You may not be willing to admit it, but you’re an expert learner. However this drastic shift in how we learn from instruction is clearly a new challenge, and it is unreasonable to assume or approach the class as if nothing has changed. Be kind to yourself, but remember you’re an expert learner, you’ve made it this far! In order to adapt to these new challenges you will need to reflect, and pause often during this period. How you adapt to these new demands are imperative for your engagement and success (or let’s be real, survival) this semester.

1. Be reflective of how the course has changed. What are the new demands, expectations, or methods of instruction and/or engagement with the course (i.e. discussions, lectures in real time or recorded)?
2. Strive to understand why these changes have been made, why the course has been designed as it has. This will help you align your efforts with the aims of your instructor(s).
3. Clarify your instructors’ expectations for students. Read and listen carefully to establish a concrete and specific understanding of what you are expected to do before, during and after class sessions and on assignments. Ask specific questions to get additional information.
4. Identify what is difficult or challenging about how you are being taught and expected to learn. What makes it hard; what are the learning demands? Generate ideas for how to address them and experiment.
5. Periodically, reflect on your approach to the course (study strategies, time management, etc.) and discuss with your classmates, instructor, or the OAR how it is working effectively and not.
6. Be alert to problems with access to course materials, problems with Moodle remembering that your instructors are having to make big adjustments, too. Communicate any issues you observe to your instructors in a timely and helpful way so they can address them for you and the entire class.
7. Be prepared to adapt to new developments by applying this process multiple times. Expect some trial and error, but continue to attend to and refine your methods and processes of engaging with and learning from remote, online instruction.

We are more than happy to address any of these topics with you during a virtual academic coaching session. Please do not hesitate to connect, we’re here!

Adapted and used with permission from McGraw Center for Teaching and Learning, Princeton University

• If possible, establish a regular workspace to ease getting started studying, others know you’ll be using it for this purpose, and you can maximize its effectiveness, even if you can’t control every aspect of it.
• Reduce visual and auditory interruptions and distractions by closing doors and windows, (if you have such a space). Headphones or earplugs can help, too.
• Use a desk or table so you have easy access to all your materials for a class.
• While you are studying, reduce distractions and attractions by removing anything from view that is unrelated to your course.
• Plan out your study times and let others with whom you share the space know in advance to minimize distractions and disruptions. This may require that you coordinate with others’ schedules such as identifying times when they are asleep or out.
• If you are working in your bedroom, make it difficult to succumb to the temptation of getting in your bed—unless you are taking a nap.
• If possible, prepare for study periods by getting snacks and drinks in advance.
• You’ll be on your computer more and apart from friends more, so intentionally manage your digital workspace:
  • Silence and consider putting your phone away.
  • Turn off unnecessary applications, and close tabs, turn off notifications and otherwise create a distraction/attraction-free workspace.
  • Conversely, use technology, including blocking software for maintaining focus and managing tasks and lists. (OAR does not endorse any particular product.)
• Before taking breaks, set up your workspace to continue working or to get started on the next task when you return.
  • Close your laptop, open your textbook to the page you’ll begin reading and put it on top of the laptop before you take your break. Knowing that it can be hard to re-start.
  • Writing a note to yourself about what you will do when you return to your workspace.

Adapted and used with permission from McGraw Center for Teaching and Learning, Princeton University

The OAR can meet with you virtually on all these topics.

• In general, assume tasks will take longer than expected, especially at first as you acclimate to new platforms, tools, etc. Also, with the amount of stressors we are experiencing, a lot more time for regular breaks so you don’t burn out. Rest is essential to productivity.
• You may have far more unstructured time. So, you’ll need to make more purposeful plans, more productive routines, and more good decisions if you are to be efficient, meet your goals and do other things besides academics.
• Think of your time in three levels:
  • Daily action items or to do lists
    • Limit your daily to do lists to include only your top priorities or actions items for the day. Write them out as concrete actions--not the large and vague item: “thesis”, but rather “draft intro to methods section of thesis”.
    • To make such lists of action items even more effective, rank their priority, allocate a specific time and place (if possible) in which you will do them, and avoid adding small tasks to them which can more easily be fit into gaps in our schedules.
    • Enter them into your calendar and/or phone to get reminders.
  • Regularly weekly schedules
    • To increase structure and predictability in largely unstructured and uncertain time, strive to establish a regular weekly routine.
    • Enter into a calendar or planner realistic, routine, non-negotiable commitments—not just class meeting times—like office hours, tutoring, and dedicated blocks of reading, writing, study time for each class which you determine.
    • Enter in downtime just as strategically, commit to time for playing guitar, exercising and connecting with friends, and the like.
  • Semester-long planning which captures important assignments which require considerable preparation.
    • Create a “big picture” calendar for the remainder of the semester. Enter in due dates for p-sets and papers, written responses--anything that will take preparation time. Notice whether particular days of the week, or weeks in the term, are particularly busy. If so, make your own due earlier dates and consider adding ‘start dates’ for larger projects.
• Use the “Pomodoro Technique”:
  • Work for a relatively short burst (usually 25 minutes) and then take a brief (usually 5 minutes) break from studying.
  • For each period of work, identify a task and set a goal for what you want to complete.
  • Reflect on what you accomplished or not, and adjust your goal-setting to be more accurate going forward.
  • Important: Take a genuine break; avoid more stimulation from videos or social media. Instead get up and stretch, listen (or dance) to music, have a snack, meditate or just be still and rest your eyes and mind. Intersperse longer breaks after three to four 25 minute bursts.

Adapted and used with permission from McGraw Center for Teaching and Learning, Princeton University