Adult Students Academic Orientation slides.pptx

Adult Students’ Academic Orientation Academic Skills Centre Ems, this file is a copy of a one-hour talk I gave in O-Week back in Feb 2024. It’s got some points we can use. Feel free to edit this. Today’s session  Part 1: Navigating the university  Short break...

Adult Students’ Academic Orientation Academic Skills Centre Ems, this file is a copy of a one-hour talk I gave in O-Week back in Feb 2024. It’s got some points we can use. Feel free to edit this. Today’s session  Part 1: Navigating the university  Short break (11:15am)  Part 2: Time management and note-taking  Lunch (12pm)  Part 3: Academic expectations  Directly after this session: Understanding LEARN  Part 1 Navigating the University Intro (JT’s stuff)  As a new student to university, you’ll go through a transitional period  For adult learners, the first-year transition often includes:  Academic integration  Reading academic texts and writing assignments  Developing study skills  Sitting tests and exams  Integration of university/family/workload demands.  Social integration  Do I belong here?  How do I…?  Changes in sleeping/eating habits  Financial concerns  From Wikipedia 1  https://www.simplypsychology.org/maslow.html  Looking after your basic physiological needs is essential for academic success Note. From Maslow’s Hierarchy Of Needs, by S. Mcleod, 2024, Simply Psychology, https://www.simplypsycholo Physiological needs  Waiutuutu Community Garden Wa iutu utu Str eam Puaka- James Hight Cherry blossoms Ilam campus Food and drink outlets Engineering Core Ernest Rutherford Rehua Undercroft (Puaka-James Hight) Psychology-Sociology Meremere Physiological needs Looking after number one on campus Question What could I get from UC to meet my physiological needs?  Keeping warm  Central library: warm; quiet; good views; bookable spaces for group work  Looking after little ones: Early Childhood Learning Centre  Staying safe: UC Security; help point towers  Being healthy: UC Health Centre  Getting here: Parking; cycling facilities; 2  https://www.simplypsychology.org/maslow.html  Looking after your basic physiological needs is essential for academic success  Safety and security Being safely and securely set up to study Scenario Keith’s lecturer tells him he has emailed the class with a link to the course outline. Keith wants to print it out. What does he need to do this? Printer Canterbury Computer IT login In libraries card In libraries or See IT support See Security connect own in Te Pātaka or or Te Pātaka laptop online Complete AKO | LEARN UC Student enrolment See IT support email See Enrolment in Te in Te Pātaka or See IT support Safety and security Being safely and securely set up to study  Enrolment and finance  Te Pātaka: Enrolment; Admissions and Finance; Kaitoko (first- year students)  Your faculty: Student advisors if not first-year  UC Graduate School: graduate research students  Note withdrawal dates Safety and security Being safely and securely set up to study Question Am I sure that I am fully set up for my studies here at UC?  Talk to classmates  Check you are both getting all the information you need for the course.  To find information  Ask Te Pātaka front desk  Ask Google  Ask anyone! Activity: Walking tour! 3  https://www.simplypsychology.org/maslow.html  Looking after your basic physiological needs is essential for academic success Love and belonging Loving your courses, belonging to your cohort Classes  When and where are your lectures? See My Timetable  Have you chosen a tutorial/lab stream? See My Timetable  Have you found your course on AKO | LEARN?  Have you read the course outline for each course?  How do you access online lectures? See Echo360 button on AKO | LEARN Love and belonging Loving your courses, belonging to your cohort Grades  Do you understand the UC grading scale?  Do you understand assessment weightings?  Are there any marks you must score in order to pass?  Where do you find your marks for course assessments?  Where do you find feedback on assessments?  What will you do if you can’t complete an assessment on time? Love and belonging Loving your courses, belonging to your cohort People  Contacting teaching staff (lecturers, tutors, course coordinators)  Office hours, email, forums on AKO | LEARN  Etiquette  Fellow students  Ask questions, hear information  Study with peers, talk about course content and assessments  Raise issues with class rep Activity: Get to know people! 4  https://www.simplypsychology.org/maslow.html  Looking after your basic physiological needs is essential for academic success Self-esteem Feeling confident academically  It’s smart to seek out help! Academi c Skills C Peer Assisted  Services: entre Learning Su pport (PALS) Student Acce AskLive Subject L Assistive ssibility Servi ibrarians Technolo ce gy UniLife UC Ment Rainbow Student International oring Mentors Student Care Student Sup Advisors port Activity: quiz! Study tip 1: Get necessary information early  View class schedule and choose tutorial/lab streams on My Timetable  Find your courses on AKO | LEARN  Any requirements or recommendations from lecturer before first lecture?  Find the Course Outline  Check UC student email  Note deadlines for changing or withdrawing from courses  Get to know other students!  Study tip 1: Get necessary information early  Course Outline (on AKO |  Course Information (on UC LEARN) website) Samples only Study tip 1: Get necessary information early Essential course-related information usually found in course outlines:  Names and contact details of teaching and administrative staff  Assessment schedule with descriptions, due dates and weightings  Class timetable and lecture schedule (with topics covered)  Policies (e.g., on assessment, attendance, extensions)   Part 2 Time management and note- taking Part 2  Time management  ?Activity: talk about aspirations/expectations for study/long-term goals  Activity: talk about your household and its needs and how impacts your time  Activity: assignment planning scenario  Activity: talk about procrastination methods  ?Activity: plot deadlines on calendar  Note-taking Time management Organise – Optimise – Actualise  Organise your time well with realistic, advanced planning.  Optimise your efforts and grades with focused and strategic study.  Actualise all your good intentions. Make it real—get the work done.  Tell neighbour: What family or work commitments do you have, and when Time management do you think you will be able to study? Organise your time  Mark due dates on a study planner (free from ASC)  Use a daily/weekly planner  Create to-do lists Time management Planning for assignments Activity Scenario: Here’s an assignment. It’s due three weeks from now. How will you plan your time? In groups of 2 or 3, come up with a plan.  Analyse the instructions and work out what’s required of you.  When researching and reading, be guided by just what’s relevant.  Divide your time into chunks and set deadlines/targets.  Work backwards from due dates, plan start dates for parts of assignment work Time management Optimise your efforts and grades with focused and strategic study  Monitor how you use your time  What time of day do you work best?  Track how much time you spend on different things  Find the study strategies that work best for you Time management Actualise all your good intentions  Everybody procrastinates. How do you?  Know your procrastination trigger!  Break your task down into manageable pieces.  How can finishing in the middle of a task help beat procrastination?  Set realistic expectations and be flexible. Study tip 3: Get on top of note- taking  Take your own notes in lectures  Effective note-taking involves work before, during and after lectures Study tip 3: Get on top of note- taking Get ready before lectures  Find out what you can about the lecture ahead of time  Do any required reading or tasks  Revise your notes from previous lecture Study tip 3: Get on top of note- taking Focus on the task during lectures  Write in your own words where possible  Write as much as you can, but not more than you need  Summarise more, transcribe less  Listen for keywords relating to lecture aims/topics  Listen out for what lecturer emphasises  Find the method that works for you Study tip 3: Get on top of note- taking Maximise your learning after lectures  Work with your notes within 24 hours of lecture  Tidy, complete and organise your notes  Summarise key points  Keep “whole-course notes” like glossaries for specialist vocabulary  Test yourself on key points and find ways to apply the knowledge  Want to learn more about note-taking? Try Effective Note- taking workshop!  Part 3 Meeting academic expectation Part 3  Learning points:  Academic expectations  Research  Critical Thinking  Writing  More support information Know the expectations for academic work  Research  Academic sources required. Why?  Search for sources using UC Library MultiSearch and databases  You must provide citations and references for all sources used. Why?  See UC Library citations and referencing pages  Academic writing  Clear, concise, formal, structured, grammatically correct  Academic Skills Centre can help individually and with workshops and resources Research: Library support UC Libraries  Subject guides: excellent starting points for subject-specific research  Subject librarians : can help students with Research: Keenious  Keenious  Add-in on Microsoft word  Supported by UC Library database  Peer reviewed journals Referencing  Referencing style guides  Claims require evidence (Ems to look up Lisa Davies’ stuff on this)  UC Library Citations and Referencing  Citation generators (including Keenious) AI  AI UC position statement  Grammarly: grammar checker  Keenious: referencing assistant  Turnitin: plagiarism checker  When in doubt, seek clarification from your course co- ordinator Understand your assessment tasks  Break down assignment tasks:  Look for instruction words  What knowledge or skills does your lecturer want to see you demonstrating?  Assignments often focus on one aspect of a broad topic or one specific idea in a larger context. Can you identify these?  Plan your assignment before you start it  Quick Queries at the Academic Skills Centre: 11am–2pm Monday–Friday Critical Thinking  Reading  Look for the author’s argument and evidence  Use of language  Bias or objectivity  Assumptions or problems with their ideas  Compare and contrast between different authors  Writing  Plan the structure of your argument, how will you develop your points?  Use evidence to support your points  Reach a conclusion based on the development of your argument Nervous about writing?  Writing style  Emulate authors you like  Clear and simple is best  Formal language  Argument and opinion?  Address common concerns?  Note personal reflection tasks  Often use first person More information and support Academic Skills Orientation Module  Self-paced interactive module for learning essential information and study strategies  Available on AKO | LEAR N Quiz Bingo Slide  Slide info More information and support Other support at UC  Mentors  Rainbow Advisors  UniLife programme  Te Ratonga Whaikaha  Peer Assisted Learning Sup | Student Accessibility Serv port (PALS) ice  Hangarau Āheinga  Kā Waimaero | UC Māori | Assistive Technology  UC Pacific Development Tea m  Atawhai Ākonga | Student Care Academic Skills Centre  Free service for all UC students  Workshops  Online resources  Individual consultations  Quick queries  Level 3, Puaka-James Hight Central Library  Available in person and by distance More information and support Academic Skills Centre On campus Level 3, Central Library (Puaka- James Hight) Online Search “UC Academic