Reader Question: How do I choose electives?

… I’m not sure what electives to take. There are lots of different requirements, I don’t know what I like, and I don’t know what to take…

Every degree requires taking certain electives. Be they credits from a different faculty, English or other language requirements, or breadth requirements in your faculty, electives are an important part of your undergraduate degree. However, if you’re overwhelmed by the choices, don’t know what you’re interested in, and/or can’t decide what to take, this guide might help you.

First, figure out what the elective requirements are. Otherwise, you’ll be bumbling along in the dark and may end up taking courses that you don’t like and that don’t fulfill any requirements. If you’re in first year, have a general idea because just about everything you take will probably count for something. However, as you get up to the higher years, it’s important to know the details. It would be a pain in the rear end to realize at the end of fourth year that you’re 1 course away from graduating (and having to do the course in summer school or next year).

So, now that you know what’s going on, how do you decide on what electives to take?

Try these strategies: 

1. Path of least resistance

This is both the easiest and hardest method. It’s hard because you have to go through all of your degree and specialization requirements (basically everything about what you need to do to graduate) and figuring out exactly what electives you need. Then you simply take the easiest courses to fulfill those requirements. How do you know what the easiest courses are? Ask around! Perhaps your friends or classmates have taken courses they found easy. As well, certain courses are reputedly easier (a.k.a. bird courses). However, reputations are not always deserved, so use your better judgement. If you find yourself struggling within the first week, the course is probably not as easy as you expected and switching courses might be easier.

Pros:

  • Easier course load
  • Don’t have to take more courses than absolutely necessary

Cons:

  • Not always possible to tell what courses are easy
  • The easiest courses may not be the most interesting courses

 

2. Whatever fits

The involves having a rough idea of the requirements you need to graduate, then taking courses that fulfill those requirements and fit nicely in your time table.

Pros:

  • Class fits nicely in time table – no need to take 8 am electives if you don’t want to
Cons:
  • Courses may not be easy or interesting

 

3. à la carte

This involves having a rough idea of the requirements, then taking any course that would fulfill those requirements and seem interesting. There needn’t be any overarching theme here, just take whatever strikes your fancy.

Pros:

  • All the courses will be interesting
  • Can gain understanding of a broad range of topics

Cons:

  • Courses may be more challenging than expected
  • May only obtain surface understanding of each discipline with no real depth

 

4. Second love

If your major is your first love, then your minor (or second major) may be a second love. This is probably the hardest strategy to use because it involves some more planning. If you find yourself taking a few courses in a discipline and really loving it, it might be tempting to do a minor or second major in that topic. If that’s the case, figure out what you need to do to get that minor or second major and see if there are any overlapping requirements with your first major. Then figure out what courses would fulfill those requirements (and that are easy, fit nicely in your timetable, or that seem the most interesting). This is the situation I found myself in when I discovered that I love economics. I got a late start (I realized how much I liked econ in second year) and am now playing catch-up with my courses. So if possible, plan it as best as you can. If you got a late start and still really want to do it, give it a shot anyway and see if you make it.

Pros:

  • Studying something you love
  • Obtaining true understanding of a specific discipline
  • It looks better on a transcript to have a minor or a second major

Cons:

  • May be taking courses that are more challenging than any of the other strategies above. e.g. for a minor, a certain number of courses must be third or fourth year courses (whereas the elective requirements may be satisfied with lower level courses)
  • May still have to take some other courses (on top of the courses for your minor) to fulfill all elective requirements
  • Obtaining a narrow knowledge-base because you’re not taking a wide range of courses

Which strategy you choose is up to you. In general, if you have a second love, go for the minor or second major. Otherwise, use one of the other strategies to ensure you fulfill all of the requirements with the least number of courses.

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How to Properly Use a Textbook

Girl reading a German book while sun bathing

Image "Studious Andrea" courtesy of Flickr user Robert Wallace (CC BY-NC-ND 2.0)

Student: I failed my midterm(s).
Me: I’m sorry to hear that. Why do you think you failed?
Student: I don’t know! I’ve been studying really hard.
Me: So how do you study?
Student: Well, I read the textbook…

On a good day, I inwardly sigh. On a bad day, I want to *headdesk* and *ragequit* (yes, I just said ragequit). Why? Because reading the textbook is NOT a study technique!

Why not? Because deliberate practice is the best way of understanding or getting good at something. Deliberate practice is:

1. Studying with focus and without distraction…
2. With a goal in mind…
3. While being challenged by the contents (of what you’re studying)…
4. And using feedback to make adjustments in approach…
(repeat)

Reading a textbook may satisfy criterion 1 and maybe criterion 2. However, even though reading the textbook may feel challenging, it’s not the good type of challenging when you feel your mind bending around and understanding a concept. No, reading a dense textbook sometimes feel like hitting a mental wall with no hope of going around and usually breeds frustration. Furthermore and perhaps most importantly, the textbook offers no feedback and there are very few ways to track how you’re learning objectively. Sure you could do the in chapter questions, but even that is usually about memorization and not understanding.

The high school way of simply reading through a chapter from beginning to the end is passive, not active, learning and is highly ineffective.

So how can you use your textbook properly? That depends on the course. If…

… The course is memory intensive and you will be tested directly out of the textbook (e.g. psychology, history):

You’ll have no choice but to read everything. BUT, don’t just read. Do something active while you’re at it. Write summary notes, create study questions, note down how all the key terms link to each other, etc. This helps retention and prevent you from having to re-read the textbook for the midterm or the final (because you have notes!).

… The course is memory intensive and you will not be tested directly out of the textbook (e.g. biology, physiology, pharmacology, genetics):

Don’t read any more than you have to. If your professor states that he or she won’t test you anything that haven’t been covered in class, then there is no need to read your textbook unless you don’t understand a topic. Use the textbook like a highly specialized encyclopedia (er… Wikipedia or Google). Read the section you don’t understand (plus any other sections necessary to understand that section). Then move on to higher yield study techniques.

… The course is not memory intensive and is more about problem solving (e.g. math, physics, some chemistry):

Use the book for the questions (if they are like the ones your prof asks on exams). Don’t simply read the example questions in the textbook – actually do them! Cover up the answers, read the question, and go as far as you can. If you solved the question, move on to the next one. If you are study, look at that section of the answer key, then cover it up again and redo the question! This may take some more time than straight up reading, but you will learn and retain so much more.

… You’re pre-reading. 

Figure out if you need to pre-read first, then act accordingly.

The textbook is a reference material. For better understanding and retention of topics, you must supplement it (or replace it) with more effective studying techniques.

 

How to Make the Most of an Exam Viewing

OMG!

Image "OMG!" courtesy of Flickr user Nicolas Hesson (CC BY-NC 2.0).

You’ve survived the exams! In fact, you feel really good about them, even about that one that everyone else thought was killer. Some time later, you get your results back and *gasp* that exam that you thought you did well on? You didn’t. In fact, your grade is so abysmal that you are starting to wonder if you got someone else’s grade (or the prof/TA mistakenly took away 30%). What do you do? Why you go and look at the exam of course.

While exam viewings are terrific opportunities to improve your grades (both on the exam and for the future), few people use them to their full advantage. So how can you make the most of an exam viewing?

First, recognize the goals to any exam viewing. You want to:

  1. Make sure there are no mistakes in the tallying and recording of the marks.
  2. Figure out why you lost your marks and where you made your mistakes.
  3. Obtain some additional marks.

 

The first goal is easy to achieve. Go through the exam, look at all of the marks, and make sure they add up to what you and the prof has on record. This is objective because you are NOT to look at how any of the questions are marked or try to dispute the marking (that’s step 3). Simply make sure that there wasn’t an adding or transcribing error somewhere.

After that, move on to goal 2. Go through the entire exam and try to figure out what you did wrong and why you lost marks. At this point, assume the professor or TA (or whomever marked the exam) marked perfectly and that there were no errors with the exam, the marking, or the answer key. Ask yourself:

  • Did you get the concept(s) wrong? Are there any gaps in your understanding or knowledge?
  • Did you read the question wrong? Did you go off topic? Did you answer the question that was actually asked?
  • Did you interpret the question correctly? Did you think it was asking something else?
  • Did you make any calculation, copying, or other clerical errors?
  • Where there any other problems? For example, were you so nervous you over-complicated or oversimplified the problems?

 

Knowing what went wrong is crucial. If your course is a full year course (or the exam is a midterm), you’ll need to know what you got wrong so you don’t make the same mistakes on the next exam. This is more important if you made conceptual errors. Even if the course is not a full year course, you may take similar courses in the future or this course may be a pre-requisite for a harder course. Moreover, this is a great chance to figure out if you make any systematic errors. That is, are you always misreading or misinterpreting questions? Do you make lots of silly errors that cost marks? If you do, it may be time to change your exam writing strategies to minimize these errors. I’ve found that the types of systematic errors I made in university weren’t the types I made in high school. Therefore if this is your first set of final exams, it would behoove you to pay attention.

If you don’t understand how you did something wrong or you don’t understand a question, ask your prof to explain it. He or she will be glad to as long as you do not act like it’s their fault you got the question wrong (yes, people actually do that).

After going through all the questions you got wrong and understanding the right answers, you may disagree with some of the marking. In that case, you may wish to ask for some extra marks or submit your exam for re-marking. This is be appropriate if:

  • You got the question right (or a part of the question right) and it was marked wrong.
  • You are on a borderline mark – for example, between pass/fail or C/B. Do NOT ask for extra marks if you have 98% unless you’re absolutely sure that the question was marked wrong. Otherwise you will be wasting their time and you will look like an obsessive mark grubber.

 

So how should you ask for extra marks?

  1. Talk to your professor and show them the question(s) in dispute. Indicate that you understand the marking scheme and why it was marked the wrong.
  2. Explain why you think you should get more marks. If you think the marking was too harsh, give a solid reason as to why you should get more. Your excuse should not be “well, I just should”.
  3. If the error was with how you interpreted the question (this is NOT for if you have read the question wrong), explain how and why you interpreted it the way you did. Explain your rationale, especially if the question was somewhat ambiguous. If possible, indicate where you did some scratch work that demonstrated your (somewhat correct) thinking.

 

You want to appear confident and show that you’ve thought through the questions and the marking. However, coming on too strong will cause your professor or TA to go on the defensive and make them less likely to give extra marks. I believe that most professors and TA’s want their students to do well and would be willing to give extra marks if it can justified (especially if the class average is low). Thus, do the justification for them! As well, while you may be very upset and emotional over the low grade, don’t act it. Avoid hysterics and anger. Attacking them, the exam, or the way the exam is marked will more than annoy them. As well, avoid the pity party and the sympathy card. Also avoid the “I have to get this grade or I will be…” argument. Your prof has heard it all and will think that you’re desperate. Worse yet, they’ll think you’re trying to play them (and no one likes getting played). Be calm, logical, sincere, and above all, don’t put them on the defensive!

As well, if you will be asking for extra marks, pick your “battles” carefully. Focus on the questions where you are most likely to receive the extra marks. This keeps you credible. Asking for extra mark for every question will annoy your prof or TA and also make you look like an obsessive mark grubber. Profs do not like obsessive mark grubbers (who does?) and will not want to help you.

Have a good exam viewing (though I suppose it would be best if you never actually have to use these tips :)) and happy 2012!


You are not stupid, you are awesome.

I can count on one hand the number of times I’ve written a poem outside of high school English. Nonetheless, I am in a poetic mood today and this poem summarizes my attitude about university (and should prove entertaining if nothing else). If you’re on this blog because of my recent Science One presentation, I will have the PowerPoint slides and handout from the it available soon. 

You are not stupid,
You are not dumb.
You are not less intelligent,
Than anyone else. Really, it’s true.

This is first year,
And everyone struggles,
Your really smart friends,
Are working their butts off too.

Chemistry, math, biology, and French,
Physics, economics, poli sci, and English,
App Sci, forestry, F & H, and philosophy,
Will be be challenging at the beginning.

Hang in there,
And don’t doubt yourself.
This is where you’re supposed to be,
You are capable!

To overcome the learning curve,
And to learn more efficiently,
Discover and use excellent study skills,
And brush up on your time management too.

Learning and getting good grades aren’t easy,
And there are potholes in your way.
You may feel dumb ocassionally as you progress,
But that’s ok – soon you’ll be well on your way.

It might take a while,
To get to where you want to be academically,
But fret not and you will get there.
As long as you keep believing and trying.

This is university,
Where learning occurs,
Both from within the classroom,
And outside in the “real world”.

University is what you make of it,
And no one will hold your hands.
It is up to you,
To discover your passions and dreams.

Take advantage of opportunities,
That will fly your way.
Stretch your wings,
And turn your dreams into reality.

You are not alone,
And there many people who can help you on your journey.
Whether you want to learn how to learn or grow personally,
Reach out! Be proactive! Find resources!

Your education is more than a piece of paper,
And while your studies are important,
Don’t neglect balance and personal well-being.
And be wary of the insidious “burning out” bug!

And while this poem,
May not always rhyme,
Its intentions are sincere,
And its logic mostly sound.

All the best for the future.
You will be successful, have no doubt.
You are not stupid or dumb.
You are awesome.

Have a great weekend and Remembrance Day

See Me Live!

Yes, I am a real person and not solely an online entity!

I will be presenting a workshop at the Conference for Student Learning and Academic Success (CLASS) at the University of British Columbia on Thursday, October 27th from 12:30 to 2:00 pm. The workshop is called “A Research Approach to Learning and the Path to Academic Success“. Yes, it’s wordy, and yes, you should come!

CLASS is a week-long conference for first year students to help them adjust academically to university (hm… why does that sound oddly familiar… :P). My workshop is just one of dozens of workshops and activities for students, so there is something for everyone. What exactly will I be talking about? Stealing shamelessly from the CLASS website (though I did write the workshop description, so I suppose I have a right to use it):

A Research Approach to Learning and the Path to Academic Success 

Do you think you could do better academically? Tired of not getting the mark you want despite working you’re a** off? Envious of how well others do seemingly without trying? Want to have astounding academic success? Well, look no further!

In this workshop, you’ll learn to approach learning the way researchers approach their projects. Use this effective system for finding the study strategies that work for you and how you can use these techniques to excel academically.  Will you magically become an A+ student? No. While the results may seem magical, there is no magic involved – you will simply become a better student and learner.  If have a burning desire to do better and is not afraid to work your butt off initially, this workshop is perfect for you. So what are you waiting for? Sign up now!

From: http://class.ubc.ca/conference/workshops/thursday-workshops/

I don’t know what room I will be in yet, but register for CLASS and check out all of the other workshops available.

I’ve been told by the conference organizers that this workshop is wildly popular and already more than half full, so if you want in, go sign up now! See you at CLASS!

EDIT (October 17th, 2011): Apparently I’m REALLY popular and the workshop is full. For those of you that signed up, see you there!

Update (Nov 1, 2011): For PowerPoint slides and handouts from the workshop, click here.  

 

 

 

 

 

 

 

 

The Mental Battle

Overwhelmed

Image "Overwhelmed" courtesy of flickr user Walt Stoneburner, licensed under CC BY 2.0.

Feeling overwhelmed by university is normal. Everything is new and adjusting takes time. Unfortunately, the adjustment process isn’t always (never?) smooth and may be littered with missed assignments, forgotten deadlines, bombed exams, and crappy essays. Every student is different, and some adjust faster than others. Contrary to popular belief, poor academics is not the reason why people don’t do well in university – adjusting mentally to the fundamental differences between university and high school is. Poor grades is often a symptom, not a cause.

So what can you do? Keep the following things in mind:

1) Most people also feel overwhelmed.

Yes, some students adapt to university like fish to water, but most students adapt to university like dog to water (initially disoriented, but gradually getting use to it and even liking it). You’re not the only one, so don’t be shy and talk to other students about your questions and concerns. Ask others how they deal. If possible, find a few friends a couple of years ahead and ask them how they lived through it all (talk to the survivors!). Ask for advice, guidance, and maybe even mentorship. In fact, some schools offer mentorship programs for new students, so take advantage of them. Use the wisdom of people who’ve “been there, done that”.

University is NOT high school and you cannot think of it in the same way! <– This is possible the most important sentence of the entire post, so I’ll repeat it: University is NOT high school and you cannot think of it in the same way!

2) Professors are professors, NOT teachers.

University professors are generally hired for their ability to do research as opposed to for their ability to teach (in fact, more than one professor/instructor have told me that they were only asked to provide a short teaching statement, and nothing else teaching-related, before being hired).

Thus professors, brilliant people that they are, don’t always understand or appreciate undergraduate students. Some of them hate teaching, but have to. Others just can’t seem to connect with the students. Yet others can’t seem to present the topic in a coherent manner. Some are monotonous, others have an accents, and a few speak too softly. Even worse, some profs simply don’t understand why you don’t understand the perfectly understandable topic they just presented to you. Yeah. I got that too. Add that to the fact that university classes proceed at 3 to 5 times the speed of a high school class and most of the learning is supposed to occur outside of lecture time, and it’s no surprise students feel in over their heads.  What can you do? Realize that:

3) It’s all about you.

No, the universe does not revolve around you, but your academic success does. In high school, it was all about the teacher. He or she wrote out careful notes on the overhead, taught you the 20 types of questions that are likely to show up on an exam, chased you down for homework, and talked with you when your grades are suffering. The teacher was expected to teach at a certain level and model tests after practice questions. The teacher held your hand and made sure you didn’t fall.

That won’t happen in university. Profs won’t write out nice concise notes, teach you every possible application of a theory, chase you down for anything, or worry about your grades. Profs won’t hold your hand and he or she won’t be there to catch you when you screw up.

What’s especially unnerving is that while professors may do their best to teach you, they probably don’t have time to teach you everything on the curriculum and they certainly won’t show you each permutation of a type of problem. I remember mentally blaming my professor the first time I did terribly on an exam. I thought “well, it’s all the prof’s fault because he didn’t teach us everything”. BUT that’s just it – in university, it is not your professor’s job to teach you everything. It is your job to learn everything – the professor is merely there to help. 

This is why studying outside of class hours is so crucial. Typically, the ratio of out-of-class to in-class time spent on a course is:

Easy course – 2:1
Medium course – 3:1
Hard course – 4:1

Yes, that’s 2-4 hours of outside time for each hour of in-class time!

Profs won’t care about you if you don’t make a conscious effort to help yourself. A high school teacher is like a shepherd – he or she kept the herd together and every sheep safe. On the other hand, a university professor is more like a train conductor. He or she will open the door and help you on the train, but his or her main aim is to keeps the train on schedule for the majority of travelers. In high school it’s about making sure no one fails. In university, it’s about making sure most people succeed.

The onus is on YOU. You have to make sure you find your seat on that train. You have to ask for help if you need it. You have to find ways to get back on if you miss it. No one else will do it for you.

4) So what if he/she is smarter than you?

We all know someone like him/her (or is him/her!). The keener at the front of the class. The one with an answer to every question. The Hermione. He or she understands a topic intuitively and has flawless recall. Being the professor’s favourite, a high A in the course seems guaranteed.

So what? Your classmate’s smart. What does that have to do with you? The answer is really “nothing”, but no one likes the keener. Why? Because he or she makes others feel inadequate. Not smart enough. This is especially hard because you were near the top of your class (if not at the very top) in high school. You’re use to being outstanding and being simply “good” takes some getting use to.

This is where I’m going to use tough love. Suck it up. You’re not the best but you don’t have to be the best to get an outstanding grade! If you really care about being the best, work harder at the class. But really, let it go. You don’t like the keener, why are you trying to be him/her? Furthermore, looking like you’re the best is NOT the same as actually being the best. Which one is more important to you…?

5) Don’t write yourself off.

While it’s one thing to be upset about not being the best, it’s another to keep thinking you’re not as good as anyone else. You’re at the same school, the same program, and the same class as whomever you’re comparing yourself to. You are just as good if not better. Don’t believe otherwise! Hang in there, by your fingernails if you have to, and you’ll succeed spectacularly. *Cue bunnies and rainbows and other feel good objects*

6) Perfectionism doesn’t pay.

I’m a perfectionist. There, I said it. I proof-read papers dozens of times before handing it in and can’t seem to send off an e-mail with a typo or a missed capital letter. But I really shouldn’t be (and am working on it) because perfectionism is not a good thing in university. A student only has limited time to study. Being a perfectionist eats into valuable time that could be spent on something that has a higher payoff per time spent.

How do I avoid the perfectionism trap? I allocate an x number of proof-reads for anything I have to hand in and tries to stick to that number. I also have friends who warn me if I’m starting to go into the “this has to be perfect” zone. I still drive myself and others nuts sometimes, but it is slowly getting better.

7) Have a life.

Piano, violin, clarinet, ballet, ball-room dancing, tennis, soccer, ultimate Frisbee… the list of extracurricular activities students give up once starting university is a mile long. While it is a good idea to put some activities on hold to focus more time on school (you’ll find yourself studying a lot more than high school), dropping all activities and JUST studying isn’t a good idea. Actually, your grades will probably suffer if your brain doesn’t take a break once in a while.

This is not an argument for getting drunk every weekend (or every night).

Drop some of your least favourite or important extracurricular activities, then slowly pick them back up again throughout the school year to ensure it is adding joy to your life and not just causing you stress. Don’t just stick to activities you’re comfortable with – try something new! Your university probably offers a wide range of activities, so give some of them a shot.

8 ) It gets better.

While 15% of students drop out of Canadian university, most students head in that direction during or right after first year. Hang in there and if you make it through first year, you’re pretty much set.

9) It really is all about attitude. Short of sounding like a Hallmark card, it is about staying positive and believing in yourself. If you’re really feeling down, talk to someone! A friend, a parent, a trusted professor, etc. If you prefer, talk to a professional. Most schools have free counselling services for students. Go, unload yourself. You’ll feel better, I promise.

Since adjusting to university is largely a mental battle, some students do fall through the cracks. I knew of one student whose parents were getting divorced and were constantly fighting so he could never study in peace. Another student was so shy she couldn’t talk to anyone on campus for a month. Other perfectly capable students fail exams for the first time in their lives and couldn’t climb back out of the “I’m a failure” hole (in fact, this is probably the most common red flag).

If you feel yourself slipping the cracks through academically, emotionally, or personally, don’t be damsel in distress. Don’t wait for anyone to save you. NO ONE ELSE cares about how you do as much as you. Plenty of people will be willing to help you, but you have to be proactive, not reactive.

If you’ve read through this extremely long blog post and actually think it makes some sense, you’re all set for university. The battle is mental and it’s initially a war of attrition. Hang in there and have no fear, you’re going to kick some serious ass 🙂

Exam Prep Day 2: Where do you want to be?

Solar Sytem

Image "Solar_System" courtesy of NASA, licensed under CC Attribution 2.0 Generic.

In my last article, we went over how to figure out where we stand academically. Now, we’ll take that information and use it to prioritize our exams and set some goals. Our overarching goal is to get the highest marks possible in the courses that are most important to us. To do that, we will determine which course are the most important, look at what grades we would like to get from the course, and then back-calculate what marks we must get on each exam to meet those course goals.

First, let’s prioritize. Which classes are the most important for you in terms of grades? This is different for everyone, but keep these things in mind:

1. Are you failing any courses right now? Can you still pass the course if you do well on the final? What are the consequences if you don’t pass that particular course?
2. Are you hoping to gain admittance into any major/degree/program? If yes, do your marks in certain prerequisite courses matter more than non-prereq courses? Is there a minimum average you have to have?
3. Do you want to go to medical/dental/nursing/pharmacy/dietetic/law/business/graduate/specialized schools or programs? If yes, what are their prereqs? Are your marks for these prereqs especially important when it comes time to apply for admission?
4. Did you consider how much weight is given to each final? As a general rule, it is more important do well on exams that count more (i.e. prioritize the psychology final that counts for 70% of your marks and worry less about that computer science final that counts for 30%).
5. Are you especially good at certain courses? That is, are you taking advantage of your GPA boosters?

The idea is to get the highest ROI (return on investment) in terms of grades for your time and ensure that you have the grades to pursue future career and education goals. Figuring out which courses are the most important to you will allow you to use your energy more effectively.

After setting your priorities, decide what mark you want on each of your finals. It will drive you crazy if you try to ace every single exam. You only have limited energy, so budget it carefully! Grab those big wins and don’t sweat the smaller losses.

When you determine what grades you would like to obtain in a course, consider your priorities and how well you are actually doing. I would advice you set a goal that is anywhere between 3% and 8% higher than your current grade or your mark on your midterms. Anything higher than 8% is usually not realistic and will stress you out unnecessarily, potentially leading to burning out or declining performance.

Then determine what grades you should obtain on your final to meet the course grade goal you set above. For some courses, a simple perusal will suffice. For example, if you want 90% in a course and you are currently sitting at just below 90%, aim for just above 90%. If you used the ScratchPad Gradebook, take a look at your current grade, max grade, and “just passing the final” grade. You could just pick a mark somewhere between your current and max grades to aim for, but for those who are more mathematically inclined (or entertain some perfectionist tendencies like I do), below is a systematic way of determining your final exam grade goal from data obtained from the Scratchpad Gradebook.

Determining Final Exam Grade Goal:

1. Open the ScratchPad Gradebook under the “Gradebook” tab.
2. Look at your current grade and max grade.
3. Subtract the weighting for your final exam from that of your maximum grade (i.e. if your final exam for course A is worth 50% and your max grade is 80%, 80-50 = 30%. This means that you are currently getting 60% in the course).
4. Subtract the number you get from the above step by your grade goal for the course (i.e. If you would like to get 75% in course A, then 75-30 = 45)
5. Divide the number you get from the above by the weighting for your exam. In our example, it would be 45/50 = 90%. This is what mark you have to get on your final to obtain the grade goal that yet set for yourself.

If our example, this student has to get 90% on the final (when he is currently getting 60% in the course) in order to meet his course goal of 75%. This is probably too ambitious and it may be prudent for him to review his goals and aim for something more realistic.

Now that we’ve prioritized our courses and set grade goals, on to Day 3: Organizing Material.