Clearing up academics
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Clearing Up Academics. Presented by International Peer Program, International Peer Advisors. Workshop Overview. Introduction – Roy (3 min) Welcoming Activity – Aly (5-7 min) Academic Culture Discussion – Gerry (10 min) Academic Strategies – everyone (5 min for each/ 20 min)

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Clearing Up Academics

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Clearing up academics

Clearing Up Academics

Presented by

International Peer Program,

International Peer Advisors


Workshop overview

Workshop Overview

  • Introduction – Roy (3 min)

  • Welcoming Activity – Aly (5-7 min)

  • Academic Culture Discussion – Gerry (10 min)

  • Academic Strategies – everyone (5 min for each/ 20 min)

  • Plagiarism – Jin (3 min)

  • Cheating – Aly (2 min)

  • Wrap-up – Roy (5 min)


Icebreaker game

Icebreaker Game!!


Academic culture finding your comfort zone

Academic Culture:Finding your comfort zone

  • Select your choice to the following multiple choice and discuss with your group and academic coach.


Q1 when confused about something in the middle of class it is better to

Q1: When confused about something in the middle of class, it is better to :

  • Put your hand up and ask for clarification from the professor

  • Not interrupt the class. Wait until after class to ask the professor

  • Note it down and do some individual research later


Q2 a key reason why i don t speak in discussion and lectures is because

Q2: A key reason why I don’t speak in discussion and lectures is because :

  • I feel uncomfortable speaking out

  • I don’t think its really that proper to speak out

  • I don’t feel that I have the best skills in communicating in English 


Q3 when reading its more generally more important to

Q3:When reading, its more generally more important to:

  • know the material very well – especially the different perspectives while citing the sources??

  • remember as much as possible about everything you read – the more the better!

  • get the main overall idea with some specific supporting detail, but to also have a critical take on the reading


Q4 when writing an essay

Q4: When writing an essay,

  • you use the “’hourglass method” where your opinion and the style you write in is important– start broad, have a thesis, support your thesis, and conclude while arguing your point

  • its more important to express the wealth of knowledge you have in that topic/issue


Academic strategies

Academic Strategies

  • Make sure you have a handout on strategies.

  • Pick one or two strategies that you feel you can incorporate into your learning style.


Jin strategies for notetaking

Jin – Strategies for Notetaking

  • Before Class

  • Cornell Mothod


Clearing up academics

  • During Class

  • After Class:

  • Organize & Review your notes

  • Regular review will ensure you know the content and clear up any questions before it’s too late!

    • Short, sharp reviews work best

    • Review 1: Same day as class

    • Review 2: At the end of the week, compile all of your notes onto one sheet

    • Review 3 & on: Each weekend, review that sheet and ask yourself if anything has changed, or if you see the links between the 13 sheets of paper!

    • Before your exam, review your 13 sheets. Due to your ongoing review, studying will be a much less onerous task.


Aly writing stategies

Aly- Writing Stategies


Clearing up academics

  • The purpose of the thesis is to capture the essence of what you're trying to say in the paper--it should encapsulate the controlling ideas of your essay.  

  • Sample topic: Should zoos, first established in the nineteenth century, be abolished? Provide a well-supported argument in defence of your thesis. Write your essay with a general audience in mind.

  • Sample thesis: "It is unacceptable for animals to be treated inhumanely in zoos. This is why changes have been, and are being, made all over the world. Advancements in habitat research have enabled modern zoos to create a healthy environment for animals. Of course, while the captive surroundings can never fully mimic life in the wild, we can do our best to see that the animals live comfortable, fruitful lives. Such compromises are necessary because zoos provide an invaluable service to society through the medical and wildlife research their existence facilitates.“

  • Source: UBC Writing Centre


Clearing up academics

  • Introduction, THESIS

  • POINT #1:

  • POINT #2:

  • POINT #3:

  • Conclusion


Evidence

Evidence

  • Examples

  • Facts

  • Quotes


Clearing up academics

Source: bized.co.uk


Clearing up academics

APA?

CHICAGO?

MLA?

  • http://learningcommons.ubc.ca/get-study-help/research-and-writing/citing-sources/


Gerry strategies for critical thinking reading

Gerry – Strategies for Critical Thinking & Reading


Roy strategies for speaking purpose of the workshop

Roy – Strategies for SpeakingPurpose of the Workshop

Language barriers &

Cultural differences


Purpose of the workshop

Purpose of the Workshop

Reading

Note Taking

Speaking

Writing

Critical Thinking

Avoid Plagiarism


Strategies for speaking

Strategies for speaking

  • Organize your content

  • Come well prepared

  • Be aware of your verbal performance

  • Be aware of your non-verbal performance


Strategies for speaking1

Strategies for speaking

  • Tips for using PowerPoint:

    • A maximum of 6 points per slide

    • Keep font size large and easy to read

    • Minimize the use of animated effects

    • Use visual images that are relevant to your point

    • Select colours with care (no yellow text on a white background)


What is academic integrity

WHAT IS ACADEMIC INTEGRITY?

  • Honest and responsible scholarship:

    • Handing in your own work

    • Acknowledging your sources

    • Acknowledging collaborations

    • Accurately reporting test or experiment results

    • Maintaining honesty during exams

  • Academic integrity is your responsibility

  • Familiarize yourself with UBC’s policies on academic integrity


Plagiarism

PLAGIARISM

  • The use of someone else’s words or ideas without proper acknowledgement.

  • Even accidental plagiarism is subject to disciplinary measures

  • It is possible to plagiarize yourself!

    • “Self plagiarism”

    • If you use previous work done in another class, and you haven’t spoken to your professor about it or acknowledged it properly, this is plagiarism


Cheating

CHEATING

  • Sharing answers during an exam

  • Taking something into an exam in order to help you (cheat sheet, cell phone…)

  • Looking over someone’s shoulder during an exam


What actions may be considered as plagiarism or unacceptable for the project

What actions may be considered as plagiarism or unacceptable for the project?

  • Copying a picture and table without citing where it is from.

  • Using someone else’s opinion as your own.

  • Improperly referencing the material, failure to include in-text citations.

  • This project required academic sources such as those from journals. The information on non-academic websites may not be accurate.


Getting help

GETTING HELP

  • Don’t be afraid to ask for help!

    • Writing Centre tutors

    • Librarians

    • Online resources

    • Style guides and reference books (MLA handbook, etc.)

    • Professors and TAs

    • International Peer Program

      • Academic Coaching

      • Academic Advisors


International peer academic coaches

International Peer Academic Coaches

  • Come talk to us if you’re having an academic skill related problem.

    • Studying skills, exam preparation skills, time management, how to participate in discussions, maintain a healthy balance, and much more!

    • Coach’s Coner ! (SPAC + IPP)

  • We will work with you to help you identify your academic strengths and challenges.

  • We will connect you to the resources you need to succeed.

  • Offer many skill development workshops


How to connect with academic coaches

How to Connect with Academic Coaches?

  • Join the International Peer Program!

    • APPLY NOW: www.students.ubc.ca/go/ipp

    • EMAIL us: [email protected]

    • Check out our WEBSITE: http://ipp2010.pbworks.com/

  • IPP has much more to offer, including our awesome social and community involvement events!

  • Join us at our HALLOWEEN PARTY

    • I. House Friday October 29, 6:00

      • IPP Members $5, Non-Members $7


Thank you

Thank you!

  • Resources to be emailed

    • Please provide your information on the Contact Sheet

  • Go out and experience and explore Canadian culture!

  • Good luck with your Classes!


Strategies for critical thinking

Strategies for Critical Thinking

  • Question Everything: it will help you to analyze and reflect on material

  • Appreciate the Big Picture: kowing the relationships between concepts is important for exams

  • Write down every thought when you are working through a problem: it will encouraghe you to think more and provide material to answer the question

  • Apply critical thinking to the web: it will provide a lot of reasources, but be careful about the websites you choose


Strategies for reading

Strategies for Reading

  • Active Reading:

    creating an “internal dialouge” with the text(eg. Commenting, asking yourself questions about points in the text, and looking for major points and supporting evidence as you read)

  • Reading Speed and Comprehension:

    appropriate technique for the task: a slow, careful pace might be time-consuming but it is necessary

  • Concentration:

    plan your readings for times when your energy and focus is high


Strategies for reading cont

Strategies for Reading cont.

  • Working with difficult textbooks

  • Knowing the subject’s terminology: take time to review and learn the definitions of the special terms

  • Knowing the basics: if you’re struggling, talk to your instructor to ensure that you have the necessary prerequisites and prior knowledge expected for the course

  • Reading out loud: May help improve comprehension and reterntion of material

  • Trying multiple texts: It may be helpful to find another text if what you are reading is poorly written or the author’s style is difficult for you

  • Putting Together Text and Lecture Notes: At the end of a lecture or chapte, draw a diagram or chart that summarizes how the lecture and text material fit


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