Spotlight on Students: Study Now, Succeed Later

With August underway, you might think your students are focusing on enjoying those last precious days of summer vacation, but not everyone is waiting until September to think about studying – the folks at the Academic Success Centre  are only just getting started.

Hosted in the Koffler Building at 214 College St. (just next to the Career Centre and down the hall from the Bookstore), the Academic Success Centre offers counselling and advice to U of T students on study skills, test-taking and time management. Learning skills counsellors meet with students one-on-one in appointments and in drop-in sessions, and lead free workshops on topics like notetaking, making presentations, and improving concentration.

Students looking ahead to the fall term can get a jump on their schedule by signing up for one of the ASC summer mini courses  from August 23-25, on Time Management, Reading and Notetaking, Memory and Concentration, and Succeeding at U of T. There’s even a session just for parents of first-year students, to ask all those anxious questions of their own.

Faculty and students alike might find some helpful advice on their links pages.   I can already see some good reminders for myself about making a time plan. Hmm, I wonder if it’s too early in the year to learn how to stop procrastinating?

Spotlight on Students: Supporting Student-Faculty Interaction at CTSI

Over the coming academic year, you’ll see a new “Spotlight on Students” feature in our CTSI: Focus blog, as well as in our online resources and faculty programming.  This feature is part of our efforts to enhance student-faculty interaction at the UofT. But what is this, and why is it important?

In looking at student-faculty interaction, we mean exploring the ways students can interact with their instructors both within and outside the classroom. Through positive interactions, instructors can influence students’ orientation to and investment in their university experience, as well as shape their future learning. Such interactions can positively affect course design, student satisfaction and engagement with course content, while also creating collaborative opportunities between faculty and students.

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