com/page6.html.
Pauk, Walter & Owens, Ross. (2005). How to Study in College (8th ed). Houghton-Mifflin Co.
Stewart, Patricia. Time Management, Assessment, forms, Strategies, Schedules.
Retrieved June, 2005, from California Polytechnic State University. Web site:
http://www.sas.calpoly.edu/asc/ssl/time.mgt.intro.html
Downing, Skip. (2004). On Course. Strategies for Creating Success in College and in Life. New York:
Houghton Mifflin Company.
Landsberger, Joe. (2003, August). Personal Goal Setting. Planning to Live Your Way. Mind Tools. Retrieved
July 2004, Web site http://www.mindtools.com/page6.html.
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