Choosing a Major & Career

Dear Cydney,
I've been feeling really burnt out, and I'm starting to have a lot of test anxiety as finals approach. To tell you the truth, I'm not enjoying my classes much either. Everything seems like such an effort and, after spending lots of time and money, I'm not even sure about my major. Any advice?

—A Major Meltdown

Dear MM,

I think all of us question our choices during times of stress. I've spent a few sleepless nights questioning my career, my financial future and my relationships. In moderation, internal conflict can be a very useful tool for growth, pushing us to either keep up the fight or move on to new things. You should be proud of how honest you're being with yourself. By taking this opportunity to reflect on your dreams, evaluate your strengths and define your goals, you can recognize if your day-to-day actions are in line with your long-term hopes and plans. Often, by taking a step back to view the big picture, we can recognize the source of anxiety. Here are some questions, MM, to guide your careful reflection:

What are your values? Do you want to spend your time helping others? Do you want to live simply, even if it may mean sacrificing money? Do you want to work hard to achieve prestige in your community? Values are extremely unique, coming to us from our family and our past experiences. It may be useful to sit down and talk out your values with close family and friends-sometimes hearing ideas from others can set off a light bulb in our own minds.

When have you felt happy and successful? Are you an accounting student who feels the greatest satisfaction escaping numbers in your art studio? Are you a communications student who experiences writer's block every time you sit at computer unless you're working in Excel? Be honest with yourself-you may need to reconsider your major. Giving up a few credits and, perhaps some money now, may save you years of unhappiness later.

Where do you see yourself in five years? Three years? One year? One of the key things that differentiates the truly successful from the average person is how specifically one defines a life plan. Start by mapping out your five-year plan; next, consider what goals you should set for the three-year point to get halfway to your long-term plans. Eventually, work back to the one-year plan and your daily activities. This activity can be very affirming for some: "Wow-I'm doing just what I should to achieve my goals." It can also be a startling wake-up call: "Wow-my current actions and short-term plan are totally out of line with my long-term goals."

So what can you do right now? While you're embarking on your journey of selfexploration, it doesn't hurt to explore your external landscape a bit, either, MM. You can initiate informational interviews in which you talk to someone who's already doing your potential job to learn more about a career or field and expand your professional network. Questions generally assess typical responsibilities, joys/challenges in the position and suggestions of resources (journals, professional organizations, respected contacts) to further your own search. You might start with a trusted professor or colleague. Your first interview may lead you to two or three other sources, who lead you to two or three sources each, and on and on. By expanding your network, you can begin to recognize opportunities that you may have never realized existed.

Finally, take advantage of your collegiate environment, MM. Talk to your professors, visit the Career Center (It's never too early!), and open up to trusted friends and family. It may be difficult, but to come to the right answer, we need to pose the right questions. And remember, as a student who I admire likes to say, "If it doesn't hurt, you're not learning."

Originally published in The UB Post, Apr. 30, 2008

The Science of Sleep

Dear Cydney,

I find myself feeling sleep-deprived even though I set aside a fair amount of time for rest every night. It's even starting to interfere with my ability to pay attention in class. What steps can I take in order to sleep better at night?

—Snoozing in my Seat

Dear SS,

It's estimated that nearly 40 percent of the U.S. population struggles with some type of sleep ailment and about 10 to 15 percent suffer from chronic insomnia. That's a lot of sleepy people. Just imagine how many Chuck Norrises—people in prime ass-kicking condition—we'd have in our population if everyone was getting a good night's sleep!

Sleep is especially important, not only for ninjas and bounty hunters, but also for students. That's because many psychologists believe that memories are consolidated during sleep, especially during REM stages. In other words, sleep may be essential for effective learning to take place; it allows us to process and retain new procedures and skills. If you're not sleeping well, SS, I can understand if you're feeling frustrated and distracted in your classes.

Although you say you're setting aside a fair amount of time for sleep, you may not be aware of the best sleep strategies. First, it is important to prioritize and manage your waking hours so you can get between 6 and 8 hours of sleep per night. But you also should be careful not to give too much time to sleep. Often, people suffering from insomnia will go to sleep earlier or stay in bed later without any improvement in sleep quality. You may actually be conditioning yourself to feel restless and anxious about heading to bed.

Psychologists recommend training yourself to associate bed with sleep, as opposed to anxiety and wakefulness. Try to get into bed only when you are very tired, and if you toss and turn for more than 20 minutes, get out of bed until you feel sleepy. Essentially, be sure to use your bed for only two activities, one of which should be sleep!

You should also be cognizant of any bad habits that may be getting in the way of a good night's sleep. Most doctors recommend avoiding nicotine, caffeine, exercise and alcohol for a few hours before sleep. You should also avoid napping during the day.

Create a consistent routine for yourself so that your body will come to expect sleep and wakefulness at regular times each day. Set aside an hour, if you can, or at least 20 minutes to engage in some sort of relaxing activity in low light. Lowering the light will stimulate your body's natural production of melatonin. This hormone, which responds to light and dark, regulates your body's sleep cycles.

Having an arsenal of relaxation techniques is another key step toward getting to sleep, SS. Visualization, or going to your happy spot, is one possibility. Also, you can try muscle relaxation—just start at the bottom of your body, tensing up your toes for a count of 10 and then relaxing, moving up to your calves, and so on, until you reach your cranium.

Finally, SS, your sleeplessness may be a sign of an actual physical or emotional issue. If you are experiencing pain, schedule a doctor's visit. If you are a "worrier," consider keeping a journal. Start a ritual of writing down your problems an hour or so before bedtime and commit to addressing these things in the morning—there is likely nothing you can do after midnight anyway.

If problems persist, you may want to consult a therapist trained in sleep disorders.

Originally published in The UB Post, Apr. 2, 2008

Combatting Academic Boredom

Dear Cydney,
I'm so bored! I have to take all these classes I don't like. I'm feeling pressure to finish my degree, but I don't even feel like trying.…I think I would be a lot happier if I just tried something different.

—Bored to Tears

Dear BTT,

Your letter takes me back. My Mom used to say, "Boring people are bored." Now, aside from knowing I didn't like to be called "boring," I wasn't sure what she meant. But after a few years (OK, maybe more than a few), I think I may finally understand her.

Basically, Mom was saying that I just wasn't trying very hard to be interested in anything. Mom was warning me of a self-fulfilling prophecy. In other words, if you think you are not interested, you disengage and eventually you are mind-numbingly bored! The question for you, BTT, is why are you no longer interested in completing your degree? Why are you avoiding becoming more involved?

One possibility for your lack of interest could be, like Mom said, that you're not giving these classes a chance to be interesting. Psychology has produced quite a few studies that demonstrate the "exposure effect"—the more that individuals are exposed to words, objects, even people, the more likely they are to develop a positive feeling about these things.

Also BTT, I get the impression from your letter that you view school as work, as opposed to play. Professor of psychology Ellen Langer, in "The Power of Mindful Learning," sums up the struggle this way: "When we think about work we often assume pressure, deadlines, the possibility of failure…we see play as the other side of the coin."

Is it possible that fear of evaluation and failure is causing school to seem unpleasant for you? Is there a way that you can readjust your perception of school and allow yourself to become more involved in your learning process? Unfortunately, fears usually form the basis for our decisions, without yielding exciting results. However, that doesn't have to be the case.

Let me share the results of one more recent study with you, BTT. Recently, middle-school-aged students were placed in two groups. One group was taught that individuals have the power to alter their intelligence; the other group was not taught the same. Those who were told that intelligence can change became more active in their learning and performed more successfully than they previously had.

The group who believed that intelligence cannot change actually demonstrated declining performance. Thus, we see the self-fulfilling prophecy: I cannot do better, so I avoid trying and prove myself correct. The alternative is: I believe I'm in control of my intelligence and learning, I'll try harder and I'll actually improve far better than anyone (myself included) even expected.

So, from Mom to me to you, BTT, the power to be active, interested and successful lies within that three-pound organ called your brain. If you decide to give it a go and expose yourself to the information around you, you may just discover something worth learning. Also, if you can find something interesting, you'll find yourself investing more resources and recognizing greater success and interest. You may even find yourself looking forward to some of those boring classes!

Originally published in The UB Post, Feb. 27, 2008

Coping with ADD

Dear Cydney,
Last semester, my grades weren't great. It's probably because I barely took any notes and didn't keep up with my reading—I couldn't stay focused at all. I should tell you that I've been diagnosed with ADHD. Maybe I'm just not cut out for school.

—A Wandering Mind

Dear AWM,
First of all, I should tell you that I believe we're all cut out to do just about anything we really want to do. If you are committed to UB, there's no reason you can't do just as well as any of your friends. True, it may take a bit more work, but I have plenty of friends with moderate to severe ADHD who've completed degrees and are very successful in their careers. I sat down with one of those friends and put together these tips on how to improve your concentration during lectures and while studying:

Get a small recording device and sit in front of the classroom. Let the device record from the beginning until the end of class, no matter what. When you get home, if your notes are incomplete or if you zoned out on part of the lecture, you can play back the recording to review important parts.

Find a study partner who is good at taking notes, then set up a time after each class to meet and copy their notes. You may want to photocopy the notes and then rewrite them so that you are not using as much of your study partner's time.

If you own a laptop, use it to type notes. Do not worry about editing or getting anything perfect. Research indicates that doing something novel improves attention (especially for individuals with ADHD), so if you've spent the last 12–20 years writing out notes from endless lectures, the touch-type experience may add the novelty you need to stay focused. Also, as my friend mentioned, it will be much easier to decipher half-formulated ideas from a typed document than from "chicken scratch."

Even if you don't like typing in class, I highly recommend condensing and typing up all of your notes before studying for any major test. Not only will this help you organize the information from the lectures, but it also makes it much easier to study the material.

Do not attempt to read any textbook word for word. Not even someone without ADHD can slog away at his or her textbook word for word. Instead, focus on the parts of the chapter you found (a) most important, (b) most difficult and (c) the most vague. Also remember, teachers have a lot of ground to cover, so just because they gloss over a subject or topic does not mean it is not important to your overall understanding of the chapter or related concepts; make sure that you have a good overview of everything, so it will become easier to focus on the details.

Finally, AWM, focus on what type of study environment and habits help you to achieve your goals. Try not to take failures to heart—learn from them and continue to work hard. Once you think you're going to fail, that is exactly what you will do; but if you keep your head up and plug away, chances are the results will be better than you expected.

Originally published in The UB Post, Jan. 29, 2008

Fighting Procrastination

Dear Cydney,

This semester is flying! I've got a bunch of projects and papers coming due, and I'm just getting started now. I'm afraid I'm not going to make some of the deadlines, and I'm not sure what to do. I don't want to get a bad grade…

—Behind the Eight Ball

Dear BEB,

Your concern is well justified—meeting deadlines is an essential professional habit. And in addition to teaching content, professors are working to instill habits that will allow you to be successful beyond UB. While you're not alone in the Land of Procrastination, you do need to find the road out. Here are four steps on the Road to Completion.

Root out Procrastination

In order to correct any habit, you need to attack the root cause. Identify which of these four issues, as defined by Bruka & Yuen's "Procrastination: Why You Do It, What To Do About It," may be causing you to procrastinate.

(A) Are you a perfectionist? In other words, do you tie your performance to your self worth? One less?than?outstanding performance does not a less?than?outstanding person make. You may need to begin setting more reasonable goals for yourself.

(B) Do you harbor a fear of limitations? You are not Wonder Woman/Super Man, and asking for help is not the enemy.

(C) Are you simply unsure of how to proceed? Not understanding the assignment is the primary reason that students receive lowered grades. Clarify your assignment with classmates or your professor by paraphrasing what you believe to be the assignment expectations, and then listen carefully for any corrections.

(D.) Finally, consider whether you are simply overwhelmed by the task. If you are facing an assignment completely different than anything you've done before or which you don't think you'll do well, you may be overwhelmed. To manage this fear, continue reading this article.

Create a Time Management Plan

Break your assignment into smaller parts, including planning, research, creation and revision. Schedule blocks of time over the weeks remaining until the due date and stick to your plan. As part of your plan, create daily to-do lists, which will ensure that you don't forget anything and will provide a sense of accomplishment as you cross each completed task from your list. Don't forget to plan time to consult classmates and/or your professor, get assistance from the Academic Resource Center, conduct database searches with the help of a reference librarian, etc.

Create a Reward System

This step is not to be skipped, as individual reward systems are integral to maintaining motivation.

Schedule downtime in your time management plan after each work session. Do something for yourself like going for a run, watching a movie or enjoying dinner with friends/family.

Additionally, during work sessions, try not to focus on a task for more than a half an hour, as attention research indicates that the brain cannot remain entirely focused for more than 20 minutes. Take very short breaks (about two minutes)—make some coffee, step outside, whatever. Then you'll be able to return with energy and motivation to continue your work.

Communicate with Your Professor

Your instructor is here—and wants—to support you. Discussing your challenge will not indicate weakness, but it will indicate that you are open to learning and committed to improvement. Your professor should be able to provide guidance that will lead to greater confidence and a better product.

Additionally, your time management plan will demonstrate how proactive you are in getting back on track and may be the starting point to discuss extensions—although I'm not making any promises here!

Finally, BEB, I don't want to sound like one of those motivational posters, but…believe in yourself. Research indicates that self-efficacy (the belief that one can accomplish a task even in the face of obstacles) affects future performance to a greater extent than actual ability. Mind over matter!

Originally published in The UB Post, Oct. 31, 2007

Research Paper Resources

Dear Cydney,

I have to write a research paper for one of my classes. The project seems overwhelming, and I'm not sure where to begin. Any advice?

—Looking for the Write Stuff

Dear LWS,

We've all faced tasks that seem overwhelming, and I imagine that, like many of us, you have serious commitments outside of school. So my first suggestion is to utilize the University of Minnesota's assignment calculator: http://www.lib.umn.edu/help/calculator/. This tool will break your assignment into small parts, making it more manageable and providing a framework to keep you on track.

You should also make sure that you understand the assignment. You may be surprised to know that the most common reason for lowered grades is that students do not understand the assignment or the professor's expectations. Don't be shy about asking the instructor questions.

If you are required to choose your own topic, you'll want to start brainstorming soon. Think about what interests you and what you're willing to spend several weeks researching. Craft a specific claim that is arguable and worthy of discussion. Indiana University houses a tutorial on creating strong thesis statements: http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml.

Keep in mind that the thesis must be your own idea. You will be searching material that others have written and researched, but your professor's expectation is that you develop a thesis/argument based on something unique that you have learned from the work of others.

A final note about thesis statements: As you carry out your research, your original claim may change; in fact, the thesis statement of your final draft may be quite different than your original claim.

While you are considering a topic, it is a good time to make your first visit to the library. You can request a tour at or meet with a reference librarian who will help guide your search and help make it efficient and productive. Keep in mind that library databases do not work like Google, so a brief tutorial is helpful for even the strongest student.

At this stage in your academic experience, professors expect you to explore scholarly journals, in which individuals report on the results of their research. Of course, you must still read these sources with a critical eye—was the sample size large enough to provide reliable results, were other factors sufficiently controlled, etc.

Now, LWS, my weakness as an undergrad—disorganization—caused some big problems when it came time for me to integrate my collected research into a paper. Remember that a professor will not stand for using sources without citation. In fact, you already know that plagiarism is grounds for a zero on the assignment, or worse. I can't tell you how many sources I had to throw out at the last minute because I couldn't find the information necessary for proper citation. Avoid my mistake by checking a writing handbook early on so that you know what information you'll need to create proper citations (whether APA, MLA or another).

Good luck, LWS! Although writing a research paper is a lot of work, you'll feel a great sense of accomplishment when you become a mini-expert in a topic and produce a work that may be professional enough for publication.

Originally published in The UB Post, Oct. 3, 2007

Tips for Transfer Students (The First 8 Weeks)

Although this article contains many references to resources at the University of Baltimore, much of the content is applicable to all transfer students.

Dear Cydney,

I'll be starting my first semester at UB in the fall. I'm coming from a local community college, and I've heard that the classes here are more difficult. What can I do to get a good start?

—Wanna Stay on Course

Dear WSOC,

It's great that you are looking ahead, WSOC. Some students fail to reach graduation day, and researchers have found that the first eight weeks are the most critical time for students. Since often the increase in academic rigor and the commuter environment at UB can result in lower grades and isolation, respectively, you need to make the most of these crucial eight weeks to avoid falling behind or feeling discouraged. In order to reach your goals, try the following:

Reflect on your goals

I've met students who are majoring in business, not because of skill or passion, but because it's a "money-maker." These students struggled to maintain motivation or even make passing grades.

Visit the Career Center early to discuss how your strengths and values will affect your academic and professional success. You can begin to set goals that will drive your motivation and improve your performance.

Don't overextend yourself

Working full time, going to school full time and, for some, being a single parent may prove difficult. Make decisions that suit your lifestyle. Although you probably want your degree yesterday, it may be best to slow down.

Your Academic Adviser is an invaluable resource in helping you to create short-term and long-term plans that will maximize your potential at UB. If you're set on going to school full time, but don't know how to support yourself, make an appointment with a Financial Aid counselor—you may be able to get loans for living expenses, in addition to tuition.

Take advantage of resources

Those who don't spend a lot of time on campus often claim they don't know what's available. Don't let that sneaky beast—Ignorance—get the better of you! The UB homepage links to upcoming events, including workshops on topics like health and wellness, research skills and computer programs, and time and stress management.

And don't be shy about getting a tutor, writing or math help, or one-to-one advice on improving your academic and professional performance through the Academic Resource Center (ARC). The ARC also conducts a five-week University Success Seminar with strategies on adjusting to UB expectations.

Create a supportive environment

Children, significant others, hard-partying friends—all can be significant, some more than others—can be distractions on your road to a degree. Being honest about your goals and posting a weekly schedule for your loved ones that shows your obligations and time for them, can help everyone to be on the same page. For those who refuse to support you, you may have to break ties.

However, you don't have to isolate yourself: form a study group, go to upcoming events like the Networking Dinner and Block Party (see the campus events calendar), or join a campus organization or club. Surround yourself with like-minded people who will support you in your goals.

So, WSOC, arm yourself with knowledge and take advantage of all the resources available to you. The most successful people are those who know when to ask for help. Your effort and flexibility during these first eight weeks will set you on a course from which you won't likely stray!

Orinially published in The UB Post, Aug. 29, 2007

Cramming 101

Dear Cydney,

Finals are approaching, and although my friend's been warning me against it, I'm planning on cramming. It's worked for me before! Who's right—my friend or me?

—Cuckoo for Cramming

Dear CFC,

As I can imagine Mr. Miyagi from "The Karate Kid" answering: "It all depends on what you are looking for, Daniel-san." Do you care only about your test performance, or do you want to retain information for future academic and professional goals? Will you mind writing that monthly check to Sallie Mae, unable to recall even the names of your old courses, let alone what you learned in them?

Hopefully you'll continue reading after I tell you that research has shown crammers perform just as well on tests as "ideal" studiers—those who repeatedly interact with material. And, if a strategy rewards you, you will continue to use it. Some psychologists even believe that crammers experience a rush from the pressure of procrastination, followed by mania-like focus during study. Now, CFC, I can think of a lot worse ways to seek a rush.

However, the line between rush and severe anxiety can be thin. When frenzied page-turning evolves into getting sick in the alley five minutes prior to exam time, you may need to re-examine your actions. Anyone who has "blanked out" before a test can tell you that severe anxiety can erase the effects of test preparation. Additionally, it is well documented that short, repeated study sessions, followed by self-testing has far greater effects on retention than one marathon study session. If you don't have enough time to schedule a couple of self-tests before the big day, at least try to duplicate the process during a 24-hour period:

• Most instructors provide practice tests or review questions. Or, use the questions in your text or create your own.

• Collect all notes, readings and study guides. Write responses that address definitions and applications as appropriate.

• Cover your answers and recite them aloud. (This creates an auditory cue in addition to the visual provided by writing the answers that may help you with recall during the test.)

• Be honest in grading yourself when you check your answer!

• Sleep at least two hours-the duration of one complete sleep cycle, during which your brain processes and condenses memory.

• Wake in time to retest yourself at least once.

• Meet with a classmate prior to the exam to test each other and compare answers.

• Finally, be sure to collect your graded exam and reflect on your wins and losses.

And next semester, CFC, try to plan ahead. Or else you'll find yourself writing $300 checks to Sallie Mae in a couple of years, reminiscing about that awesome final grade in ...¦what was that class?

Originally published in the UB Post, May 2, 2007

Polished Public Speaking

Dear Cydney,

Every time I have to give a presentation, I freeze up. Then, when I begin, I talk either so quietly or so quickly that I'm not sure anyone can understand me. How do I get over my fear?

—Terrified of Public Speaking

Dear Tops,

Take it from someone who used to wear blazers my first three months of teaching just to hide sweat marks—speaking without fear is all about perception (not reality). Psychologists refer to this as the illusion of transparency, which means that we believe that others notice flaws and weaknesses that they really don't. Research proves that an awareness of this illusion can improve your performance in the eyes of both yourself and others. In order to break out of this psychological trap, Tops, try the following:

Make Friends!

Look around and make eye contact with friendly, encouraging faces. Rely on these friendly faces throughout your presentation to build comfort and confidence. Make it a point to smile before you begin speaking and greet the audience warmly. When you see everyone smiling back, you'll be amazed at the effect on your own nerves.

Also, don't put too much pressure on yourself. (If you were an expert, you'd be getting paid for this!) Tell your audience that you'll do your best to answer questions and welcome any ideas they have. Your comfortable, conversational tone will set everyone, including yourself, at ease.

Know Your Content!

Do some background research beyond the material you are supposed to cover. The more confident you are about your content, the less you will be distracted by unrealistic fears.

The general rule is that your audience will ask at least one impossible question. If you've done extra research, imagine how impressed they (and you) will be with your answer! And remember that you and your audience are learning together—if you forget or don't have an answer, turn the question back to your audience. You may even remember the answer once the pressure is off.

Organize Effectively!

Hand out an agenda or a list of objectives that people can reference. You're probably aware of how effective visuals and handouts can be, not only to appear polished, but also to take all eyes off of you for a few seconds here and there. (Now, breathe.)

Keep the presentation interactive, as well. Often speakers are afraid to relinquish control to the audience; however, some well-placed questions often work to maintain interest and attention and take the focus off of you for a minute or two. (Continue breathing.)

It's Not Over!

Leave some time at the end for questions and to suggest further resources. (See above for how to respond to impossible questions.)

Self-assessment (not self-criticism) is important now. Recognize at least two things you did well and two areas where you could improve. Ask a trusted classmate to do the same. Then, make a plan for improvement. And don't forget to reward yourself for making it through alive!

For more information and to find a supportive environment in which to practice your skills, check out www.toastmasters.org.

Originally published in The UB Post, Apr. 4, 2007

Confident Class Participation

Dear Cydney,

The other day in class I gave a wrong answer. I know I should still try to participate in class, but now I feel like everyone is judging me and the professor thinks I'm stupid. I never want to open my big mouth again!

—Big Mouth Strikes Again

Dear BMSA,

When it comes to class participation, around 10 percent of students experience extreme anxiety and about 20 percent experience enough anxiety to affect their behavior. I've felt the fiery flames of embarrassment on my cheeks a time or two, myself. Let's take a look at this from three different perspectives—your professor, your classmates and you.

First, we'll consider your professor. Did she really say, "You're wrong"? Or was it just something that made you think you were wrong? Often, there are many shades of right. Although a response like, "Can you support that?" may sound critical, it's likely meant to challenge you (and your classmates) to analyze and to recall facts that strengthen or weaken the opinion. And that's the point, isn't it?

Now, on the other hand, let's say there is only one right answer. Do you think the professor expects a right answer every time she poses a question? Probably not, if she wants to keep her job. What would she have to teach? So, give an answer, any answer, even a wrong answer—a wrong answer begins a conversation, maybe an argument. If you discuss why something is wrong, your brain is primed to accept why another answer is right.

Next, your classmates. I really doubt they're going to judge you harshly for one, or even more, wrong answers, and I hope they don't think hearing another student's input (right or wrong) is a waste of time. For these rare individuals, I advise a generous helping of Dr. Phil and some time with a Ouija Board to debate the validity of the Socratic Dialogue with the man himself. Listen, BMSA, your classmates are probably glad you were willing to offer an answer to take the heat off them. After you fumble a bit, your classmates may be more willing to provide a "right" answer.

And that finally brings us to you, BMSA. Hopefully, you're rethinking your fears. But I know that fears are not always so easy to get over. So, let's consider some simple strategies that will get you back in the game without necessarily putting it all on the line:

1. Before your lecture, prepare by writing personal or global examples of new theories/concepts in the margin of your text. During class, phrase your statement in the form of a question: "Is ____ an example of ____ ?"


2. If you don't understand something in your reading, make a note. Ask your instructor for clarification when this topic comes up in the lecture. Asking a question is also participation!


3. So an idea comes to you during class, but you're not sure it makes sense. Try asking your classmates their thoughts on the topic. After you hear some other opinions, you might gain the confidence you need—go on, drop your knowledge bomb, BMSA!

Really, I encourage you to keep taking risks. As a good friend of mine once told me in college, "It's not fun if it's not risky."

Originally published in The UB Post, Feb. 28, 2007

Steps Toward a Sharper Memory

Dear Cydney,

Lately, I've been going to every class and keeping up with my reading, but I feel like I forget everything! How can I improve my memory?

—Can't Make It Stick

Dear CMIS,

You are not alone. I regularly forget things that I wish I could remember—appointments, directions to my doctor's office, how much money I have left in my checking account—you get the idea. The reason? Usually, either lack of interest/attention or lack of practice.

So CMIS, here's Tip #1: Get interested in what you're learning. You've got to do more than just read or listen in order to remember something. When you're interested in something, you involve yourself in the key steps to moving information from short-term to long-term memory:

1. You connect the information to what you already know
2. You consider how the information could be applied
3. You test your ideas through action or discussion

For example, using the steps above, let's imagine you're studying the dot-com bubble of the 90s.

1. You remember a dominant Time Warner acquiring an optimistic AOL
2. You begin thinking about recent Internet takeovers (e.g., MySpace, YouTube) and become concerned about the consequences
3. You discuss over dinner with a friend

So, how can you develop interest in something less interesting, like 18th-century religious poetry? Try spending a few minutes Googling it for background history, try to connect through personal emotion, or partner with a friend to study and laugh about it. A little effort to create interest will save you time down the line.

This brings us to Tip #2: Divide your study time into short, repeated sessions. Want to remember a lecture?

1. Shortly before the lecture, skim your text for key ideas
2. Shortly after the lecture, take 10 minutes to jot down all the key ideas that you remember; then, compare what you've written to your class notes and fill in what you forgot
3. An hour or so later, repeat step 2
4. A day later, repeat step 2

Recent research shows that three repeated sessions are effective in building a permanent connection between brain cells (i.e., creating long-term memories). These repeated sessions still add up to less time than if you just read or listen once and then pull another all-nighter.

Finally, we've come to Tip #3: Don't forget what you learned in kindergarten! Flashcards work—and you can take them anywhere. Mnemonic devices work—have you forgotten learning ROYGBIV to help remember the colors of the rainbow? Coloring works—draw charts, diagrams or pictures to represent what you're learning. Grouping works—but not more than 10 items at a time. Songs and rhymes work—just like "Conjunction Junction, what's your function? Hookin' up words and phrases and clauses…."

Don't be afraid to try new study methods, CMIS, and don't forget to use the old, tried-and-true methods above. Be aware that different strategies work better for different subjects and professors, so be flexible, have fun and be confident. You have the power to change your mind!

Originally published in The UB Post, Jan. 31 2007