Exams ended this week. As I was leaving the building, I couldn't help but notice (hear) a student talking on her cell phone. She was holding two corrected bluebooks in one hand and the phone to her ear with the other. Obviously, she was talking to a friend.
The student explained to the friend that she had just picked up some corrected, final exams and she laid out her plans for the rest of the day. The whole tone was quite casual. When I received grades, I would not look at them until I left the classroom, and then I would go somewhere quiet just in case a meltdown was necessary.
The student casually opened the exam and by this time, we were both out of the building but I was well ahead of her.
Then I heard ... well, see the title.
This student used a vocabulary straight out of the book, Literature According to the Drunken Sailor.
The student explained to her friend that she did badly on the exams. "Really f'ing bad. I got every answer wrong."
The student was genuinely surprised. In Success In College, I cite a study that found that most students have no idea how well or poorly they performed on an exam they had just taken.
Why is that?
I have three hypotheses, but feel free to add yours.
1. Confidence: Many students who study for extended periods lack confidence. They answer all the questions correctly, but are so petrified of failure that they believe they may have bombed the test.
2. No Knowledge of the Subject Matter: Some students may be so clueless about the subject matter that they don’t realize they are actually writing gibberish.
3. The Professor’s Fault: Some professors design ambiguous questions with no real answers so that they can give whichever grade they want. I believe that a minority of professors behaves this way, but I do think this phenomenon exists.
P.S. Lou Zer
Thursday, December 13, 2007
Sunday, December 9, 2007
Advice on Final Exams
Giving advice on final exams is difficult. There is no short cut, tip, or strategy that can help you save a semester. If you didn't work hard during the semester, your final exams probably won't save you.
For the most part, I have found that final exams either don't change your final grades all that much or they reflect a trend that has been developing throughout the semester. Let me explain. Most of the time, the grade you have going into the exam will not change that much as a result of the final. However, some students follow a trajectory during the semester, and the final exam reflects this trend. In my first semester, I started with a low D in American Government. I finished with a B-, but I was working on an upward trend from the first exam to the final.
That preface aside, what kind of advice would I give for studying for final exams?
1. Don't cram -- prepare weeks in advance. Finals aren't a surprise, so start preparing early. Two or three days isn't enough.
2. Know exactly which material will be covered on the exam. The syllabus and professor will help you in this manner.
3. Try to find some balance. Final exams are stressful, so try to plan some relaxation time ... a movie, meal, museum, sporting event. Get your mind off of finals for a while.
4. No all-nighters
5. Study alone. Group sessions turn into talking to your friends and not studying.
6. Take copious notes and rely on those notes for cues about what the final exam will cover.
7. What has the professor stressed over the semester or in the last part of the term? Focus upon these points.
8. Eat and sleep.
9. Show up for the exam right before it begins. I found that hanging out in the hallways with students who were still studying for the exam often confused me. They would be asking each other questions, and my stress level escalated. I got in the classroom, got me the test, and away I went.
10. When you get the blue book or the exam, right down important concepts that you think will be on the exam. Make sure to hit those points when you write your essay. Sometimes when I read the essay question, I panicked and told myself I didn't know the answer. Making an outline helps to overcome this problem.
That's all for now
P.S. What would you like to know about final exams?
For the most part, I have found that final exams either don't change your final grades all that much or they reflect a trend that has been developing throughout the semester. Let me explain. Most of the time, the grade you have going into the exam will not change that much as a result of the final. However, some students follow a trajectory during the semester, and the final exam reflects this trend. In my first semester, I started with a low D in American Government. I finished with a B-, but I was working on an upward trend from the first exam to the final.
That preface aside, what kind of advice would I give for studying for final exams?
1. Don't cram -- prepare weeks in advance. Finals aren't a surprise, so start preparing early. Two or three days isn't enough.
2. Know exactly which material will be covered on the exam. The syllabus and professor will help you in this manner.
3. Try to find some balance. Final exams are stressful, so try to plan some relaxation time ... a movie, meal, museum, sporting event. Get your mind off of finals for a while.
4. No all-nighters
5. Study alone. Group sessions turn into talking to your friends and not studying.
6. Take copious notes and rely on those notes for cues about what the final exam will cover.
7. What has the professor stressed over the semester or in the last part of the term? Focus upon these points.
8. Eat and sleep.
9. Show up for the exam right before it begins. I found that hanging out in the hallways with students who were still studying for the exam often confused me. They would be asking each other questions, and my stress level escalated. I got in the classroom, got me the test, and away I went.
10. When you get the blue book or the exam, right down important concepts that you think will be on the exam. Make sure to hit those points when you write your essay. Sometimes when I read the essay question, I panicked and told myself I didn't know the answer. Making an outline helps to overcome this problem.
That's all for now
P.S. What would you like to know about final exams?
Saturday, December 8, 2007
More on the LCs
Since my last post on Library Campers (LCs), I have noticed more and more LCs. The other day I went back into the library and again, not remembering its finals because I am not teaching this term, I didn't expect to see them; but there they were. They multiplied like Gremlins, just not as good looking.
At UConn, the basement of library had a party atmosphere during mid-terms and especially during finals. The mood was extra-social; it was the place to see and be seen. Most parties weren't as fun as the basement of the library on those days.
Anyway, the other day, the library had the same kind of party atmosphere that the basement of the Babbidge Library used to have. Every seat was taken. Students were sitting on the tops of the computer desks. The noise level was pretty high. Lots of socializing. Lots of talking. Lots of action. And you know what else...
NO ONE WAS ACTUALLY STUDYING. Ok, a few were, but I needed effect.
As an undergrad, occasionally, I would read in bed, and then I would fall asleep. During the nap, I would dream that I was reading the book. Similarly, simply going to the library won't educate you. You actually have to study.
As a side note, it always amazed me that people could actually study while listening to music with headphones. I can understand that some light, background music would be okay, but students appear to be jamming as they are trying to read. Do they really comprehend anything? I don't think so.
So, after I left the library, I noticed that LCs had taken over the entire campus. Students are looking for any space they can to study. The floor, the bookstore, the bathroom ... ok, maybe not the floor ... but they are everywhere. This leads to me the following question: if the students were studying this furiously during the term, where were they? Why didn't I see them?
I strongly suspect that many of the students weren't studying, and that's why I didn't see them. For a long time now, I have been convinced that effort – treat college work as if it’s your full-time job – determines grades. Nothing I have seen from the LCs would lead me to think otherwise.
P.S. The Babbidge Library didn't look this good when I went to UConn. In fact, it was literally falling apart. A makeshift entrance had to be made to protect people from getting hit by bricks as they entered the building. No kidding. The building was wrapped in plastic for the five-and-a-half years I went to UConn. Why does it look so good now? Thank Jim Calhoun. No kidding.
At UConn, the basement of library had a party atmosphere during mid-terms and especially during finals. The mood was extra-social; it was the place to see and be seen. Most parties weren't as fun as the basement of the library on those days.
Anyway, the other day, the library had the same kind of party atmosphere that the basement of the Babbidge Library used to have. Every seat was taken. Students were sitting on the tops of the computer desks. The noise level was pretty high. Lots of socializing. Lots of talking. Lots of action. And you know what else...
NO ONE WAS ACTUALLY STUDYING. Ok, a few were, but I needed effect.
As an undergrad, occasionally, I would read in bed, and then I would fall asleep. During the nap, I would dream that I was reading the book. Similarly, simply going to the library won't educate you. You actually have to study.
As a side note, it always amazed me that people could actually study while listening to music with headphones. I can understand that some light, background music would be okay, but students appear to be jamming as they are trying to read. Do they really comprehend anything? I don't think so.
So, after I left the library, I noticed that LCs had taken over the entire campus. Students are looking for any space they can to study. The floor, the bookstore, the bathroom ... ok, maybe not the floor ... but they are everywhere. This leads to me the following question: if the students were studying this furiously during the term, where were they? Why didn't I see them?
I strongly suspect that many of the students weren't studying, and that's why I didn't see them. For a long time now, I have been convinced that effort – treat college work as if it’s your full-time job – determines grades. Nothing I have seen from the LCs would lead me to think otherwise.
P.S. The Babbidge Library didn't look this good when I went to UConn. In fact, it was literally falling apart. A makeshift entrance had to be made to protect people from getting hit by bricks as they entered the building. No kidding. The building was wrapped in plastic for the five-and-a-half years I went to UConn. Why does it look so good now? Thank Jim Calhoun. No kidding.
Tuesday, December 4, 2007
Library Campers Unite!
Today, I went to the library and it was as crowded as Grand Central Station at rush hour. Packed! It took me a second, but then it hit me. It's that time of year again ... finals! And when finals come, so do the library campers: those who haven't been to the library (or to class that much) during semester, believe that they can save their semester if they bring a tent, a keg of coffee, a portable shower, and an extra sleeping bag to the library and camp out in there for a week.
After a week of camping in the library, the library campers -- you can call them the LC's for short -- leave the library, raise their arms triumphantly over their heads like Rocky and proclaim, "Man, did I work hard this semester." No you didn't.
It is really hard to save your semester in one week. My advice is to work consistently hard throughout the semester and you will do well and save money on the tent, shower, and keg of coffee. For more on the library campers, see Chapter Four: Stages of the Semester (Will You Work Hard During the Dog Days?)
PB
P.S. This is all good.
After a week of camping in the library, the library campers -- you can call them the LC's for short -- leave the library, raise their arms triumphantly over their heads like Rocky and proclaim, "Man, did I work hard this semester." No you didn't.
It is really hard to save your semester in one week. My advice is to work consistently hard throughout the semester and you will do well and save money on the tent, shower, and keg of coffee. For more on the library campers, see Chapter Four: Stages of the Semester (Will You Work Hard During the Dog Days?)
PB
P.S. This is all good.
Sunday, December 2, 2007
“Did You Get Laid?”
This question – a direct quote I am afraid – came during my most recent talk of Success In College at a high school. The student who asked the question was either a junior or senior; she whined the entire lecture as she sat with her head on the desk. The talk took place in the high school’s library and about 50-75 students were there. Nearly all of the students in the library were well-behaved, but what do they say about the rotten apple?
This incident, for lack of a better word, highlights some of the problems with current high school and college students. First, outrageously, disrespectful behavior in class is on the rise and I believe it will reach crisis proportions sooner rather than later. I detail my thoughts on student behavior in class in Chapter Eleven, entitled “In-Class Etiquette: Oh Behave.” Insert Austin Powers’ accent here.
Second, the student, who proclaimed that she wanted to go to college, actually defended her question. When I responded that the question was inappropriate, the student said that I claimed that my original goals in college included meeting women … and so she naturally asked her brilliant question. No accountability here, ladies and gentlemen.
It was my fault. I shouldn’t have started with my perspective as an 18-year old, which I changed before I even arrived in college. The introduction of the book (and this particular lecture) explain how I told my gym teacher/true guidance counselor that I wanted to go to college to meet women, party, and some third thing I can't remember. His response freaked me out so much that I altered my priorities before day 1 in college (see chapter 1). The student didn't pay attention to the purpose of the story. She just wanted to use it to be smart (and I don't mean in a good way).
Third, many high school and college students consider meeting members of the opposite sex, partying, fraternity life, and other extra-curricular activities to be the purposes of college. They aren’t. Get that out of your head immediately, because your priorities are often reflected in your performance. Thankfully I realized this before I started my college career. I hope the disrespectful brat in the class learns this … and manners … and some personal accountability … and learns them soon.
PB
P.S. No, I didn’t answer her question. What’s wrong with you?
This incident, for lack of a better word, highlights some of the problems with current high school and college students. First, outrageously, disrespectful behavior in class is on the rise and I believe it will reach crisis proportions sooner rather than later. I detail my thoughts on student behavior in class in Chapter Eleven, entitled “In-Class Etiquette: Oh Behave.” Insert Austin Powers’ accent here.
Second, the student, who proclaimed that she wanted to go to college, actually defended her question. When I responded that the question was inappropriate, the student said that I claimed that my original goals in college included meeting women … and so she naturally asked her brilliant question. No accountability here, ladies and gentlemen.
It was my fault. I shouldn’t have started with my perspective as an 18-year old, which I changed before I even arrived in college. The introduction of the book (and this particular lecture) explain how I told my gym teacher/true guidance counselor that I wanted to go to college to meet women, party, and some third thing I can't remember. His response freaked me out so much that I altered my priorities before day 1 in college (see chapter 1). The student didn't pay attention to the purpose of the story. She just wanted to use it to be smart (and I don't mean in a good way).
Third, many high school and college students consider meeting members of the opposite sex, partying, fraternity life, and other extra-curricular activities to be the purposes of college. They aren’t. Get that out of your head immediately, because your priorities are often reflected in your performance. Thankfully I realized this before I started my college career. I hope the disrespectful brat in the class learns this … and manners … and some personal accountability … and learns them soon.
PB
P.S. No, I didn’t answer her question. What’s wrong with you?
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