��ֱ�� Mississauga helps students develop the write stuff

Christopher.Sorensen — Thu, 14 Jan 2021 15:43:18 +0000

Christopher.Sorensen Thu, 01/14/2021 - 10:43

Cutline

(photo by J. Kelly Brito via Unsplash)

Sharon Aschaiek

Topic

Our Community

Robert Gillespie Academic Learning Centre

��ֱ�� Mississauga

Undergraduate Students

When Malisa Zhou enrolled at the University of Toronto Mississauga this past fall, it was to study forensic science and anthropology. So she was surprised to learn she would have to take a writing course, too.

“I’ve always received good feedback on my writing assignments,” Zhou said, “so I wondered if I would take away anything useful.”

The new half-credit, small seminar course – ISP100 Writing for University and Beyond – was not only helpful, it was fun. Over 12 weeks of classes, which took places online due to COVID-19 restrictions, she and her 29 classmates learned how to write more clearly and concisely, compose engaging papers that flow smoothly from topic-to-topic, and use proper grammar.

“The course taught me that I’m not a bad writer, but there are areas that could use strengthening… and everything I learned, I actively incorporated into my other courses,” she said.

First-year writing classes or “freshmen composition” are often a part of the core curriculum at U.S. universities. Last fall, ��ֱ�� Mississauga introduced a course on the fundamentals of writing for students in all major and specialty programs in the visual studies, anthropology, and chemical and physical sciences departments. The course is intended to help any student become a better writer through review of core principles and practice, enabling them to acquire the writing and reading skills they will need in university and beyond.

Sarah Seely, an assistant professor, teaching stream at the Institute for the Study of University Pedagogy, says the course addresses “the notoriously problematic gap that exists between what is expected of high school and university writers,” an issue for both international and domestic students.

Seely, who has taught writing and linguistic anthropology at several U.S. universities, says an important feature of the course is its iterative, portfolio format with “stress-free assignments.” Students can build on the feedback they receive on drafts to polish their work and improve their marks. This helps them home in on their strengths and the weaknesses that they can improve on with an instructor’s guidance.

ISP100 instructors are experts in the craft and have a passion for teaching and writing. “The fact that we are full faculty members—and not sessional instructors or grad students—creates a better course because we are more invested and institutionally supported,” Seely says.

��ֱ�� Mississauga began to explore ways in which to improve students’ writing ability in 2017. That year’s academic plan recommended “Developing communication skills from foundational to advanced levels.”

The result? A course designed to benefit all students with interactive, small seminars.

The newly established Institute for the Study of University Pedagogy has oversight over the course, and the institute’s faculty and staff support the Robert Gillespie Academic Skills Centre, the Teaching & Learning Collaboration, utmONE and Foundational Skills courses.

Admission to ISP100 is based on the results of a writing check-in, an online assessment of students’ writing ability. Some may be directed to first take the foundational course ISP010: Basics of Writing in English.

“There has been a lot of demand over the years for more rigorous and prolonged writing support,” says Tyler Evans-Tokaryk, director of the RGSAC and associate director of ISUP. “Students in this course develop skills they can easily transfer to their programs of study, and then later, to their professional lives.

Student mentor shares four tips for studying, managing stress

Christopher.Sorensen — Thu, 10 Dec 2020 14:21:54 +0000

Student mentor shares four tips for studying, managing stress

Christopher.Sorensen Thu, 12/10/2020 - 09:21

Cutline

(photo by Recep Buyukguzel via Getty Images)

Emily Allison

Topic

Our Community

Robert Gillespie Academic Learning Centre

Academic Advising & Career Centre

Undergraduate Students

With classes gone virtual and social activities shuttered or scaled back, many students may feel as though school has become an all-encompassing endeavor.

But Fawn Rasquinha, a senior peer mentor with Student Life’s Academic Success peer-mentorship program, says it’s still possible to find a happy – and healthy – balance between work and play by studying smarter, not harder.

“We were afforded time to be productive and focus on lectures and studying when we were going to school in person, and now we’re having to create that environment for ourselves, which can be difficult – especially with lectures,” Rasquinha says.

Rasquinha, who is pursuing a master’s degree in the University of Toronto’s Factor-Inwentash Faculty of Social Work, says peer mentors like herself are great resources because they are students, too.

“Peers offer that informality where they have been through whatever you're experiencing, and they offer you the same strategies and resources that they are familiar with.”

Here are four areas where Rasquinha says she sees often sees students struggle – and her tips to help them succeed.

Putting yourself first

Many students who are doing their studies online find it difficult to stay motivated and focused on work, according to Rasquinha.

“It's a good idea to carve out space in your home, get rid of distractions, and make it an environment that's conducive to your ability to focus on lectures and tasks,” she says.

Establishing a routine that really works for you is key, she adds.

“Everything is so merged now between your work, home and school life. Structure your studying time around your own energy levels and ability to concentrate and, in essence, create a routine and structure so your day is planned.”

Bite-size pieces

Procrastination is a common experience for anyone facing a big task or assignment, which can initially seem overwhelming and insurmountable.

So, Rasquinha recommends students start small.

“First, I identify what is preventing me from getting started on my work and then develop strategies to tackle that mentality,” she says. “What works for me is to conceptualize my work in the sense that I'm not approaching this task with the mentality of completing a ten-page essay in one day. I initially try to create an outline, and then I do research and fill out the introduction section.

“I really find utility in breaking down tasks into bite-sized and manageable pieces, setting incremental and manageable goals for myself until I eventually get that ten-page paper down.”

Managing your time – and stress

Struggling with time-management and feeling anxious during exam season reflects the shared reality that many students are still “learning how to learn and discovering what works and what doesn't work as a learning strategy,” Rasquinha says.

She adds this can be especially common for first-year and second-year students, where the process of studying for university exams is still about trial and error. Upper-year students who are experiencing excessive levels of stress may want to think about re-tooling their approach, she suggests.

“School-related anxiety is an aspect of the leaning process, but I don't think you should experience it consistently throughout your four years,” she says. “I think when you are experiencing it, it's a signal to try new strategies, develop new skills, and access different resources.”

Know when – and where – to seek help

��ֱ�� students seeking additional support have many options.

On the St. George campus, Student Life’s Academic Success programming ranges from online courses and workshops to virtual study hubs and one-to-one supports.

That includes the option of booking an appointment – now on Zoom – with an academic peer mentor such as Rasquinha.

“The good thing about this platform is that we're more flexibly able to meet student's needs in that students may not want to have their camera or microphone on,” says Rasquinha. “We are able to be more flexible with students in terms how they want to engage during their session and participate. In Zoom, you don’t have to commute to us and it's scheduled.”

Student Life has also compiled a list of academic resources on campus, from writing centres to tutoring services.

For students at ��ֱ�� Mississauga, the Robert Gillespie Academic Skills Centre offers a full range of individual consultations, workshops and programs that are designed to help students identify and develop the skills they need to be successful in their studies.

Similarly, ��ֱ�� Scarborough students have access to the Academic Advising & Career Centre, which offers workshops and peer coaching, as well as connections to other resources on campus.

“As a graduate student, I know that school-related stress is a very common experience,” Rasquinha says.

“You're not alone in feeling anxious about studying for exams or managing your time.”

Robert Gillespie Academic Learning Centre

����ֱ�� Mississauga helps students develop the write stuff

Student mentor shares four tips for studying, managing stress

Putting yourself first

Bite-size pieces

Managing your time – and stress

Know when – and where – to seek help

��ֱ�� Mississauga helps students develop the write stuff