Make This Semester Your Best One Yet!

This slideshow requires JavaScript.

Welcome Back to Campus!

It’s hard to believe how quickly summer went by. Here at Weingarten we are excited to have you back! We have collected some tips over the years to help you start this semester off strong and make this semester the best one yet.

1. Make a plan.

Before the semester gets too busy, write down all of your obligations, including
exams, projects, quizzes, trips, and parties for your classes, jobs, clubs,
organizations, and personal commitments. Adjust your schedule to ensure you
have time for each.

2. Make your health a priority.

Schedule time for you now. Make taking care of your health a habit early in the
semester. Decide when and how you can take time to ensure you are doing what
you need to do to stay physically healthy and active.

3. Make time for sleep.

Make a night time routine for yourself now. Getting a good night’s sleep increases
your success and focus in your academic and personal pursuits. Try to keep a
schedule so that you can be the healthiest and most productive you.

4. Make personal appointments.

Schedule any appointments you will need this semester (doctor, dentist, therapist,
counselor). Once the semester gets going, it’s easy to brush these to the wayside.

5. Make appointments with campus resources.

Schedule appointments with Penn Libraries, Career Services, Academic Advisors, or
the Weingarten Learning Resources Center. Get to know the resources on campus
now so that you are more comfortable reaching out for help later!

6. Get to know people in your classes, in your residence hall, in your clubs
and organizations.

Attend events and programming here at Penn with your friends, hallmates, and
classmates! The University of Pennsylvania is a place where we can all grow
personally and academically. Make the time to be a part of a community where
we can learn and grow together this semester.

 

Staff Writer: Kelcey Grogan, Learning Fellow and Learning Instructor

Advertisements

Welcome Back PENN Students! To the Year of Why

Screen Shot 2018-08-19 at 1.55.11 PM

For the 2018-19 academic year, the Provost’s Academic Theme is the Year of Why:

“The concept of asking “why?” is key to advancing knowledge; philosophers and thinkers build on historic foundations as they move forward with new discoveries. We often associate inquiry with technology and scientific advancements, yet it exists in every aspect of our intellectual culture. Above all, asking “why?” is a central aspect of Penn’s history and identity: founded by Benjamin Franklin, one of history’s great thinkers, Penn was designed from the outset to be different from other schools of its day by inviting examination and discussion across disciplines” (The Year of Why, 2018).

At Weingarten, we asked some of our own students, who represent various disciplines and schools, and range across undergraduate, graduate, post-graduate and professional programs:

Why do you use the Weingarten Learning Resources Center?

Here are some of their responses:

“Going to WLRC is one of the best decisions I made at Penn. I go at the beginning of every semester to define my priorities and set a schedule. Over time, I learned effective time management techniques, improved at prioritizing and imposing self-deadlines, and grew to be more proactive and intentional about how I want to spend my time. I also went during overwhelming time crunches and received great help. WLRC is a judgement-free environment. No one will judge your priorities or blame you for not starting an assignment earlier. Instructors are here to support you, and you may develop great relationships!” (Senior, Wharton Undergraduate Program)

“I have already used WLRC services for more than one year and I have gotten so many benefits and help in learning and obtaining learning resources. In general, I attended several workshops held by WLRC and booked appointments with the instructors there also. I always made appointments with a particular Learning Instructor and she gave me lots of helpful and beneficial suggestions for my academic writing. Overall, I think I have made big progress on my academic writing skills with the help of my Learning Instructor and become more skilled at polishing my writing pieces as well. The valuable help from the Learning Instructors there is the most essential reason for me to keep using this service.” (GSE TESOL Masters Program)

“The Learning Instructor from WLRC services has been a tremendous mentor to me. Coming from educational non-profit background, I was not very confident going into my Wharton program, which is known to be quantitatively focused. She and I met regularly throughout my first year – she not only provided practical tips but also helpful encouragement. As a result, I was able to excel in my first year!”  (Wharton Executive MBA Program)

“As a part-time student, the WLRC helps me manage and balance my time with school, work, and life. Being able to listen and share strategies for reading, writing, and overall organization is a tremendous help. I’ve found the WLRC staff from the front desk to advisors to be incredibly welcoming and encouraging.” (GSE Reading/Writing/Literacy Doctoral Program)

“I started using WLRC services at first because I wanted to improve my communication skills (i.e. speaking with confidence and eloquence). Now that I have been using this service for over a year, I use WLRC services beyond just for improving my communication skills. I get to talk with a great coach who helps me think through a lot of professional and personal issues and questions. For example, I learned that, in order to improve my communication skills, I need to learn to become more confident of my capabilities and skills. It wasn’t just about my communication but more about the perception that I have about myself. From this perspective, it has been an educational resource for me academically and personally. The Weingarten Learning Instructor is a great coach and a mentor, and I believe more students should use this service not just for trying to learn a certain topic but for broader purposes that the WLRC services offer.” (Wharton Executive MBA Program)

“WLRC has been my favorite place at Penn, because the Learning Instructors here are so helpful and caring. They have been good friends to me, giving me constructive feedback on my essays, as well as useful advice about studying abroad. I feel so blessed to have found this place, without which my study abroad experience would not be this rewarding.” (GSE TESOL Masters Program)

To make your own consultation with a Learning Instructor, please contact us at 215-573-9235 to make an appointment. Also, consult our Website for more information about all of our services, including Walk-In’s and Workshops.

Welcome Back PENN Students!

Screen Shot 2018-08-19 at 2.38.16 PM.png

By Staff Writer: Min Derry, Learning Fellow, Weingarten Learning Resources Center.

Reference

The Year of Why. (2018). Retrieved from https://www.nso.upenn.edu/theme-year/theme-year-2018-year-why

Connecting, Bringing Closure, through Gratitude

Whether you have just graduated in May 2018, have some final courses to complete during the summer, will be a returning student in the Fall, will be going away for an academic internship next semester, will be taking a gap year, a leave of absence, and/or simply enjoying and relaxing this summer – the end of an academic year and the possibilities of the summer can be emotional, exciting for some and perhaps nerve-wracking for others. Either way, it is helpful to intentionally reflect on bringing closure to the academic year.

Gratitude is a great way to stay connected to others, be they faculty, staff and/or peers. Take some time to reflect and perhaps journal what you are most grateful for this past semester, year, or journey at Penn, thus far.

These need not be major events, but could be moments, passing interactions that made a difference for you, insights gained, thoughts and gestures observed and appreciated, or a concrete act.

You need not be the explicit beneficiary of a direct act of kindness, support or favor. Perhaps you simply observed and appreciated a peer’s contribution to a class or project, or their voice, orientation, views, approach and/or work ethic. In fact, acknowledgment and validation is a great form of expressing gratitude. Gratitude that builds up and encourages is more authentic and valuable.

Even if there were some challenges, starting with gratitude is a great way to gain perspective, find common ground, open up conversation, or gain a sense of closure. Finding the pearl in the sand can help bring resilience and transition us to the next stage. Gratitude is a great counterbalance to challenging situations, as it can be more humanizing to stay connected through gratitude, despite of differences, than to completely disconnect.

Students often ask me if they should purchase an impressive “gift” as a token of gratitude. But that is not necessary at all. In fact, depending on ethical rules, faculty and staff may not accept physical tokens. A simple note or email that expresses your thoughtfulness in gratitude can help you release your appreciation and connect with the individual through acknowledgment. Keep it short, specific/authentic, and professional.

Gratitude is a great way to network, bring closure to milestones, transition to other stages, and connect to your inner self – as you grow and develop alongside others in your academic career. Gratitude will restore your sense of positivity, by affirming your perceptions in relation to others, and as a result, validate, build up and strengthen your own, intentional community.

Thank you!

download (1)

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

Wellness Expo: Wellness Resources @ Penn & Beyond

wellness-logo-noribbon.png-Small.png

At Weingarten, we emphasize Academic Wellness beyond academic achievement. Situating your academic achievement goals across the spectrum of Academic Wellness provides more coherence and balance as you transition to post-secondary education, professional career and beyond. Academic / Wellness is the glue, a core bonding element, that holds it all together in your pre-, during and post-Penn life transitions.

Screen Shot 2018-04-28 at 9.23.56 PM

The Division of Campus Recreation and Penn Athletics regularly partners with the broader Penn Community to present a Wellness Expo at least once during the Fall and Spring academic semesters. The Wellness Expo, which is typically located at the Atrium of the Pottruck Fitness Center, provides study tips before finals, stress relief and coping strategies and activities, and other helpful resources for school-life balance, including healthy snacks!

Naturally, the Weingarten Learning Resources Center was represented to provide you with all of your academic wellness support resources! Here’s one of our Learning Instructors, Min Derry:

IMG-0220

Other Penn and Penn Community Resources in attendance were:

IMG-0224

IMG-0223

IMG-0226

IMG-0231

IMG-0228

IMG-0227

And of course, Penn Athletics had a well-supported and cheered, win-a-t-shirt, Push-Ups competition:

Most importantly (he-he!), there were tons of swags, snacks and even a make your own granola buffet with tons of different types of nuts and grains for your enjoyment!

Be sure to take advantage of all of these resources as you wind down your Reading Days and wrap up your final projects and exams for the semester! Also, be on a lookout for the next Wellness Expo in the Fall 2019!

Staff Writer: Min Derry, Learning Instructor & Research Fellow

Dos and Don’ts for Reading Days

How many times have you said, “I’ll get this done during Reading Days?” I know I have said it at least ten times this semester. This semester’s reading days are Thursday, April 26 and Friday, April 27. Reading days (and the weekend before finals) are a great time to get prepared for your final exams and papers, but those two days go by very quickly. In this post, I’ll share some dos and don’ts for Reading Days success.

DO create an action plan. As soon as you can, look at all of your syllabi to get a better understanding of what exactly you have to do for your final assessment for each class. Do you have a final paper? How long is it? What kind of outside research does this paper require? Do you have to do a presentation about your paper in class? Do you have a final exam? Is it cumulative? Is there a study guide? Create fake deadlines for yourself before the actual deadline by bringing your paper or study plan to the Weingarten Center or by taking your paper to the Marks Family Writing Center. Making an appointment will create an accountability measure for yourself.

images (3)

DON’T start the day before. The worst time to start looking at exam material is a few hours before you take the test. If you create a plan and familiarize yourself with your professor’s expectations for the final, then you will know how much time you must devote to studying for that particular exam. Similarly, starting your paper the day before the deadline won’t yield the best result. You may need to get books from the library or interview someone to complete your assignment, so advanced planning is critical when completing these papers.

download (2)

Do prioritize. The end of the year comes with lots of fun activities that may get in the way of your exam and paper preparation. You are encouraged to balance work and fun, and the best way to do this is by putting all of your activities, fun or not, onto a calendar. We have April-May calendars in the Weingarten Center that are perfect for this activity. Once you see when everything will be taking place, you can make some choices. Perhaps choose one fun activity to do during the weekend before finals, and sandwich it between study/work sessions for your exams and papers.

images

Don’t try to cram. Depending on how much time you have to study before your exam, you will have to make some choices about what you study. If you are short on time, focus on reinforcing the material that you know well and reviewing the topics that you can easily learn, rather than getting held up on the most complicated parts of your coursework. This strategy is the best way to get through as much as possible in a short amount of time.

For more tips on making the most of your Reading Days, visit us at the Weingarten Center! We’ll be holding two “Study Hacks for Reading Days” workshops on 4/23 and 4/24. Additionally, we are open for 50-minute appointments or shorter walk-ins if you would like to consult with a learning instructor individually.

Best of luck on your final exams and papers!

By Staff Writer: Cassie Lo, Learning Instructor and Research Fellow

Sharing Stories at the Penn Faces Speakeasy

Picture1

On Thursday, April 5, Penn students, faculty, and staff braved the unseasonably cold, windy, and chilly weather to share and listen to one another’s stories on Penn’s College Green. This event was organized by the student group Penn Faces, which has been supported by the Weingarten Learning Resources Center since its inception.

Penn Faces is a “project that is the product of collaboration among individuals who came together with the common goal of creating a site to foster resilience and encourage honest conversations. Its vibrant color is a blending of Penn’s red and blue, highlighting both the spectrum and the unity of our experiences.”

The Penn Faces website provides students, faculty, and staff with a space to present their stories to the broader Penn community in the hope of breaking down the expectations of perfection that can be found on Penn’s campus.

Picture12

Some members of the PennFaces Student Advisory Board

The PennFaces Speakeasy is an annual event, organized by the PennFaces Student Advisory Board, that is held to provide the Penn community a space where they can share their stories with a wider audience.

The speakers exhibited strength through their vulnerability while sharing their personal stories of facing setbacks, experiencing loss, finding different paths, and building their resiliency. Here are some of the speakers from the event:

As an audience member, what stood out to me where some common themes that connected the different stories.

  • While each person shared their own individual stories of facing challenges, of feeling like they needed to hide who they were, or of believing they needed to conceal their struggles behind a mask, what made a difference for each person was finding an individual or a community with whom they could speak and connect with.
These ideas spoke to me about the need to find community and to make connections here at Penn.

Too often, I can feel like I just really need to zone in and focus on my academic and professional work while I am here, but we all need to make time and space for our personal lives.

We can have a richer, happier, and more fulfilling experience if we can be our whole selves on Penn’s campus.

Further, some acknowledged that every resource on campus is not for everybody, and that the first resource you reach out to might not be the best for you.

The speakers touched on ideas that reaching out to others and asking for help is a process, but that when you find the right place, it can make all the difference.

Whether who you reach out to is your friends or family, or a designated resource here on campus, these stories remind us that there are people here who truly care, and that there are people here who may be struggling too, even if they don’t always show it.

The speakers and advisory board hope that one day an event like the Speakeasy is not needed at Penn, because we will all feel more comfortable speaking about our fears, difficulties, and struggles openly in more spaces. For the time being though, PennFaces highlights a real need at Penn for students, faculty, and staff to remove our masks and to share our stories.

If you are interested in becoming more involved with PennFaces, go to Penn Faces to find out more.

For more resources at Penn, here is a helpful guide:

Picture23

Additionally, here are some other resources students have found to be helpful:

  • The Tutoring Center
  • Marks Family Writing Center
  • Resource Librarians
  • Professor and TA Office Hours
  • Campus and Community Houses (La Casa Latina, Makuu, Greenfield Intercultural Center, LGBT Center, etc.)
  • Your college major Advisors
Wherever you build your sense of community and decide to share your story, ask for help, or to find camaraderie, know that the Weingarten Learning Resources Center is here for you.

We wish you the best of luck as you finish up this semester!

Picture24

Dr. Ryan Miller, Director of the Office of Learning Resources, the PennFaces Student Advisory Board Members, Matthew Lee, Victoria Meeks, and Dr. Myrna Cohen, Executive Director of the WLRC, and Wendy Zhou.

By Staff Writer: Kelcey Grogan, Learning Instructor & Research Fellow

 

 

Creating Positive Environments

College is advertised as a place where students can learn, grow, and interact with their peers. The college setting is known for bolstering interpersonal relationships in virtually every setting, including college dorms, dining halls, and even group study rooms in open spaces.

Before coming to college, both of us had imagined a college experience that would challenge us to explore the unknown, meet unfamiliar faces, and succeed academically. This image of the perfect college experience soon became dependent on the people in our immediate surroundings. From the friends with whom we became acquainted, to the professors with whom we interacted, these key relationships provided a strong and positive foundation for our now flourishing college careers.

Interpersonal relationships are an important part of students’ academic success. We have found that surrounding ourselves with the right people, inside and outside of the classroom, is an essential component of achieving academic success.

From Chieme:

Chiemela Ohanele

At Penn it is easy to be consumed by the daily pressures brought on by academics or extracurriculars. However, Rani and I have found that the constant positive reinforcement of a persistent friend or a model mentor can make these daily difficulties easier to withstand. Whenever I am concerned about a class or overwhelmed with responsibilities, I can turn to Rani to encourage me to get the job done and to put my best foot forward even if I am burnt out and ready to give up. Through my friendship with Rani, I have learned how essential it is to have these constant cheerleaders in my life. Not only have these motivators given me the courage to persist through adversity, but they have also given me the confidence to know that I am capable of achieving the goals that I have set out to accomplish.

From Rani:

Richardson_Rani_HeadshotApril2017

Our relationships outside the classroom are critical for thriving academically, but the attitude we have toward our coursework plays a role as well. Contrary to what we had expected, sometimes, campus culture can also include negativity about schoolwork. It is normal to hear people around you discussing how pointless the class is and refusing to do the homework. During exam week we hear people saying how they are going to fail the exam, and it affects not only their focus and productivity, but it affects others as well. It can be very difficult to do well in a class if one internalizes this type of mindset.

Chieme and I have adopted an attitude of positivity. When we have classes together, we sit near each other and our comments on the coursework classroom material are usually positive and hopeful, if there are any at all. In classes where I don’t have friends like Chieme to foster a positive attitude, I try to sit with quiet people or those who also have a similar outlook on the material. Surrounding oneself with positivity seems to supply the courage and energy necessary to attack the material in a more productive way.

* * *

Overall, we have enjoyed our college experiences. Our friendship, work ethic and positive outlook have gotten us far along our respective paths.

  • So, try to find people who push you towards the goals you have set for yourself.
  • Try to find those constant motivators who will encourage you to think beyond the campus culture and to embrace positivity.
  • Look for ways to create constructive friendships and in-class interactions that will promote academic success.

Contributed by PENN Students: Chiemela Ohanele and Rani Richardson