Academic Advising

PATRICK CADDEAU
Director of Studies, Forbes College, Princeton University

Academic Advising

Welcome to Forbes College. Please feel free to drop by during office hours (m-f 9-5) with advising questions, to get my signature for registration forms, to request tutoring or other academic support or just to say hello. If I am not available to meet with you when you come by the college office please contact Jen Paslowski, the Forbes College Secretary (x8-6094), to schedule an appointment.

Before you do anything else in your undergraduate career, please take a moment to review the general advice and helpful tips concerning academic honesty and plagiarism at Princeton. The University takes intellectual integrity very seriously and it is best to familiarize yourself with the relevant expectations and regulations as early as possible. If you are ever in doubt ask your professor or instructor rather than submit something that might raise questions concerning the integrity of your work. Your professors and instructors will appreciate the fact that you take the issue of academic honesty seriously.

Some slightly more specific advice... If you are considering:

a major or certificate program, become familiar with the relevant departmental website as soon as possible. If you want to do well in that major you should know: the program's requirements, courses, faculty members, and possible grants and fellowships.

medical school, refer to the Health Professions Advising website and meet with one of their advisors at your earliest opportunity.

dropping or changing a course please refer to the Office of the Registrar for information concerning deadlines and necessary forms. If you are struggling with a course, discuss your concerns with your preceptor, professor, academic advisor, college dean or director of studies early on in the semester before you are faced with the deadline for dropping a course.

See my list of secrets to success below for more detailed advice, study tips, and suggestions for improving your academic performance at Princeton.

key links:

Secrets to Academic Success
[Get to know your professors] [Never hide academic problems]
[Take a mix of courses] [Take small classes] [Study in groups]
[Write, write, write] [Study another language] [Manage your time]
[Try something new, get a job, volunteer] [Study abroad] [Ask for help]

1. Find a Good Space and Pace for Studying. In student interviews, there is often one striking difference between those who do well in their courses and those who do not: Those who do well often mention the word "time"; those who do not never use the word. The secret to good time management is thinking about how and where you study. Your dorm room might seem like a convenient place for studying, but it has too many distractions to serve as an ideal environment for academic work. The Princeton campus, and Forbes, has many good, quiet spots for studying. Experiment and try different locations to see what type of space allows you to comfortably focus on your work. To cover a greater volume of material and engage with the content of college-level courses try studying during the day (in terms of what you retain, 10 minutes of daytime studying is generally as effective as 20 minutes of nighttime studying) and organize your studying into manageable chunks of time (20-50 minutes, followed by a 5-10 minute break is ideal). Research has shown that if you study the same subject, in the same location, at the same time on a regular basis you can dramatically increase focus, retention, and productivity. Your brain becomes hard-wired to shift into efficient "study mode" for a particular course as soon as you move to your regular study spot. It often takes only a week or two to condition yourself in this way and the results are well worth the effort. Remember to pace yourself, especially when you read. Think about how you read and review assigned material. Follow the OK4R method devised by Dr. Walter Pauk to retain more of what you read:

OVERVIEW: Glance at the title, the introductory and summarizing paragraphs, and all the headings included in the reading material. This gives you a general idea of the topics covered.
KEY IDEAS: Go back and search the text for the key ideas (often located in the first sentence of each paragraph, text in italics and bold, the bulleted sections, itemizations, pictures, and tables).
READ the assigned text from beginning to end. You will be able to do it quickly because you already have a sense of where the author is going and what he or she is trying to prove.
RECALL: Put aside the text and say or write, in a few key words or sentences, the major points you have read. It has been proven that most forgetting takes place immediately after initial learning. Dr Pauk says that ONE MINUTE SPENT IN IMMEDIATE RECALL NEARLY DOUBLES RETENTION OF THAT PIECE OF DATA.
REFLECT: To retain what you have learned try to relate it to other knowledge; find relationships and significance for what you've read.
REVIEW: Several reviews of new information, spread out over time, will make that knowledge indelibly yours

These habits, along with taking good notes, making flash cards, and talking with friends and your professors about your courses, are the best practices to follow if you'd like to get the most from your courses.

2. Talk with your professors. Make a point of getting to know one faculty member and give that faculty member the opportunity to get to know you each semester. This means that at the end of your four years at Princeton you will have eight professors who can speak to your personal strengths to write recommendations for jobs, internships, or for graduate school. On a personal level, this type of relationship can help make you feel more connected to the intellectual and social life of the University. Send email to your professor or preceptor. Stop by during scheduled office hours or hang around to talk after class if that seems to be the professor's preferred style. Ask specific questions of professors and preceptors -- not "Why didn't I get a better grade?" but "Can you help me to better understand where my argument faltered in this essay? Was there a particular paragraph where I could have made my argument clearer?" or "Is there a book you suggest I might read to learn more about that topic we covered last week?"

3. Never hide academic problems. Research has shown that from among 40 students who stumble academically in their first year, the 20 who ask for help normally improve their grades, while the 20 who do not often continue to struggle with their studies -- leading to feelings of isolation, failure and unhappiness. Princeton has a particularly strong system of academic support services for students. Take advantage of what the McGraw Center for Teaching and Learning offers to improve study skills in general and support your understanding of course material. McGraw staff and ACE consultants (trained peers) are even available for free one-on-one consultations. (To request a consultation, click here.) You should also look for course-specific review sessions and ask about the peer tutoring program. See your Director of Studies (me) or Dean (John Hodgson) in the Forbes College Office about working with a peer tutor. Your Faculty Advisor, Residential College Advisor (RCA), peer advisor, Dean, and Director of Studies are all eager to listen and to provide you with the resources and support you need to succeed at Princeton. If you feel you are not prepared for a particular assignment speak with your professor or preceptor before the assignment is due. You will generally find that instructors are much more inclined to go out of their way to help you if they are aware that you have started working on, and thinking about, the assignment in advance of the due date.

4. Take a variety of courses. Avoid taking nothing but large introductory courses. Well-meaning parents and friends often encourage college-bound students as follows: First year, take required courses. Second year, choose a major. Third year, take advanced classes required for your major. Save fun electives, like dessert, for last. However, for practical reasons, introductory courses usually range across so much material that they tend to avoid the intense and engaging examination of specific topics. An introductory course can leave you without a clear sense of what aspect of the department truly interests you--which is not a firm basis for deciding on a major. Look for a connection between the course material, the professor's research interests, and your own interest. When you find a course that is stimulating to be in and to study for then you'll know you're on the right track in terms of a major or certificate. Think of your first years in college as an intellectual adventure, take not only required classes but also ones that pique your interest. This will help you to feel more engaged and motivated to pursue a specific sequence of courses within an area of discipline when it comes time to decide on a major (in the spring term of your sophomore year).

5. Take small classes (15 or fewer students). Small classes are a great way to get to know your classmates and professors. Smaller class size means that everyone involved in the course expects more active engagement, this is a great way to interact with faculty and develop a feeling of connectedness with the intellectual life of the University.

6. Study in groups. Doing homework is important, but doing it in a way that helps you understand the material should be your ultimate goal. Students who study on their own and then discuss their work in groups of four to six, even just once a week, normally understand material better and feel more engaged with their classes. This is especially true with science courses, but it is a technique that can be useful for courses in nearly every discipline and area of study.

7. Write, write, write. Choose courses with multiple writing assignments over those with one or two long papers. This often means additional work -- perhaps 12 hours a week versus fewer than 9 for a single class -- but it also tends to improve grades. In a class that requires only one 20-page paper at the end of the term, there is little chance of recovering from a poor grade. Courses with four five-page papers offer multiple chances for correction and improvement. Studies have shown that no factor is more important to academic engagement and good grades than the amount of writing a student does. Take advantage of the services, support, and workshops offered by the writing center at Princeton least once each academic year. Be receptive to constructive criticism of your writing. Most students come to a place like Princeton with well-earned confidence in their written skills. However, there is a significant difference between writing that is outstanding at the high-school level and expository prose that rises to the level of sophistication expected of college students. The ability to consistently produce lucid, persuasive prose is one of the most valuable skills you can develop in college. Once you complete your undergraduate education you will discover it is much more difficult to get competent, constructive criticism and advice on your writing. Take advantage of the wealth of experienced advice and support Princeton's Writing Center has to offer! Also, check out the tips and resources on the following academic sites:

"writing resources" at The Writing Center of Harvard University,

On-Line Writing Lab at Purdue University, and

favorite links of Yale University's Writing Program

8. Study another language your first year of college. Foreign language courses are often the best-kept secret on campus. Many students arrive with enough skills to place out of Princeton's language requirement, but that is no reason to avoid taking a language course. Many students mention language classes as among their favorite classes. Classes are small, instructors insist on participation, students work in groups, and assignments include lots of written work and frequent quizzes, allowing for repeated midcourse corrections. In short, foreign language courses combine all the elements that lead to more learning and more engagement. One of the best ways to make your independent work as a junior or senior stand out is to have strong enough language skills to rely on original sources or interviews in a foreign language. Your chances of being able to do that are maximized if you begin taking courses in a language as early as possible in your college career.

9. Trying something new, get a job, or volunteer. Students often struggle in college because they do not have the same social or family support network they had at home. Those who get involved in outside activities, even ones not aimed at padding a resume or a graduate school application, are happiest. Studies often show that students who work long hours at a job have the same grades as those who work only a few hours or not at all. Students who volunteered actually had higher grades and reported being happier.

10. Study abroad. College is your opportunity to develop valuable skills, establish life-long friendships, and to become a citizen of the world. Princeton has an amazing array of study abroad programs for you to choose from to complement the education you receive here on campus. Take advantage of the resources provided by the study abroad program to assist you in securing funding, housing, internships, and courses compatible with the requirements of your major and/or concentration. If you are concerned about missing out on life here on campus or a conflict with athletics consider studying abroad during the summer (look for the "Summer Programs Abroad" section of the study abroad programs website).

11. Ask for help. If you feel like you've run into obstacles in trying to follow through with the above advice or the goals you hope to realize in college please come speak with your Director of Studies (me), Dean (John Hodgson), or Director of Student Life (Lesley Nye) in the Forbes College Office. We are here to support your studies and connect you with the resources to help you succeed in college.

** Some of the above material is adapted from an article by Kate Zernike in The New York Times (April 8, 2001; Section 4A; Page 18; Column 1; Education Life Supplement) Zernike's article is mainly based on material found in Making the Most of College by Richard J. Light (Harvard University Press, 2001). Professor Light's advice is based on over ten years of research, statistical analysis, and interviews with more than 1,600 Harvard students.

dates & deadlines
Below is a selected list of important dates to remember. Put these dates on your calendar and keep them in mind. Please refer to the Registrar's webpage for a complete academic calendar.

Fall Term 2008	Intersession	Spring Term 2009
9/11 classes begin 9/24 deadline for free course change 10/17 deadline grading change to P/D/F option 10/20-24 mid-term examination period 10/25-11/2 fall recess 11/20 last day to drop fall term courses or rescind P/D/F grade option 11/27-12/1 no classes/Thanksgiving holiday 12/9 deadline for seniors to select spring term courses 12/10 deadline for juniors to select spring term courses 12/11 deadline for sophomores to select spring term courses 12/12 deadline for freshman to select spring term courses 12/13/08-1/4/09 winter recess 1/5-13 reading period 1/13 dean's date deadline for written work 1/14-24 fall term examinations	1/25-2/1/2009	2/2 spring term begins 2/13 deadline for free course change 3/6 deadline for grading change to P/D/F option 3/9-13 mid-term examinations 3/14-22 spring recess 4/10 last day to drop courses and rescind P/D/F grading option 4/29 deadline for juniors to select fall courses 4/30 deadline for sophomores to select fall courses 5/1 deadline for freshmen to select fall courses 5/4-12 reading period 5/12 dean's date deadline for written work 5/13-23 spring term examinations period

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