This year’s college freshmen may be more accustomed than previous classes to a world of sound bites, where information comes in small, digestible bits — easily understood and easily forgotten.
In order to adjust to the intense world of higher education, Washington State University Vancouver biochemistry and biophysics professor Steve Sylvester spends his first class period with freshmen teaching university-level study habits that can make or break an academic and future professional career.
Day 1:
– Skim the chapter: Prepare by reading before lecture – headings, graphics, introduction, conclusion & summary.
– Questions, questions: Turn headings and subheads into questions and read seeking the answers; ask yourself what the professor said about the material; write out the questions, which can help you remember the answers. Ask the professor after class for clarification.
– Repetition: Note again the emphasized points such as headings, subheads, captions, graphics and italics. Stop and reread points which are not clear, out loud if needed. Involving more senses can create more memories seeing, saying, hearing, writing.
– Review: Ask yourself questions and answer them aloud. Rewrite material in your own words.
Day 2:
– Skim the material and notes again, looking at the points you emphasized before.
– Ask yourself what the professor said about the material after class, as soon possible after the class to maximize retention.
– Quiz yourself aloud.
– Make flash cards and mnemonic devices for items to be memorized.
Day 3 and 4:
– Alternate between books, notes and flash cards, quizzing yourself aloud.
– Ask and write additional questions, make additional flash cards, if needed.
– Make a study sheet in outline form from the notes and quizzes you made.
Through all of this, Sylvester emphasizes the need for students to be aware of their own “cognitive load.”
“Just as we can each lift only so much weight, we can only learn for so long before needing a break,” he said. “Give yourself little rewards for each period of productive study.”
Some students are only good for 20 minutes at a time, and need to alternate periods of study with activity. Other more experienced students can study productively for three hours or more at one time, said Sylvester, who also holds a degree in psychology and studied Cognitive Psychology to understand learning difficulties in science.
Finally, students should be aware of interference around them during study time, sights or sounds that decrease the effectiveness of their studying, and do all they can to eliminate the interference.
Sylvester can be reached at 360.546.9724 or sylveste@vancouver.wsu.edu.
