What Your Teachers Know, That You Should Know
Faculty Thoughts On Student Success One Month Into The Fall Semester: Perspectives From The Other Side Of The Desk. I asked professors from different academic disciplines to share their insight on the first 5 weeks of school and the next 10 weeks. Here is what I asked them, and their replies:
1. What are they thinking about when they create tests?
Math- Dr. William Brock : When I create the first exam in my classes, I know that many students will have some difficulty. For freshmen, the pressures of adjusting to life in college on their own, and for sophomores, settling into the school routine, takes some time. Moreover, in classes like Calculus, much of the first material is a review of high school math, but it will still be very rusty for a lot of students. They might not have used those ideas for a year, or two, or more. Thus one of my goals in the first exam is to provide a jolt to focus the attention of those who might have been distracted from coursework or who need to spend extra time reviewing older ideas. I try to structure the first exam to give students a good indication of the length, difficulty, and type of questions to expect later. For example, I like to put true/false questions or questions which require writing a few sentences of explanation on exams. But most students have never had those types of questions on math tests, so I try to intentionally include a few on the first exam.
History – Dr. Don Walker:
On the first exams, I try to break them in gently. I tend to go over in some detail the kinds of questions they might expect to see on the first exam and how they should answer them. I caution them against spending too much time on any one question, thus leaving themselves short of time to complete the remainder of the questions. History- Dr. Randy Mcbee:
My tests are part essay and part multiple-choice. Students need to be familiar with all the basic themes, concepts, and individuals I discuss in lecture and most importantly be able put together a coherent argument in their essay. I hand the questions for the essay out a week ahead of time, which is a sufficient amount of time for students to put together an essay if not write out an answer to the essay. They then can have their teaching assistant look over the essay or have me give it a look.
Sociology – Professor Angela Henderson
When I create exams for my courses, I have in mind the students who “get” the material. Even though my 1301 and 1320 exams are all multiple-choice, I expect students not to simply regurgitate the material, but to be able to apply it. That’s why they will find scenario-type questions on my exams, questions about films we’ve watched in class, questions about how one might apply this theory or that, etc. I never put a question on an exam with the intention of “tricking” students. I want them to be able to sit in the classroom during the exam, digest the question, and think back to the examples in class and be able to apply the material right there on the exam based on what they remember. No amount of memorization or highlighting or note-card making will give students those tools. That comes from (1) being in class and being attentive; (2) reviewing the material on your own and knowing that you “get it”; and (3) asking me prior to the exam if there is any confusion. In my exams I want students to get the “aha!” feeling, as if it all makes sense and the big picture is clear as to why we are studying sociology.
2. What do they think a student that was successful in the first 5 weeks can do to stay successful?
Math- Dr. William Brock:
The material in most math classes builds on itself, especially in freshman- and sophomore level courses like College Algebra, Trigonometry, Business Calculus, Calculus, and Statistics. For that reason, it is extremely important to master the material at the beginning of the semester. The skills introduced at the beginning will be needed over and over again throughout the semester.
Thus I consider success on the first exam to be an A or B. Students need a very good foundation or success on future exams becomes much more unlikely.
One danger that very bright students often fall victim to is overconfidence. If their high school background was strong, they may be able to get by on the first exam despite poor study habits. It is very important as the material becomes more difficult to attend class every time, complete the homework, and especially to ask questions when (not if) you get confused. Many students think if they smile, nod, and look like they’re understanding it will earn points with the teacher, but it is much, much better to ask questions and really understand.
History – Dr. Don Walker:
I measure success by a passing grade. Depending on how well, or poorly, they do, I will make suggestions to them as to the kinds of things they did improperly and how they can do better.
History- Dr. Randy Mcbee:
Keep up with the material in class and don’t be afraid to ask questions, if you don’t understand something. Don’t put anything off, because there never is enough time to catch up.
Sociology – Professor Angela Henderson:
Keep doing what you are doing (unless what you are doing is cheating!). If you study well from notes, keep good notes. If you have been attending class, KEEP attending class. Don’t think that just because you did well on Exam 1 that you can skip the rest of the term! That’s one of the most common mistakes I see students make…they are over-confident after Exam 1. If you are doing well, stay on schedule and get ahead if you can in order to maintain that success. Do not use it as an excuse to slack-off, because the material is only going to get more complicated as the semester progresses.
3. What do they think a student that was Unsuccessful can do to earn success?
Math- Dr. William Brock:
If you don’t do well on the first exam, visit the professor in his office and bring the exam along. Go over the exam with the professor and make sure you understand each question before you leave. Its very possible there are holes in your high school background that need to be fixed before you get to more difficult material.
Next, look through your notes and homework and compare them to the exam. This can be very helpful in identifying how to study for the next exam. If you couldn’t do a problem on the exam, and it is similar (as almost all freshman- and sophomore-level exams are) to a homework question, then you may need to spend more time thinking about the homework and emailing the professor when (not if) you get confused. Also, notice examples in your notes that were similar to exam questions. Be sure to never miss class except in an emergency so that you can see the examples the professor thought were important and ask questions about them.
History – Dr. Don Walker:
If a student fails the first exam, I remind them that no one fails my class based on the grades of only one exam and then insist they come and see me and go over in some depth how they study. With this, I can point out problem areas and suggest ways to improve. Very often, this will require that they re-arrange their lives to give them more time to spend with the books.
History- Dr. Randy Mcbee:
If the student is not successful they should see me or the teaching assistant immediately. I’m always surprised at the small number of students who actually make an office visit to talk about their grades or a particular exam. And in particular I’m always surprised at the number of students who are struggling and don’t make an appearance in my office until the final. By that time it’s generally too late. Most faculty I know and teaching assistants enjoy having their students stop by to discuss the class. Sociology – Professor Angela HendersonCome and talk to me! I am here to help! Contrary to popular belief, our job as educators is not to fail you, but to help you succeed. Nine out of ten times if students come talk to me after the first exam, they do much better (usually a whole letter grade) on Exam 2. We know best how to help you prepare for the rest of the exams, so use us as a resource. The other thing is to make sure you look over the first exam to see where you went wrong. Usually material is built upon as the semester progresses, so make sure you iron out the kinks early.
And, most importantly, COME TO CLASS! In my course evaluations, students have continually said, “If you go to class, you will do good on the tests” and they really appreciate that. Well, you know what, we appreciate you being in class too. Life will be much easier if you do what professors ask you to do – come to class, be responsible, and let us know if you have problems.
4. And to share some wisdom from their own experiences.
Math- Dr. William Brock:
A confession from my experience: I had a good high school background, so I didn’t have to work very hard for the first exam in my first math class. The second exam was a little harder, but I was getting lazy about keeping up with the homework and asking questions to make sure I understood. Finally, on the third exam, I was so out of practice that I completely bombed it. I had to study day and night for the final to pull out an A.
History – Dr. Don Walker:
As for how to get through October, I try and schedule only small quizzes during that period and reserve the last major exams for later in the semester, after they have begun to gear up for the end of the semester.
History- Dr. Randy Mcbee:
One good thing about October is that it’s early in the semester. If for some reason you don’t do as well on the first exam or paper, you’ve got plenty of time to get your act together and I’ve know many a student who has struggled early on, yet pull it out at the end.
Sociology – Professor Angela Henderson:
Don’t think you know everything! I did when I was in college (normally we all do during that age), and of course throughout my college career I learned that I was completely wrong. THAT’S when I really began to get an education. Never underestimate the wisdom and experience your professors have. Be kind.
Matthew Niziol, Academic Advisor
matthew.niziol@ttu.edu Advising Center at Texas Tech (ACTT)
79 Holden Hall
(806) 742-2189 – phone ,(806) 742-2200 – fax