Wrapping Up Spring Semester!

While it might not feel like spring outside, the semester is starting to come to a close. As we start to prepare for final papers and projects, it can be too easy to start to feel overwhelmed. Don’t let your impending deadlines get the better of you this semester. Weingarten has some tools that can help.

  • First, we suggest laying out all your deadlines on a calendar. This helps you see what tasks are coming up (Stop by Weingarten to pick up one of these calendars).

calendar

  • Next, work backwards from your larger project deadlines and/or exams. Break down these tasks into smaller, more manageable tasks.
  • Create deadlines for these mini-tasks and write these deadlines on the calendar as well.
    • These mini-deadlines will help to make sure you are staying on track with your assignments. These deadlines are personal, so if you need to move some around or reschedule, you can! Just make sure you are not falling too far behind.
  • Make sure to note any other personal obligations you have on this calendar.

images (9)

  • Call Weingarten at 215-573-9235 to schedule an appointment with a learning instructor who can help you utilize this calendar, make a plan for your studying, or help you manage multiple papers and assignments.
  • Schedule time to attend the Study Hacks for Reading Days workshops:
    • Monday, April 23rd from 5:00 – 6:00 p.m. at the Weingarten Center
    • Tuesday, April 25th from 5:00 – 6:00 p.m. in ARCH 110
    • Register at goo.gl/iGH4rk
Enjoy the rest of your spring semester!

images (1)

Remember Weingarten is here to help!

By: Kelcey Grogan, Learning Instructor and Research Fellow

Advertisements

Foregrounding Identity in Academia & Scholarship

images (3)

Right about now, we find ourselves knees-deep (maybe waists-deep!) in final projects. It is that time of the year in the Spring semester, Folks! At Weingarten, we empathize with the criticality and rigorousness of your final projects: term papers, capstone projects, portfolios, program thesis papers, and the list goes on! We also know our students, yes, YOU! You have been diligently examining your syllabus requirements, going through the assignment/project rubric with a fine-tooth comb, consulting with the Professor and/or the TA, integrating your course citations and materials, aggregating your own research references, and perhaps even disaggregating, coding and analyzing your collected data!

As you sit down in front of your computer to write your introduction, thesis or opening paragraph, BREATHE! Close your eyes, inhale deep, exhale loud, and CENTER YOURSELF… Yes, that’s it! We want to locate the YOU back in the research project!

images (5)

Due to the increasing professionalization of the Academy and the scientification of research, even social science research, it is easy to loose sight of our own IDENTITIES in being enveloped by the research process. But remember, YOUR PERSPECTIVES are UNIQUE and VALUABLE! You are part of a diverse University Community, which is bonded by all that makes us different, inasmuch as there is synergy in our factors in common. Your IDENTITY fundamentally influences your approach, methods and interpretations – whether or not you acknowledge it explicitly in your work.

YOUR IDENTITY OCCUPIES A CRITICAL SPACE IN YOUR CONCEPTUALIZATIONS

Here are a few tips in bringing back, centering and honoring the YOU in your research process:

What Inspired You?

Identify and track the source of  your inspiration. Was it a person, object or moment in time that served as catalyst for your inspiration? Was it a personal, academic or professional experience? Is there a story, a narrative behind your inspiration? Don’t lose sight of this inspiration as it will not only serve as fuel to sustain your academic work, but it will also serve as an interpretive lens in helping contextualize your conclusions and implications based on the source or triggering axis of your inspiration.

Look Back: What is your Legacy?

Reflecting on and examining your legacy will help you flesh out the theoretical framework to your project. Your legacy may involve histories, stories, narratives, memories and experiences that shaped who you are today. They often inform the ideologies, orientations and interpretive lenses, which can be teased out of your theoretical framework. Other times, they serve as counter-narratives, arguments or positions relative to your own or society’s dominant stances.

Explore Your Intersectionality

You are a phenomenally complex individual whose legacy, orientations and identity are deeply and richly rooted. The work of understanding the intersections of our identities, the matrix of their categorical representations (e.g. gender, sexuality, race, class, religion, citizenship status, etc.), how our identities are socially constructed, fluid and negotiated, and ultimately, what socio-political and economic power they afford or limit in different contexts can be labor intensive, but will prove invaluable to your research process. It will help reveal blind spots and assumptions in the research design, analysis and/or interpretations of findings. Identifying, wrestling with coherences, dissonances and/or boundaries of the scope of our research project is our duty as researchers.

Localizing and interrogating your own IDENTITY within Research is a critical means to Embracing and Valuing the authentic YOU and WORLD around YOU!

By Staff Writer: Min Derry, Learning Instructor and Research Fellow

How to Succeed at Long Term Project Management Part One: Goal-Setting

downloadimages (2)

I submitted my dissertation earlier this month. A dissertation is essentially a book that takes years of writing and researching to complete. Now that I can look back and reflect on the process, I want to share some tips that really helped me get through the longest project of my life. In this post, I’ll talk about specific strategies for setting goals and sticking to deadlines. Check back next week for part two of this series, where I will cover the self-care initiatives I pursued while writing in order to stay well while completing my dissertation. If you have a final paper or project looming in the not-so-distant future, read on to see how you can create a plan for success!

  1. Identify the due date.

Most, if not all, of your big projects will have a definitive due date. If there is not one, create a due date for yourself that fits best in with your other final exams, projects and papers. We have 2018 – April-May Calendar available at the Weingarten Center to help organize all of your final obligations. See when your busy times are, and plan around them. If you have all set dates for your exams, papers and projects, write them in now so that you can begin preparing in advance.

  1. Work backwards to plan intermediate due dates.

Some of you may have intermediate dates included in your final project description (i.e. Writing Seminar Portfolio). For everyone else, creating intermediate due dates along the way for small steps is a great way to keep chipping away at a larger project. Once you’ve identified the due date, work backwards from that date to today’s date and create a to-do list. We have Long Project Planning Sheet (pictured below) available at the Weingarten Center to help you plan things out, but you can also do this on an app (such as Wunderlist) or on a regular piece of paper.

Screen Shot 2018-03-27 at 6.16.46 PM

  1. Create manageable goals for small chunks of time.

Once you begin creating a to-do list, break your project up into a series of very small steps in order to be successful. For example, the first task on my to-do list is always to re-familiarize myself with the prompt or task. Reread the assignment description, and then check that off your list! You’re already making progress. After that, your steps should never take more than 1-2 hours to complete, and you should take a break in-between. If you’re writing a paper, break the paper up into sections (introduction, argument 1, conclusion, etc.) and make each section a different task.

  1. Find an accountability partner.

Speaking your goals aloud to someone else will make you more likely to complete them. Once I set my intermediate deadlines, I shared them with everyone from my friends and classmates to my dissertation advisor. That way, when the deadline neared, I knew I had to turn something in because others were expecting drafts. Find someone in your class, a friend or roommate who you can check in with periodically. Make an appointment at the Weingarten Center or the Marks Family Writing Center and bring a section of your paper there. Check in with your professor during office hours so you can share your progress.

images (3)images (7)

Long-term projects and papers can sometimes feel like isolating, daunting tasks, but if you involve others and make the project more manageable through smaller deadlines, you’ll definitely be successful. Good luck!

By Staff Writer: Cassie Lo, Learning Instructor

Spring Clean Your Academic Life

Picture1

Image from UPenn Facilities website

While it might not feel like spring outside yet, it is definitely around the corner. Spring break is over, and this semester is already halfway complete. Before we become busy with spring social commitments, with enjoying the nice weather (it’s coming, I promise!), and with beginning to study for finals, this point in the semester can be a great time to do some academic spring cleaning.

Sound new to you? Often, we often only think of spring cleaning as a chore we complete with our dorms, houses, or apartments, but actually this can be a great point in the semester for taking time to reorganize your academic life. Spending a few hours clearing out old papers and organizing important files can help you feel recharged and ready to take on the rest of the semester.

Picture2

Image from NewBridge Recovery

So turn on some music, open up the curtains to let some sunlight in, and get ready to get organized. Here are some suggestions for how to spring clean your academic life:

  • Take some time to go through your folders (or the paper crumpled at the bottom of your backpack).
    • Recycle the papers you don’t need anymore.
    • If papers will be useful or helpful later in the semester or in future classes, place them in a labeled folder.
  • Organize the files on your computer.
    • Make sure you have created file folders for each of your courses this semester. Sort your files accordingly. Make sure to add any downloaded files that will be useful.
    • Delete the computer files you no longer need.
    • If you are reading a lot of PDFs, make sure you are keeping them organized for easy reference when you are writing future essays. Tools like OneNote, Notability, or Zotero can be great for helping to keep PDFs organized.
  • Sort out your Inbox!
    • This task can be dreaded, but now can be a good time to take charge of your email if it’s gotten out of hand.
    • Delete unread or unneeded messages.
    • Place important emails in their applicable folders
    • Take yourself email chains that you don’t need or send them directly all an advertisement folder so they aren’t clogging up your main inbox.
  • Take stock of your books and textbooks.
    • If you’re like me and you have too many books, make sure you’ve made any returns to the library.
    • See if you can sell back any books on Amazon or another site.
    • Donate books you no longer need to on-campus donation sites or a local library.
  • Review your planner and/or schedule.
    • Make sure your spring commitments are updated.

Picture3png

Image from Waterford Technologies

What else do you do to recharge and reorganize during the spring? Let us know!

Remember, instructors at Weingarten are here to help with any of your academic needs! Call 215 – 573 – 9235 to make an appointment. Or, stop by Monday thru Friday from 12pm to 3pm and Tuesday and Wednesday nights from 4pm  to 7pm for walk-in appointments.

By: Kelcey Grogan, Weingarten Learning Instructor and Learning Fellow

The Problem-Solving Sandwich

tomato-sandwich-ck-1898530-x

Take-away:

When you go to do your homework (reading & problem-set)…
  1. Start with a homework problem first, not the reading.
  2. Read only if you need to. Read only what you need.
  3. Then get back to the problem and solve it.
PART 1: WHAT IS THE PROBLEM-SOLVING SANDWICH?
Read-Then-Solve: A Bad Idea

image 1

Unfortunately, many students do their homework using the read-then-solve strategy—they read the entire assigned reading, then start on the problem set.  This may make for reading more than you need and likely zoning out while you’re reading. Read-then-solve is often wasteful and boring. You may ask, “But don’t I need to understand the concepts first?” I ask in reply, “Do you read-then-solve in real life?”

The Problem-Solving Sandwich – What You Do in Real Life

image 2

In this “real world” scenario, suppose you are writing a report on a Word document, and run into trouble with the formatting. Say it is a problem with making bulleted lists in Word. You have a problem you intend to solve. Here are two strategies you can use. Which is best?

Strategy 1: Read-Then-Solve
  1. Read an entire chapter on formatting in Microsoft Word
  2. Attempt to solve the bulleting problem
Strategy 2: Use the Problem-Solving Sandwich
  1. Attempt to solve the problem with what you know. For example, you might right-click and see if any of the options make sense.
  2. If can’t figure it out, THEN search for a solution to your specific problem. For example, you might google “how to make bullets in word for mac 2011”
  3. As soon as you have what you think you need from whatever reading you find, get back to the Word doc and solve the problem.
It’s a sandwich—see?
PART 2: WHAT’S IN IT FOR YOU?
Benefit 1: The Problem-Solving Sandwich is More Efficient

Let’s see how the problem-solving sandwich can save you time. Compare Kim and Susana, both in a class involving problem sets, in this toy example.

Kim uses the read-then-solve strategy:

On Monday, from 4-6pm, she completes the assigned reading. The next day she works on the problem set, also from 4-6pm. Thus, her schedule looks like this:

READ-THEN-SOLVE
  KIM
TIME MONDAY TUESDAY
4:00 PM read SOLVE
  read SOLVE
4:30 PM read SOLVE
  read SOLVE
5:00 PM read SOLVE
  read SOLVE
5:30 PM read SOLVE
  read SOLVE

Remember, this is just a toy example! You will likely want to put in a 6-hour minimum; see previous blog post with that title.

Susana uses the problem-solving sandwich strategy:

She works the same days, but not the same amount of time.

PROBLEM-SOLVING SANDWICH
  SUSANA
TIME MONDAY TUESDAY
4:00 PM SOLVE SOLVE
  read SOLVE
4:30 PM SOLVE read
  SOLVE SOLVE
5:00 PM SOLVE SOLVE
  read SOLVE
5:30 PM
 

As you can see, Susana stopped half an hour earlier than Kim on both days, saving herself an hour. Does this mean she has less mastery of the concepts? Will she do less well on the exam?

Who has greater command of the key ideas?
  • SUSANA > KIM
  • SUSANA < KIM
  • SUSANA = KIM

When I show this to students in my workshops, they generally think that Kim and Susana have equal control of the topic, that is,

  • SUSANA = KIM
But Susana had an hour more to have fun!

Why could she learn as much in less time? First, she only read when she couldn’t solve the problem on her own so she cut straight to the stuff relevant to her specific question with a strong motivation to get the info and get out—her brain was on the hunt.

Benefit 2: The Problem-Solving Sandwich is More Engaging

What do I mean by your brain being “on the hunt”? When you read-as-needed only, your goal is to find a specific answer to a critical question—you’re giving your brain a question mark: “?” J

But when you read-then-solve, your goal is to “get through the chapter.” You’re giving your brain a period: “.” L

Which is more fun? Ready to Try It? So if you have been using the read-then-solve strategy, try out the problem-solving sandwich strategy. If you have any ?s about how to do it, feel free to come chat with a learning instructor—we’re happy to help!

image 5

 To your better learning!

Staff Writer: Nicholas Santascoy, Learning Instructor

 

Exam Analysis

Often, students spend all their time studying and preparing for exams before they take a test. Did you know though that some of the most important studying and preparation comes after you take exams?

image 1

One of the best ways to prepare for future exams and to ensure that you understand course material is to analyze your exam after you take it! This ensures that you are thinking critically about your learning and preparing the best way possible for your next exam.

image 2

When you receive your test back from your instructor, first examine the questions you answered correctly.

Think about:

  • How did you study for this information?
  • Why did you get this question right?
  • What can you learn from it?

Use this information to help you prepare for your next exam. Identify what strategies worked for you when you were preparing for this test, and be sure to use them again.

image 3

Next, look at the questions you answered incorrectly.

            Identify why you answered incorrectly:

  • Was it a content mistake? Meaning:
    • You never saw the information.
    • You didn’t study the information.
    • You studied the information but learned it incorrectly.
    • You studied the information but could not recall.
      • From these content areas, see if you can identify if your mistakes were coming from the same section.
      • Do you need to go back and review a chapter section?
      • Would it be helpful for you to review this with the professor, a TA, or a tutor?
  • Was your error in the application of the material? Meaning:
    • You studied and recalled the basic information but could not apply it to higher order thinking problems.
  • Did your error have to do with how you approached the tests? Meaning:
    • Did you misread or misinterpret a test question?
    • Were you too impulsive or overconfident on certain tests questions?
    • Was it test fatigue?
    • Was your pacing off for the test? Were you running out of time?

Use this information to help you adjust your studying for the next exam.

image 4

Make an appointment with a learning instructor at the Weingarten Learning Resources Center for more help on how to make the most of your exam analysis. Here is a link on our exam analysis appointment protocol. We are happy to help you think more critically about your class, about what you learned, and about how to prepare for your next exam!

Blog adapted from resources prepared by Dr. Ryan Miller, Executive Director of the WLRC.

By: Kelcey Grogan, Learning Instructor

Reflections on DATA

images (1)

As a society, we put great value on DATA. As students, academics, scholars, researchers, practitioners and inquirers, we are often in the pursuit of, if not, immersed in DATA. Each Discipline, from Medical and the Health Sciences, to Engineering, Computer Science and Business, Sociology and Social Policy, to Education and many others, we seek to identify, collect, connect and correlate, analyze, triangulate and interpret data in meaningful and impactful ways.

All the while, we adhere to the highest standards of integrity, validity and reliability. Institutionally, we evaluate and scrutinize our methodological processes through rigorous review processes, internal review boards, internal and external audits and certifications, etc.

Whether or not our practices are directly or indirectly related to data generation, processes, manipulation and/or management, our lives are increasingly enveloped in DATA, and currently, BIG DATA, mediated by technological advances.

images (31)download

While there is substantive information, including literature, instruction, training and professional communities that serve the missions of quantitative and qualitative methods of research inquiry, it is worth reflecting and engaging with some enduring and universal questions about humanizing and democratizing research:

What is the [Symbolic or Material] VALUE of [Researcher/Practitioner] Data?
Who does Research ultimately Benefit?
  • Whose interests does it serve?
  • What purpose(s) does it fulfill, for whom and why?
  • What are the restrictive parameters (e.g. temporal or contextual, etc.) particular to the affordances and limitations of the collected data that would curtail or caution the generalizability or universality of the research findings?
  • What other outcomes or consequences can be anticipated or identified/acknowledged beyond/outside the scope of the research question/study?
  • What are the cross-disciplinary implications of the study (e.g. social, economic, political, religious, etc.)
What are some of the issues of Access in Site and Participant Selection?
  • Whose stories/agendas are studied/told, why, and how? Which stories/agendas are foregrounded, and which are subjugated? Whose stories/agendas are omitted?
  • Which participants does research seek to reach by elicitation, and why? Is there an avenue/process for participants/communities to reach research opportunities? Is there reciprocity and multilateralness, or is research unilateral?
  • Can participants self-select into or except out of research without direct or indirect consequences? What are the local implications of designing indeterminacy into the site and/or participant selection process – at the local and macro levels?
  • How are power disparities conceptualized, balanced or mitigated? How is power directly or indirectly coded or recognized into the research process and findings report?

So, the next time you engage with your research project and reflect upon your conceptualizations, site and participant selection, data sources and rules of engagement, and interactional methods, consider the other side of RIGOR, tipping the balance towards humanization, democratizing engagement and ambivalence.

Only a very intentional, many times, alternative approach to scientific research, can balance by counteracting the historical scientification, neutralization, objectification and exotified subjectivity of individual, community and complex categorical lived realities that are far from neutral, but politically imposed.

For more information about intersecting RESEARCH with their SOCIAL CONTEXTS, consider the following literature:

  • Erickson and Gutierrez (2002). Culture, Rigor, and Science in Educational ResearchEducational Researcher. 31:8. 21-24.
  • Lather and Moss (2005). Introduction: Implications of Scientific Research in Education Report for Qualitative InquiryTeachers College Record. 107:1. 1-3.
  • Zembylas and Schutz, Eds. (2016) Methodological Advances in Research on Emotion and Education. Switzerland:Springer International Publishing.

By WLRC Staff Writer: Min Derry, Learning Instructor