Partnering for Success

Rachel Lindhart Author

08/16/2020 Added

32 Plays

Description

Partnering for Success: tips from UNL faculty regarding academic success and maximizing the student-professor relationship. Inspired by students, for students.

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[00:00:10.121]Big Red Welcome. This is so cool for me!
[00:00:13.628]I am so excited to be here with so many of
[00:00:16.286]you as you come back to campus or as you
[00:00:18.468]first arrive on campus. My name is Dr.
[00:00:20.717]Manda Williamson. I am an associate
[00:00:22.535]professor in the Department of Psychology
[00:00:24.522]and I am excited to be a part of this.
[00:00:26.534]Before we get into how we all as faculty
[00:00:29.522]hope to connect with you now that the
[00:00:31.671]semester has started, I want to give you a
[00:00:33.753]little background information about our
[00:00:35.934]role in Big Red Welcome. We started
[00:00:38.703]meetings back in January. I've been
[00:00:40.607]thinking about you since January. One of
[00:00:43.263]the areas where I thought was really
[00:00:45.770]important that you have some time to look
[00:00:49.233]at faculty, was with respect to academics
[00:00:52.131]and how you transition from your
[00:00:53.939]experiences in high school to what you're
[00:00:55.941]experiences are going to be like in
[00:00:57.704]college. I want to share - I hope this is
[00:01:00.367]okay - I am going to share a personal
[00:01:02.173]narrative with you about my experience my
[00:01:04.551]first month of college. I walked into a
[00:01:07.403]classroom where I was pretty sure people
[00:01:09.739]were having conversations that I must have
[00:01:12.423]walked in on late because I couldn't
[00:01:14.399]figure out what they were talking about,
[00:01:16.634]and I really felt as though I didn't
[00:01:18.748]belong. It was really difficult for me to
[00:01:20.849]speak to my faculty members, to speak to
[00:01:22.936]my instructors about the confusion that I
[00:01:25.110]was experiencing. I'm from a rural part of
[00:01:27.980]Pennsylvania, so college was just this
[00:01:30.349]institution that I was having a problem
[00:01:32.534]connecting with. I don't want that for you
[00:01:34.712]I've been thinking about you since January
[00:01:37.333]and at least you're going to see from some
[00:01:40.954]of us how excited we are to have you here
[00:01:42.963]and how we want to help you right now,
[00:01:44.823]even before the semester hits off to a
[00:01:46.683]running start. When I first sat down in my
[00:01:49.334]classes, the faculty members all handed me
[00:01:51.508]this 3-4 page paper, and it said Syllabus
[00:01:54.822]at the top. As I fumbled through the
[00:01:57.358]syllabus, at the end there was a schedule
[00:01:59.576]for the entire semester of readings. I
[00:02:02.243]know that there were dates on those
[00:02:03.973]schedules, but I thought that it was a
[00:02:06.861]trick, so I figured that even though it
[00:02:09.353]says I'm supposed to read the first three
[00:02:11.711]chapters of Unit 1 by the end of Week 4, I
[00:02:14.448]thought that that was maybe for the lazy
[00:02:16.384]students. That was their schedule. So I
[00:02:19.267]read everything in every one of my classes
[00:02:22.873]for the entire first unit in every one of
[00:02:25.591]my classes in the first week of the
[00:02:27.696]semester. It nearly killed me. I don't
[00:02:30.504]want that to happen to you. So what I want
[00:02:32.748]to talk to you about today is in
[00:02:35.219]particular about a topic that we call time
[00:02:37.339]management. And I know that's a buzzword,
[00:02:39.717]but what literally it means is it's a way
[00:02:42.217]for you to control your day so you can
[00:02:44.440]achieve the goals you have for yourself.
[00:02:46.570]It's the ability to prioritize all the
[00:02:49.194]events you have going on in a way so that
[00:02:52.340]you get done what you must get done, and
[00:02:54.970]that's usually the things you don't like
[00:02:57.047]to do but have to get done in order to
[00:03:00.242]free up time to do the things you want to
[00:03:02.313]do and be able to enjoy those things more
[00:03:04.526]fully. As an adult, what you need to wrap
[00:03:06.845]your head around is the fact that most of
[00:03:08.874]us spend a good portion of our day doing
[00:03:11.166]things that we don't like to do, so that
[00:03:13.301]gives us time to freely enjoy the things
[00:03:15.507]that we do love to do that require money,
[00:03:18.344]materials, and connections with others. We
[00:03:22.524]have to earn that as an adult. Time
[00:03:24.814]management is a way for you to gain
[00:03:27.087]control over your day to organize how you
[00:03:29.062]spend your day every day. You're probably
[00:03:31.933]thinking, (meh), I was in four years of
[00:03:34.131]high school and I did fine. I got admitted
[00:03:36.191]to college. I already know how to time
[00:03:38.061]manage. I want to tell you this. College
[00:03:39.967]is a little different. The reason time
[00:03:41.838]management is going to be challenged
[00:03:43.626]is because the academics are different
[00:03:45.465]in college. I wish someone would
[00:03:47.019]have told me this a long time ago. One of
[00:03:49.044]the things that happens when you get to
[00:03:50.972]college is, when you learn the stuff you
[00:03:52.905]need to learn in order to do well on your
[00:03:55.542]tests is different in terms of when it
[00:03:57.869]occurs. In high school, about 80% of what
[00:04:01.395]you learn happens in the classroom with
[00:04:03.702]your teacher. So if you sit and listen
[00:04:05.730]well, in a lot of cases you learn a lot of
[00:04:08.071]the material and you can do well on your
[00:04:10.030]tests. In college, that's flipped. Only
[00:04:13.259]20% of the new learning takes place in the
[00:04:16.628]classroom, 80% of your learning is your
[00:04:19.541]responsibility and you need to accomplish
[00:04:21.556]that outside of class. Additionally, the
[00:04:25.064]things we do in our time together, between
[00:04:27.625]your instructor and you, is different.
[00:04:31.495]There is more that you have to read, more
[00:04:35.059]you have to write, more you have to study
[00:04:38.669]in college, and the individual assignments
[00:04:41.290]have a depth that is more challenging than
[00:04:45.079]the assignments in high school. Your tests
[00:04:48.294]are also more time-consuming and test you
[00:04:51.474]more deeply. When you come to class,
[00:04:53.831]rather than learning something new, we ask
[00:04:55.829]you to take what you've already learned
[00:04:57.753]and consider it more deeply. You're
[00:04:59.543]taking new concepts or terms that you
[00:05:01.507]learn and compare and contrast them. You
[00:05:04.337]will be looking for how they all fit
[00:05:07.403]together in a big concept map, look for
[00:05:09.876]cause and effect, so you have to do the
[00:05:12.332]work outside of class to learn that
[00:05:14.069]baseline material in order to use it more
[00:05:16.025]deeply in your class time. Because the
[00:05:18.567]academics are deeper, a college experience
[00:05:21.257]is almost the same type of time
[00:05:23.339]commitment that you would have in a full-
[00:05:25.344]time job. To break this down, if you have
[00:05:28.096]fifteen credit hours, that means that 15
[00:05:30.141]hours of your week are spent in class.
[00:05:32.153]That means you also need to devote at
[00:05:34.682]least 2 hours per night to each of those
[00:05:36.945]classes. If you do that 7 days a week,
[00:05:39.871]that's fourteen hours. Minimally, we're
[00:05:41.857]talking almost 30 hours per week right
[00:05:43.747]now, and that's not considering whether or
[00:05:46.318]not you have any zero-credit classes that
[00:05:48.293]you have to attend. It's not considering
[00:05:50.302]how many hours you're spending in a lab
[00:05:52.386]per week. Please bare that in mind, your
[00:05:54.347]time commitments are going to be different
[00:05:56.374]in college. What we hope to avoid, what I
[00:05:58.844]hope you never have the experience of when
[00:06:01.723]you get through this with me today, is
[00:06:03.912]this experience of at 2 o'clock in the
[00:06:05.770]morning your computer crashes and you
[00:06:07.553]don't have access to a computer to
[00:06:09.248]submit your assignment, and now
[00:06:10.899]it's going to be late. That's a horrible
[00:06:12.849]feeling, and you're not going to sleep.
[00:06:14.796]So by using your time effectively, by
[00:06:16.569]controlling how you spend your day, and by
[00:06:18.573]being proactive or thinking in advance
[00:06:20.524]about how to organize your day, time
[00:06:22.540]management will help you avoid those
[00:06:24.323]troubles. I want to show you 3 schedules
[00:06:27.371]that you should be keeping in order to
[00:06:30.535]gain control over the semester, over the
[00:06:33.903]week, and over every day. You're going to
[00:06:37.076]have to do this specifically and
[00:06:39.127]intentionally at first. It's going to
[00:06:41.238]suck. It's going to take up some time, but
[00:06:44.324]as you achieve success and meet deadlines
[00:06:46.863]effectively and you're doing well on your
[00:06:48.860]tests, you won't have to write as much
[00:06:50.727]down on a daily basis to keep track of
[00:06:52.940]your day. Do this first, so that you can
[00:06:56.096]get the stuff out of the way successfully
[00:06:59.500]that you don't want to do. That's, you
[00:07:02.523]know, like academics. (Ack), I know. And
[00:07:05.236]then you can figure out how much time you
[00:07:07.787]have to play. Work hard so you can play.
[00:07:10.895]You don't come here to play and then work
[00:07:14.974]the work in, or you'll find that you're
[00:07:17.114]not going to be here next year. That's
[00:07:19.707]the hard part about college. You're going
[00:07:22.679]to be held accountable for the performance
[00:07:24.888]you put out. Let's get out in front of
[00:07:27.217]this stuff right now and commit to doing
[00:07:29.992]well by managing our time. The first thing
[00:07:33.098]I want you to think about: what do you
[00:07:34.999]think your schedule actually looks like?
[00:07:37.600]You have been here for probably a week now
[00:07:40.272]You do have a syllabus. I'm going to
[00:07:42.422]share my screen and show you how to get in
[00:07:44.607]front of important due dates and
[00:07:46.620]deadlines. You have this calendar it's
[00:07:51.267]called Long-Term Planning. I did not make
[00:07:53.304]this. It's from a success coach at the
[00:07:55.414]University of Tennessee - Knoxville named
[00:07:57.411]Barbara Pape. It's important to give
[00:07:59.292]credit where credit is due. This is what
[00:08:01.415]you should be doing when you get back to
[00:08:03.317]your rooms tonight. Long-term plan. We
[00:08:05.938]have Monday through Sunday and Week 1
[00:08:09.014]through Week 15. In each of those boxes
[00:08:12.496]you should put wherever you have a test
[00:08:14.446]or a paper due or an assignment due that's
[00:08:16.878]already listed in your syllabus. You
[00:08:18.989]should have all of those deadlines in
[00:08:20.822]that particular calendar. The next thing
[00:08:23.368]you have to do is ask yourself, 'How do I
[00:08:25.523]want to spend my time each week?' I don't
[00:08:29.148]mean, 'Because everything should feel good
[00:08:31.162]and I should always have fun.' That is not
[00:08:33.247]how we're going to operate as adults. You
[00:08:35.197]have to ask yourself, 'What priorities do
[00:08:38.082]I need to make in my life so that in four
[00:08:40.112]years I have a degree and I'm going to
[00:08:42.663]have a standard of living that's better
[00:08:44.518]than my parents'.' We can't only think
[00:08:46.654]about having fun. We have to think about
[00:08:48.617]how we're going to work in our college
[00:08:50.655]experiences and our assignments. Let's
[00:08:52.764]look at this Short-Term Planning. I'd
[00:08:55.014]encourage you to take a screen shot of
[00:08:57.252]this and recreate it. This is also from
[00:09:01.223]the University of Tennessee. I did not
[00:09:03.064]make this. When you think about all of the
[00:09:05.796]demands you have in a given week, those
[00:09:08.123]demands are: tests that you should study
[00:09:10.787]for at least 8 days in advance is when you
[00:09:14.148]should begin studying in small bursts of
[00:09:17.173]about 20 minutes. Write down how much you
[00:09:20.224]have to study in each class every day
[00:09:22.762]to be ready for your test. Write down all
[00:09:25.015]the times you have to be in class. Write
[00:09:27.050]down your work schedule, and also write
[00:09:29.107]down to the side, 'I would like to see my
[00:09:31.421]friends or family.' Do not neglect that.
[00:09:34.009]When you're managing your time that means
[00:09:36.101]you make time for yourself too, but
[00:09:38.221]according to the priorities that you have.
[00:09:40.424]The things we prioritize that come to the
[00:09:43.095]top of our list are those things that are
[00:09:45.109]most important and urgent to us. Stick
[00:09:48.085]them in your short-term planning calendar
[00:09:50.404]just for the week. This is how you plan
[00:09:53.858]for every week. You should do this the
[00:09:56.263]Saturday or Sunday before your Monday
[00:09:58.130]class begins so you know what you need to
[00:10:00.111]do for your week. Lastly, that Sunday
[00:10:03.669]night, figure out what you have to do
[00:10:05.506]tomorrow. Where you list things according
[00:10:08.200]to how critically important they are to
[00:10:10.368]you. The most important things are those
[00:10:12.958]that if you fail to meet that item, if you
[00:10:16.513]fail to successfully execute that item,
[00:10:19.511]that failure could cause irreparable harm
[00:10:22.419]to the goals you've set for yourself four
[00:10:25.408]or five years from now. If you have a test
[00:10:27.747]that goes to the top. If you have a paper
[00:10:29.992]due, that goes to the top. If you want to
[00:10:31.943]go on a date, that doesn't go to the top.
[00:10:34.069]That goes after you achieve that five-year
[00:10:36.583]goal that you have set for yourself in
[00:10:38.766]this individual activity today that must
[00:10:41.446]be done successfully. If it's important
[00:10:44.647]for you to go out, get all of the things
[00:10:47.524]that you need to get done this week done
[00:10:49.552]and then think about what you can do on
[00:10:51.604]Friday and Saturday night that will
[00:10:53.442]enable you to healthfully relax. That's
[00:10:57.412]when you start to put in social time that
[00:10:59.990]you have. Don't ever forget to schedule
[00:11:02.281]time for you. I'm going to stop sharing
[00:11:04.827]again because I want to finish by saying
[00:11:07.408]when you manage your time effectively,
[00:11:09.956]you will gain control over your day and
[00:11:12.993]you will minimize the stress load that
[00:11:14.992]comes as deadlines approach. The more you
[00:11:18.256]can get out in front of your deadlines,
[00:11:20.347]the easier your semester is going to be.
[00:11:22.762]Please do not think that even though I
[00:11:25.813]know academics are so critically important
[00:11:28.258]I also know that it's critically important
[00:11:30.622]that you maintain balance in your life.
[00:11:32.993]Work into your schedule the time when
[00:11:35.335]you're going to work out and don't ever
[00:11:39.489]sacrifice this time. You may have to
[00:11:42.397]shorten it, but work it in. Time when
[00:11:44.961]you're meeting with your friends, family,
[00:11:47.609]when you're going to sleep. That's
[00:11:50.406]important too. That calendar that you keep
[00:11:53.053]don't put anything in there after midnight
[00:11:55.336]please. You can get your stuff done in
[00:11:57.533]time. Lastly, don't forget to come in
[00:11:59.767]regular contact with the organizations
[00:12:01.597]most important to you. Your church life,
[00:12:03.845]your community volunteering, any
[00:12:05.500]organizations that you're in on campus.
[00:12:07.859]Hopefully this gives you a couple of ideas
[00:12:09.910]about how to get out in front of your
[00:12:11.722]semester. I want you to know that faculty
[00:12:13.720]here are rooting for you. We're excited
[00:12:15.754]you're here. Gosh dang it I miss people.
[00:12:17.960]It was really great to be able to
[00:12:19.698]interact with you, even if it's this way.
[00:12:21.766]Have a great day, and welcome to UNL.
[00:12:36.829]Hi. My name is Dr. Kathy Castle and I'm an
[00:12:39.039]associate professor of practice in the
[00:12:40.861]Department of Communication Studies, which
[00:12:42.881]is within the College of Arts and Sciences
[00:12:45.296]My role today is to talk with you about
[00:12:48.143]course syllabi, or the syllabus that you
[00:12:51.407]receive at the start of classes every
[00:12:53.479]semester. A course syllabi is essentially
[00:12:56.553]a contract between the instructor or
[00:13:00.167]professor and the student. This really
[00:13:03.473]lays out from a bird's-eye view what your
[00:13:06.279]course is going to look like for the
[00:13:08.027]semester. It includes contact information
[00:13:10.493]for your professors; how you can get ahold
[00:13:13.589]of them; when are some good times to reach
[00:13:15.904]them. It includes required course
[00:13:17.771]materials; assignments; point breakdowns;
[00:13:22.532]grading scale for the course; course
[00:13:25.208]policies and expectations for students in
[00:13:28.993]the course; and a schedule with assigned
[00:13:33.309]readings for every class period and due
[00:13:35.787]dates for all of the assignments in the
[00:13:37.706]course. This is something that you're
[00:13:39.534]given at the start of the semester, and
[00:13:41.472]you'd be well-advised to take advantage of
[00:13:44.977]having that information at the beginning
[00:13:46.970]of the semester for a lot of reasons. The
[00:13:49.495]first thing that you should do when you
[00:13:52.357]get this is sit down and review the
[00:13:54.688]policies. It's tempting to take a quick
[00:13:57.652]look at it, put it away, and maybe
[00:13:59.365]reference it once or twice through the
[00:14:01.220]semester, but you really miss out on some
[00:14:03.219]important information if you aren't
[00:14:04.930]engaging with the syllabus and taking an
[00:14:07.219]in-depth look at it from the beginning. So
[00:14:09.793]I'm going to take a minute to go through
[00:14:11.765]each of the different sections of the
[00:14:13.539]syllabus and make sure you understand what
[00:14:15.771]they are, what kind of information you can
[00:14:17.785]find, an also give you some tips on how
[00:14:19.753]to use the syllabus to help you to be
[00:14:21.666]successful from the very beginning. The
[00:14:23.752]first thing is your course syllabus for
[00:14:26.934]every one of your courses is going to be
[00:14:29.377]located somewhere within Canvas. It either
[00:14:32.576]will be built within the Canvas learning
[00:14:34.577]management system itself, you'll see that
[00:14:36.659]right here if you come to your learning
[00:14:39.726]management system you'll see an area
[00:14:41.490]called 'Syllabus.' Some professors will
[00:14:43.380]build the policies and information
[00:14:45.051]directly in to the learning management
[00:14:47.034]system. However, the more common practice
[00:14:49.615]at least for right now is to create a PDF
[00:14:53.636]with all of this information that gets
[00:14:55.565]posted in the Canvas course for each of
[00:15:01.322]your courses or it's handed out. It can be
[00:15:05.156]either of the two or often both. What
[00:15:08.749]you'll find here at the very beginning is
[00:15:11.447]the Professor's name, class time and
[00:15:14.795]meeting space. If there is a phone number
[00:15:17.447]for you to use, you can use that but I'll
[00:15:19.673]tell you most of us do not have phones in
[00:15:22.056]our offices. We typically are very
[00:15:24.320]responsive to e-mail, so that would be
[00:15:26.252]the best way to reach out. You're going to
[00:15:28.516]see where our office is located on campus
[00:15:30.698]and a listing of office hours. I want to
[00:15:33.163]be very clear that office hours really
[00:15:36.094]mean 'Student Hours.' Those are hours that
[00:15:39.507]we take and put aside every single week
[00:15:42.272]specifically dedicated to students who are
[00:15:45.586]in the courses that we're teaching. Those
[00:15:47.934]are your very specific times outside of
[00:15:49.965]class that you can drop in and ask
[00:15:52.773]questions, make comments about what you're
[00:15:55.422]learning in the course, if there's
[00:15:57.185]something that wasn't clear to you in the
[00:15:59.146]course you can use that time to ask
[00:16:00.862]questions or get a more in-depth
[00:16:02.382]explanation. This is a great opportunity
[00:16:05.030]every week regularly that you can sit down
[00:16:07.852]and talk with your professor. Sometimes
[00:16:10.326]those office hours are in conflict with
[00:16:12.824]another class you're taking or another
[00:16:14.817]obligation that you have. If that's what's
[00:16:16.847]happening for you, then certainly e-mail
[00:16:19.298]your professor and see if you can set up
[00:16:21.250]an appointment to have a conversation if
[00:16:23.203]you have questions or if you need some
[00:16:25.414]clarification on something. You're going
[00:16:28.478]to find the course syllabus will also
[00:16:30.510]generally include an overview of the
[00:16:32.474]course. It will include course learning
[00:16:35.172]outcomes or objectives that you will be
[00:16:38.436]positioned to learn and master over the
[00:16:41.342]course of the semester. You'll see some of
[00:16:44.780]the required course materials, like
[00:16:47.945]textbooks. Often times there will
[00:16:50.875]be other outside readings that your
[00:16:52.924]professors will most often put together
[00:16:55.139]and post in your Canvas shell if they're
[00:16:58.168]able to do that, or if there's additional
[00:17:00.267]readings that they need you to pick up
[00:17:02.232]they will let you know there. Other things
[00:17:05.246]included are course expectations. In here
[00:17:10.509]you're going to see how students are
[00:17:13.223]expected to interact with one another in
[00:17:15.284]the class, interact with the professor,
[00:17:17.153]the expectations around coming to class
[00:17:20.266]prepared; what does it mean to be prepared
[00:17:22.548]for class? I can tell you most often what
[00:17:24.881]that means is when there's been readings
[00:17:26.836]or something assigned for a specific day,
[00:17:29.926]you come to class that day having done
[00:17:32.507]that reading, having watched whatever
[00:17:34.855]online lecture has been posted or having
[00:17:37.581]reviewed whatever material is listed. Your
[00:17:40.801]class time will be spent discussing
[00:17:42.919]something that has been assigned to you
[00:17:45.246]and your professor will assume you have
[00:17:47.185]read and thought about. That's an
[00:17:49.444]important part. You'll also see policies
[00:17:52.082]and expectations around attendance,
[00:17:54.095]participation in class. Some professors
[00:17:58.319]require attendance, some allow a certain
[00:18:01.983]number of absences before it starts to
[00:18:03.965]affect your grade. Others don't require
[00:18:06.312]attendance but that you keep up with
[00:18:08.195]things. Every single course you take will
[00:18:10.392]have a different attendance policy that
[00:18:12.504]you need to be able to keep track of and
[00:18:14.422]understand so that you are doing what you
[00:18:16.687]need to do to be successful in your course
[00:18:18.943]Recognize that while some of you may be
[00:18:22.466]coming from situations where there was one
[00:18:25.264]uniform policy across all of your courses,
[00:18:27.847]that is not the case here. Right now,
[00:18:31.044]coming into the University of Nebraska -
[00:18:33.157]Lincoln, all of your courses are going to
[00:18:35.206]have distinct policies around attendance
[00:18:37.304]or participation and what's expected to be
[00:18:39.469]considered well-engaged in the course.
[00:18:41.550]You're going to have different policies
[00:18:43.504]around late work. Some courses won't
[00:18:48.084]accept late work at all if you don't turn
[00:18:50.891]it in by the due date you just don't turn
[00:18:52.913]it in and it's assigned a zero. Others
[00:18:55.078]will allow for late work to be turned in
[00:18:57.110]but often at a penalty. Often only for a
[00:19:00.241]certain length of time past the due date.
[00:19:02.190]Be very mindful of what those policies are
[00:19:05.953]so you can think about that and understand
[00:19:08.417]what to expect if you run into that
[00:19:10.416]situation in your experience with a course
[00:19:12.464]You'll also see policies that are around
[00:19:17.394]academic honesty, plagiarism. Some of
[00:19:22.040]these things are specific to the Student
[00:19:24.119]Code of Conduct, so that's defined there
[00:19:26.187]but your course will be very clear about
[00:19:28.652]what will happen in the event of suspected
[00:19:31.266]plagiarism or academic dishonesty. You'll
[00:19:34.013]have to be very aware of those policies.
[00:19:36.162]That's for you to ensure that you can
[00:19:39.275]avoid those problems. If you have any
[00:19:41.658]questions about it, talk with your
[00:19:43.472]professor in advance of running into any
[00:19:46.270]problems. It's always better to have that
[00:19:48.394]conversation beforehand if you have
[00:19:50.432]questions about it. You'll see other kinds
[00:19:52.698]of policies; you may have registered with
[00:19:55.979]the office of Services for Students with
[00:19:59.610]Disabilities, or SSD. If that's you, then
[00:20:02.957]each of your courses will have a policy
[00:20:04.913]here to encourage you to be sure you are
[00:20:07.236]working directly with the professor to be
[00:20:09.500]sure all of those accommodations are in
[00:20:11.435]place prior to the start of the semester
[00:20:13.698]or prior to the start of the class. You'll
[00:20:16.613]also see policies around expectations for
[00:20:18.844]engaging with feedback. Your professors
[00:20:21.892]will offer feedback on assignments in the
[00:20:24.056]beginning and middle of the semester, and
[00:20:26.524]the expectation is that you'r reviewing
[00:20:28.466]that feedback, and if there's any
[00:20:30.105]questions or concerns you're coming to
[00:20:31.974]work with your professor right away after
[00:20:34.175]having digested that feedback. Some of us
[00:20:36.556]have policies similar to what's called the
[00:20:38.605]24/7 Rule, where you take a minimum of 24
[00:20:42.585]hours to think about the feedback, and
[00:20:45.206]then if you have questions about that
[00:20:47.705]feedback then within 7 days you should be
[00:20:49.706]visiting with your professor to get
[00:20:51.765]clarification. Policies like this are in
[00:20:57.771]place to support your learning so that you
[00:21:00.386]are really working with the content as
[00:21:02.474]you're getting the feedback back and using
[00:21:05.748]whatever feedback you get to build toward
[00:21:08.063]a better approach to the next assignment.
[00:21:10.444]Be sure you're engaging in that way. You
[00:21:14.466]will see policies around grade appeals and
[00:21:17.450]incompletes and things along those lines.
[00:21:20.749]The other part to your syllabus that's
[00:21:22.724]important for you to pay attention to at
[00:21:24.698]the beginning of the semester and through-
[00:21:26.718]out are different kinds of assignments,
[00:21:28.703]exams, and quizzes that you will be taking
[00:21:32.760]throughout the course of the semester
[00:21:34.881]itself. You'll see the point breakdown
[00:21:36.856]for each of those. If you take a look at
[00:21:38.948]the course syllabus, you'll see a brief
[00:21:41.041]description of each of those kinds of
[00:21:42.830]assignments, and in doing that you'll note
[00:21:45.501]that there's certain numbers of points
[00:21:48.004]associated with each one. As you go
[00:21:50.162]through this you'll have an understanding
[00:21:52.365]of how you can earn points in the class to
[00:21:54.376]be successful, and get a sense for being
[00:21:56.890]able to track where your grade is as you
[00:21:59.838]get feedback and grades back. Something
[00:22:02.938]else to keep in mind is that you will also
[00:22:06.416]have a grading scale in your syllabus.
[00:22:08.733]Sometimes it's the percentage that you're
[00:22:15.158]earning and it'll be associated with a
[00:22:17.058]particular grade, the letter grade that
[00:22:19.015]gets assigned at the end of the semester.
[00:22:21.041]Other times it's broken down by total
[00:22:22.920]points. There will be a clear grading
[00:22:24.698]scale in the course syllabus so you can
[00:22:26.955]have a clear sense over the course of the
[00:22:29.205]semester where you stand in the course as
[00:22:31.778]you get your feedback back. The last thing
[00:22:35.343]I want to touch on is the course schedule.
[00:22:37.949]You're going to see at the beginning of
[00:22:39.948]the semester when specific readings are
[00:22:42.502]due, what you have to come prepared for
[00:22:44.648]each class having read and thought about,
[00:22:46.833]so the assignments and readings due for
[00:22:49.032]each class period assume that you've read
[00:22:51.445]that assignment or reading for that class
[00:22:54.004]period so you can be prepared to have a
[00:22:55.938]discussion about it. You'll go through and
[00:23:00.325]look at that, and you're going to see when
[00:23:02.347]assignments themselves are due. On this
[00:23:06.232]particular date, this first assignment
[00:23:09.013]will be due, the critical reflection
[00:23:10.861]journal for this particular class. And so
[00:23:14.524]what you'll do in this regard is go
[00:23:16.757]through at the very beginning of your
[00:23:18.645]semester across all of your syllabi, and
[00:23:20.912]identify what the due dates are for all of
[00:23:23.201]them. The Center for Academic Success and
[00:23:26.610]Transition has created a syllabus matrix.
[00:23:29.645]It looks like this. What it does is it
[00:23:34.426]encourages you to take the syllabi for
[00:23:36.507]each of your courses at the beginning of
[00:23:38.771]the semester and lay out what the title,
[00:23:41.419]instructor, contact information, policies,
[00:23:44.849]like absence policy so you understand what
[00:23:47.880]it is to miss a class and the implications
[00:23:50.128]for missing a class, late policies would
[00:23:52.793]be another one you might think about
[00:23:54.525]making note of, but a really important
[00:23:59.585]part of this matrix to pay attention to
[00:24:02.635]is it has a place for you to put all your
[00:24:04.750]assignment due dates, all the test dates,
[00:24:07.548]your final exam date and time, so you've
[00:24:09.739]got it all there. I would encourage you to
[00:24:11.782]go a step further and get a master
[00:24:14.252]calendar that you pull out at the start of
[00:24:16.990]the semester and you put all of your
[00:24:18.872]assignments, tests, quizzes, and finals
[00:24:22.441]written down for all of your classes so at
[00:24:25.017]any given week you have a very clear sense
[00:24:27.664]of how busy your week is and what's coming
[00:24:31.012]due and you can look at week 7 of the
[00:24:33.627]semester and recognize that's a week where
[00:24:35.642]you have a lot of tests, big projects due,
[00:24:37.872]so those weeks leading up to it, rather
[00:24:40.247]than being caught off guard, you can use
[00:24:42.202]those first 2-3 weeks ahead of that week
[00:24:44.773]to start working ahead getting ready for
[00:24:47.465]that week. This is a good strategy, an
[00:24:50.779]important part of managing your syllabi is
[00:24:53.144]looking to the course due dates across
[00:24:55.614]all of your courses and making sure you
[00:24:57.957]are clear on how everything falls together
[00:25:00.754]to affect how you are going to manage your
[00:25:02.812]time. So hopefully this has been a helpful
[00:25:05.389]introduction to what your course syllabi
[00:25:07.481]are. I encourage you to be proactive in
[00:25:09.463]reading through your course syllabi,
[00:25:11.185]making sure you're clear on things, and
[00:25:13.067]where you have questions be sure you're
[00:25:14.995]working with your professors. Thank you!
[00:25:29.273]Hello everybody. My name is Dr Jason Kautz
[00:25:31.489]I'm a Professor of Practice in the College
[00:25:33.487]of Arts and Sciences department of
[00:25:35.130]Chemistry. Whether you're transitioning
[00:25:36.985]from high school to the university
[00:25:38.603]or transferring from another university to
[00:25:40.652]UNL, adapting to an
[00:25:41.612]unfamiliar environment can be both
[00:25:43.323]challenging and rewarding. Understanding
[00:25:45.368]how college is different
[00:25:46.580]can reduce stress and enhance your ability
[00:25:48.578]to succeed in completing your educational
[00:25:50.626]goals. Entering and navigating the world
[00:25:53.147]of higher education can be intimidating,
[00:25:55.206]it's my hope the information provided
[00:25:57.249]here will help you understand some of the
[00:25:59.203]differences between high school and
[00:26:00.893]college, and help you to quickly acclimate
[00:26:03.091]to your new home here at UNL. First, it's
[00:26:05.934]imperative to recognize that college
[00:26:07.904]requires greater independent learning.
[00:26:09.771]Unlike high school, most learning in
[00:26:11.507]college takes place outside the classroom.
[00:26:13.676]It's up to you to read and understand the
[00:26:15.864]assigned material. Many times, lectures
[00:26:18.329]and assignments proceed from the
[00:26:19.903]assumption that you've already done so.
[00:26:21.762]Professors may not follow the textbook
[00:26:23.624]exactly. Instead, they are likely to
[00:26:25.639]amplify the text, give illustrations,
[00:26:27.574]provide background information, and/or
[00:26:29.746]discuss research about the topic you are
[00:26:31.784]studying. They will likely expect you to
[00:26:33.707]relate the information presented in class
[00:26:35.761]to textbook readings on your own. Teaching
[00:26:38.139]staff will help as much as ethically
[00:26:40.081]possible, but you must assume
[00:26:42.109]responsibility for your own learning.
[00:26:43.990]Paying for your university course is a lot
[00:26:46.022]like buying a health club membership.
[00:26:47.956]Simply making the purchase does not
[00:26:49.693]entitle you to a great physique. Personal
[00:26:51.798]trainer can show you what you need to do,
[00:26:53.766]but it's up to you to work out regularly
[00:26:55.781]if you want to see any results. You can't
[00:26:58.013]watch a personal trainer lift weights and
[00:26:59.994]assume it will be just as easy for you.
[00:27:01.875]Similarly, you must work through course
[00:27:04.140]materials yourself on a regular basis to
[00:27:06.328]see any results. Don't fool yourself into
[00:27:08.436]thinking that by watching the instructor
[00:27:10.468]solve a problem, you understand it. You
[00:27:14.118]will need to activate effective, efficient
[00:27:16.579]study strategies. These strategies will
[00:27:18.978]look different for different people.
[00:27:20.846]Everyone has their own style that works
[00:27:22.791]for them. You will likely experiment with
[00:27:24.772]a variety of study activities before you
[00:27:26.768]finally hit on one that works for you.
[00:27:28.936]Talk to other students in your class, or
[00:27:30.861]ask your teaching assistants and faculty
[00:27:32.893]about strategies that have worked for them
[00:27:34.918]or former students. Be sure to ask
[00:27:36.757]questions along the way as needed. Next,
[00:27:40.061]college courses move at a faster pace. You
[00:27:42.584]should expect to cover more material than
[00:27:44.606]you are used to. You may find yourself
[00:27:46.685]enrolled in courses in which you already
[00:27:48.650]have experience. Don't take them for
[00:27:50.418]granted. It's important to remember that a
[00:27:52.717]college course can easily cover in a
[00:27:54.698]semester what took a year or more to cover
[00:27:56.963]in high school. Professors may lecture
[00:27:59.361]non-stop, expecting you to identify the
[00:28:01.361]important points in your notes. When
[00:28:03.791]professors write on the board, it may be
[00:28:05.779]to amplify the lecture, not to summarize
[00:28:08.037]it. Good notes are a must. Professors
[00:28:11.472]expect you to read, save, and consult the
[00:28:13.499]course syllabus, which identifies exactly
[00:28:15.897]what is expected of you, when assignments
[00:28:18.479]are due, and how they will be used to
[00:28:20.528]assign your grade. It will be important to
[00:28:23.032]prioritize your schedule, attend class
[00:28:25.323]consistently, and on time. College courses
[00:28:30.169]require you to think critically; possibly
[00:28:32.550]in ways you have not experienced before.
[00:28:34.765]You will need to learn deeply, focusing on
[00:28:37.396]details, not just superficial facts or
[00:28:39.645]trivia. Keep in mind, some of the details
[00:28:42.409]will be left to you to identify
[00:28:44.274]independently, outside of class. To be
[00:28:47.439]successful, you will need to push beyond
[00:28:49.587]simple memorization of facts or equations.
[00:28:52.184]Strive to put things in context, and try
[00:28:54.699]to understand the fundamentals behind the
[00:28:56.717]concepts you are studying. Your coursework
[00:28:59.529]will require you to synthesize, compare,
[00:29:02.259]apply, and/or critique material from a
[00:29:05.124]variety of sources. Mastery is often seen
[00:29:08.748]as the ability to apply what you've
[00:29:10.569]learned to new situations or solve new
[00:29:12.867]kinds of problems. Next, it is important
[00:29:16.807]to remember that college classes have
[00:29:18.949]fewer safety nets than what you might be
[00:29:20.927]used to. To pass your classes, you will
[00:29:22.949]need to perform well on a limited number
[00:29:25.157]of assignments or exams. Assessments are
[00:29:27.805]often cumulative, covering substantial
[00:29:30.186]amounts of material. You, not the
[00:29:32.069]professor, need to organize the material
[00:29:34.649]to prepare for your exams. A particular
[00:29:37.098]course may have only 2 or 3 exams in a
[00:29:39.729]semester. Make-up exams are sometimes not
[00:29:42.960]an option, and if they are, make sure you
[00:29:45.923]request them ahead of time. Expect less or
[00:29:49.537]no extra credit assignments and few, if
[00:29:52.584]any, bonus assignments. Be mindful of the
[00:29:56.581]first exams. They are usually wake-up
[00:29:58.796]calls to let you know what is expected.
[00:30:00.878]They may also account for a substantial
[00:30:03.010]part of your course grade. You could be
[00:30:05.774]shocked when you get your grades. In these
[00:30:08.672]cases, reach out to others for help right
[00:30:10.720]away. Look for help from your teaching
[00:30:12.568]assistants and faculty, and seek out
[00:30:14.487]campus resources that can help you cope
[00:30:16.448]with these challenges and provide
[00:30:18.130]empowering solutions. College courses
[00:30:21.877]require longer study periods and more
[00:30:23.976]effective studying than what you might be
[00:30:25.991]used to. You can expect to spend at least
[00:30:28.172]two to three hours of studying per hour
[00:30:30.170]you spend in class. Don't include
[00:30:32.136]attendance at lecture, recitation, office
[00:30:34.600]hours, or time spent with a tutor as
[00:30:36.615]study time. Come to class prepared to
[00:30:39.318]solve problems. Work along with the
[00:30:41.727]instructors and TAs. Ask questions to
[00:30:44.576]clarify material about what you are
[00:30:46.624]unsure. Your instructor may pose questions
[00:30:48.955]during lecture. To stay involved, think
[00:30:51.516]about how you would answer these questions
[00:30:53.551]rather than simply wait for another
[00:30:55.763]student to answer. Remember, professors
[00:30:58.497]rarely offer review sessions. When they do
[00:31:01.428]they expect you to be an active
[00:31:03.061]participant, one who comes prepared with
[00:31:05.159]questions, not just a passive listener.
[00:31:07.873]Recognize that results count. Effort is
[00:31:12.819]important, and certainly appreciated, but
[00:31:15.583]it will not substitute for results in the
[00:31:17.781]grading process. Finally, remember that
[00:31:22.099]college courses require you to be
[00:31:23.744]proactive. you're old enough to take
[00:31:25.758]responsibility for what you do and don't
[00:31:27.690]do, as well as for the consequences of
[00:31:29.555]your actions. One of the purposes of
[00:31:31.586]higher education is to prepare you to
[00:31:33.435]become a person who is capable of
[00:31:35.230]mastering copious amounts of difficult
[00:31:37.149]material in a brief period. Further, you
[00:31:40.227]must perform this work in a responsible,
[00:31:42.228]independent manner, without having to be
[00:31:44.442]reminded to do it. One of the objectives
[00:31:46.774]of a college education is not to
[00:31:48.389]necessarily make you an expert in your
[00:31:50.272]field, but to transform you into an adult
[00:31:52.486]scholar. It is your responsibility to take
[00:31:55.268]initiative in a variety of situations.
[00:31:57.965]Know important due dates, the class
[00:31:59.880]grading scale, technology and connectivity
[00:32:01.895]needs, and where to find help when you
[00:32:03.791]need it. You should plan accordingly when
[00:32:05.796]you know you will miss class, and
[00:32:07.540]familiarize yourself with campus resources
[00:32:09.663]and services. Finally, stay informed.
[00:32:11.983]Check your course Canvas page and e-mail
[00:32:14.036]frequently for announcements regarding
[00:32:15.900]assignments and course policies. There's a
[00:32:17.978]significant amount of information
[00:32:19.597]available on Canvas. If you have a
[00:32:21.379]question about policy, start there.
[00:32:23.478]Courses change from semester to semester,
[00:32:25.842]so don't rely on old information to solve
[00:32:27.874]new problems. It's my hope that having a
[00:32:31.604]sense of what's on the horizon will give
[00:32:33.553]you the perspective you need to prepare
[00:32:35.542]and put yourself in a position to succeed.
[00:32:37.632]Certainly, you will face challenges, but
[00:32:39.695]that's all part of the university
[00:32:41.350]experience. In time, you will be sharing
[00:32:43.711]your own experiences with family, friends,
[00:32:45.976]and future UNL students. I hope you are as
[00:32:48.307]excited as I am to embark on this journey
[00:32:50.272]together. I wish you the best!
[00:33:04.387]Hello. I'm Eric Malina. I'm an associate
[00:33:07.253]professor of practice in the Department
[00:33:09.884]of Chemistry. Wanted to spend a few
[00:33:12.115]minutes talking to you about interactions
[00:33:14.546]with professors. College can be a very
[00:33:17.928]different climate than high school. High
[00:33:20.775]school tends to be more casual. Teachers
[00:33:23.173]are there and interacting with you on a
[00:33:25.704]regular basis, day in and day out. College
[00:33:29.218]tends to be a little more remote.
[00:33:31.166]Interaction with your instructor takes
[00:33:33.214]place in a structured environment, and
[00:33:35.429]it's also involving maybe 100-200 students
[00:33:39.209]at a time - well okay, maybe not in
[00:33:41.741]COVID-19 terms, but my usual lecture hall
[00:33:45.005]will be packed with 180-190 students. So
[00:33:48.320]as you come into college and you're
[00:33:52.132]getting this transition into this new
[00:33:54.015]environment, two key words are to keep in
[00:33:56.912]mind: responsible and professional. That's
[00:34:01.275]our expectations out of students. You're
[00:34:03.551]transitioning into your future career. We
[00:34:05.772]want you to learn those professional
[00:34:07.561]interactions, communications, those habits
[00:34:10.900]that will have you come across as a solid
[00:34:13.232]professional in our communities. It's also
[00:34:16.513]responsibility on your end to seek out the
[00:34:19.294]help when you need it. Keep track of what
[00:34:23.066]the communications have already been so
[00:34:25.427]you're not repeating questions that
[00:34:27.495]professors have already answered. Being
[00:34:30.072]respectful even of our time and our
[00:34:32.133]efforts that are taking place. To give a
[00:34:35.168]first example, let's look at an e-mail
[00:34:38.644]that I just got recently. The e-mail was
[00:34:41.425]from a student, said, 'Hi Eric, I think
[00:34:43.940]Quiz 2 Question 8 answer is a wrong
[00:34:46.971]answer.' My first read on this is, I have
[00:34:51.383]a student telling me I am wrong. It can
[00:34:53.933]put the professors off when you're saying
[00:34:56.363]hey, you have made a mistake. Also, notice
[00:35:00.427]how it starts. 'Hi Eric.' Very casual type
[00:35:02.774]of interaction. Most professors are going
[00:35:06.205]to get put off by that or take offense by
[00:35:08.186]that. Not to mention, notice Quiz 2 in
[00:35:12.033]that text is more like it came through a
[00:35:14.765]text message, not an e-mail. Make your
[00:35:18.362]e-mails look professional. Something like,
[00:35:21.259]'Hey or Hi Dr. Malina. I have tried
[00:35:24.824]multiple times figuring out the answer
[00:35:28.936]for Quiz 2, Question 8. I keep getting the
[00:35:31.651]same answer, and even the TAs can't seem
[00:35:34.338]to figure out where I'm going wrong. Is
[00:35:36.946]there possibly a mistake in the answer for
[00:35:39.244]the question, or have I done something
[00:35:41.160]incorrectly? I've attached my work.' Here
[00:35:44.302]the student is giving me a chance to
[00:35:46.955]critique their work, check my answer, and
[00:35:50.418]see if maybe I made a mistake. Sure, I'm
[00:35:54.182]human, I make mistakes every semester. I
[00:35:56.446]am very willing to admit that and correct
[00:35:58.478]for that, but I don't want to get it
[00:36:01.493]thrown in my face, right? Be professional
[00:36:03.707]in how you interact with your professors.
[00:36:06.272]Try to give them all the information you
[00:36:08.415]have to help them maybe see a mistake that
[00:36:11.891]they may have made. One respectable or
[00:36:16.387]responsible piece as well is, professors
[00:36:18.352]tend to be very busy. We don't want a long
[00:36:20.966]lengthy e-mail or a long lengthy
[00:36:23.184]conversation to take place when we're busy
[00:36:25.986]trying to get other things done. Here's an
[00:36:29.165]office hour conversation I had earlier in
[00:36:31.308]2020, before we went to remote instruction
[00:36:34.588]mode. A student came into my office,
[00:36:37.240]didn't even say hi, very first thing out
[00:36:39.218]of their mouth was, 'I don't understand
[00:36:41.216]chemistry! Can you help me?' Way too broad
[00:36:45.313]of a statement, so of course I followed up
[00:36:48.546]with, 'Could you be more specific?' Which
[00:36:52.324]they followed up with, 'Everything you
[00:36:54.322]covered in lecture yesterday.' That
[00:36:56.787]doesn't help when I covered 50-minutes'
[00:37:00.700]worth of material in a lecture. As you're
[00:37:03.688]coming into office hours and you want to
[00:37:05.713]communicate with professors, yes, be
[00:37:08.643]concise, but be specific about the things
[00:37:11.902]you need help with. Be clear in your
[00:37:14.667]communications. It's part of that
[00:37:17.237]responsible, professional behavior and
[00:37:20.001]demeanor that you want to get across to
[00:37:22.199]that professor. Here's another e-mail that
[00:37:25.904]I had gotten. This is getting at the
[00:37:27.930]responsibility issue. End of last semester
[00:37:31.025]'When will I know my grade for the
[00:37:32.807]course?' was the e-mail the student sent.
[00:37:35.137]That type of e-mail is not a problem,
[00:37:38.052]except the issue with it is the previous
[00:37:40.921]day I sent an e-mail saying, 'The grades
[00:37:43.614]are on Canvas and I'll upload them to
[00:37:46.362]MyRed the next day.' You need to be
[00:37:50.430]responsible in watching for the
[00:37:52.325]instructor's communications. Don't ask
[00:37:54.788]questions that the instructor already
[00:37:57.604]answered in a previous e-mail. That is not
[00:38:01.268]going to leave a lasting impression for
[00:38:05.168]the professor. Sure, you want to leave
[00:38:09.027]great impressions for your professors.
[00:38:10.945]Give them something for you to remember
[00:38:12.881]them by. When a student comes into my
[00:38:16.045]office and I've got 180 students and I'm
[00:38:18.626]not sure I even know their name let alone
[00:38:21.074]their background, where they're coming
[00:38:23.323]from, it's hard for me to make all that
[00:38:25.605]connections and get to a personal-type of
[00:38:28.917]level with the student. The student could
[00:38:31.416]come in and go, 'Hey, I am so-and-so, I am
[00:38:34.217]in your Chemistry 109 class. I am having
[00:38:37.511]trouble with this topic. I am wanting to
[00:38:40.621]get into the medical field so I feel like
[00:38:42.823]chemistry is really important to me.
[00:38:44.943]Could you help me get there?' Or even
[00:38:47.070]something unique, especially in smaller
[00:38:49.118]classes. You might even go into the
[00:38:51.121]professor at the beginning of the semester
[00:38:53.331]and say 'Hey, I'm in your Chem 390 class,
[00:38:56.996]I am just so excited to be studying
[00:39:00.014]masspectometry, I can't wait to get more
[00:39:04.103]on this because I'm interested in these
[00:39:06.237]things.' Or maybe it's more on a personal
[00:39:08.361]level. I used to drag race Mustangs. I
[00:39:11.216]don't know how many professors used to
[00:39:13.215]drag race Mustangs when they were younger,
[00:39:15.325]that's a personal piece that will help you
[00:39:17.521]remember a little bit about me. Give you
[00:39:20.148]more about my background. Hey, as you're
[00:39:23.661]interacting with professors, you need
[00:39:26.030]to remember some very basic things. Be
[00:39:28.866]responsible. Be professional. Yes, you are
[00:39:32.768]going to have to take the initiative to
[00:39:34.651]seek out the help, just make sure you do
[00:39:37.101]it in a responsible, professional manner.
[00:39:39.410]These instructors may be writing future
[00:39:42.305]letters of recommendation for you. You do
[00:39:45.586]want to leave a good impression. Do give
[00:39:47.742]them something to remember you by, and
[00:39:50.196]you don't want to be remembered by, 'Oh
[00:39:53.150]yeah, that student always sent me
[00:39:55.272]irresponsible text message-type e-mails.'
[00:39:58.010]I want to be able to say in a letter of
[00:40:00.274]recommendation, 'They're very professional
[00:40:02.347]very responsible, very hardworking.'
[00:40:04.761]Respect the instructor's time. Come
[00:40:08.248]prepared. Be specific. Most of all, be
[00:40:11.324]polite. Be gracious in your interactions.
[00:40:14.796]Professors want to help. Every interaction
[00:40:19.722]matters is the theme within the university
[00:40:22.206]We want to interact with you in a
[00:40:24.674]meaningful way. Every single one of those
[00:40:27.210]will make a difference. Hopefully you've
[00:40:29.551]found this helpful; get you started off
[00:40:32.218]on your college career. If you should have
[00:40:34.919]any other questions, remember, Dr. Malina.
[00:40:39.050]I'm in the Chemistry Department.
[00:40:41.293]emalina2@unl.edu. You're welcome to
[00:40:44.852]contact me with any sort of questions or
[00:40:47.014]follow-up you might have. Welcome to UNL.
[00:40:50.521]Hope you have a great first year.

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