How to Learn in 9 Weeks

The class syllabus provides important information about course goals, required readings, assignments, and class policies (which will vary from instructor to instructor). Some instructors distribute their syllabus via email or Canvas before the start of the quarter, while others may wait to share it with you until the first day of class. Since your instructors may have limited time to review the syllabus in class during a 9-week quarter, it is essential to familiarize yourself with it so you have a clearer idea of what to expect in your courses.

Be Proactive:

Read the course syllabi as soon as you have access to them. Some topics you may want to look for include:

• Required materials
• Attendance & late work policies
• Course assignments & key deadlines
• Policies on AI use
• Expectations for class participation
• Grading policies
• Information about office hours

Ask questions if you cannot locate this information or need additional clarification about information in the syllabus.

Communicate with your instructors early. As you get acclimated to UChicago and learn more about your courses, you may  anticipate issues or challenges that could impact your ability to learn and engage in your courses. Communicating these challenges with your professors early increases the likelihood that you will be able to get the support you need. Examples may include:

• You have several assignments/projects due on the same day.
• You anticipate a need for academic accommodation that has been documented by Student Disability Services. 
• A class session conflicts with a religious holiday.
• You have financial or accessibility concerns with course materials.
• You notice a topic on the course syllabus that may be challenging for you to engage with.

The 9-week quarter is fast-paced. Although you are taking less courses at once than you would under a semester system, the classes have more content to cover in a shorter period of time. A system that allows you to keep track of all of your assignments and deadlines, in addition to other in- and out-of-class commitments, can help you to stay on top of all of your tasks.

Be Proactive:

Keep a calendar or a planner. After reviewing your syllabi, input all of your deadlines for assignments, projects, and exams so you have a central place to track important dates. Tools to consider using include: 

• Google Calendar 
• Microsoft Calendar 
• Microsoft Excel or Google Sheets 
• Tweek 
• Paper Planner 

Try time blocking your to-do list items in your calendar. Instead of making a standard to-do list, consider blocking out time on your calendar to work on specific tasks. This method allows you protect your time for working on specific tasks and give you a sense of how much additional time you have for other commitments. Consider using UChicago Student Wellness’s Weekly Overview template or a digital platform like Todoist or Structured to try it out.

Experiment with different systems. No one time management system works for everyone! Give yourself grace as you try out different methods and find out what works for you. It may be a combination of techniques, or a system of your own invention.

Office hours are times outside of class when your instructors and/or TAs are available to meet with students. Some instructors have designated times for office hours, though many will allow you to schedule an appointment to meet with them. You can use office hours for various reasons, including:

• Asking for clarifications on assignments, readings, content, course goals, and policies.
• Communicating with instructors about any issues or struggles you are having in the class.
• Learning more about your instructor’s research, academic discipline, or career journey.

Be Proactive:

Attend office hours for all of your courses at least once per quarter, even if you do not have a specific question or issue. Office hours are a great opportunity to develop a professional relationship with your instructors, and may inspire you to get involved with future courses, thesis projects, or other professional experiences.

Email your professors or TAs if you cannot make it to their designated office hour times. They may be able to meet with you at a different time or chat with you before or after class.

Practice makes perfect. Chatting with an instructor can be intimidating, but it will become more comfortable the more you do it. If you are anxious about attending an office hours session, try:

• Talking informally with an instructor before or after class.
• Preparing a list of 2-3 questions or topics you can ask your instructor about.
• Attending office hours with a friend/peer.

Learning is an inherently social process (Felten & Lampert, 2020). Whether it is a small discussion class or a large lecture, getting to know your classmates can be beneficial for several reasons. They may be able to help you form study groups, provide notes if you can’t go to class, or serve as a familiar face in class and on campus.

Be Proactive:

Connect with at least one person in each of your classes. Although it may be intimidating to introduce yourself (especially in large lecture classes), most students are open and interested in meeting new people, especially in the first few weeks of class. Try to exchange names and contact information with a peer in each of your courses.

Check in with your instructors about their policy for collaboration on classwork. Instructors have different policies for student on if and how students can collaborate on assignments, projects, and/or exam preparation. Consult your course syllabus or have a conversation with your instructor to clarify what types of collaboration are acceptable in a given course.

Schedule time for a study group. If you are interested and allowed to set up a study group in a course, make sure to block off time in your calendar to meet. Whether you block a recurring time on your calendar (e.g. - every Wednesday from 6:00PM – 8:00PM) or determine a meeting schedule based on availability around exam time, physically blocking time on your calendar can help to hold you and your group members accountable for meeting.

• Note: Study groups can be a productive learning tool for some students but they may not be for everyone. Whether you work best in a big group, with 1-2 peers, or independently, find a system that works for you.

The University experience is filled with opportunities to take interesting classes, engage with extracurricular activities, meet new people, explore Chicago, and more. While all of these opportunities are valuable, it can be easy to overcommit yourself, especially as you are getting acclimated to the pace of the 9-week quarter. It is important to assess your capacity for different activities and determine what you would like to prioritize with your limited time and energy.

Be Proactive:

Subscribe to Listservs to stay informed. You have several years to engage with different courses and activities at UChicago – you do not have to do everything at once! Sign up for email lists to stay informed about courses, activities, and other opportunities happening on campus. These lists help you get a sense of how you might spend your time on campus and document opportunities you can pursue in future quarters.

It is okay to drop a class when you need to. Although it may feel challenging or discouraging to do so, dropping a class is something that happens more frequently than you think. Students drop classes for a variety of reasons, and sometimes you need to adapt your schedule to better meet your needs. When considering dropping a course, it may be worth writing a note to your instructor; they may be able to provide you with additional support or resources for succeeding in their course or invite you to enroll in a future quarter. It is also important to discuss this decision with an academic or major advisor to ensure that you will still be on track with your required courses if you drop a course.

As you transition to the pace and workload of the 9-week quarter, you may need to adjust your learning strategies to better accommodate the college workload. Consider experimenting with some of the strategies that our student panelists suggested, many of which are also backed with learning research.

Be Proactive:

Handwrite your notes (Mueller & Oppenheimer, 2014). While typing notes is efficient, it also allows you to passively collect information without processing what you are hearing. Handwriting your notes reinforces your memory, keeps you actively engaged throughout the class period, and allows your brain to begin thinking about what information is important to document and how concepts link together. You may be able to experiment with taking “digital” handwritten notes on an iPad or tablet (if electronics are allowed).

Engage in daily review instead of cram sessions (Dempster, 1989). Consistent engagement with course material can help you to retain information overtime without overloading your brain. Experiment with different review durations that feel productive—ranging from 15 minutes to an hour and a half—before taking a break. Discover the optimal time that allows you to maintain focus during your study sessions.

Discover the learning environments that work best for you. UChicago has a range of study spots on campus, including coffee shops, libraries, class buildings, museums, and more. Take the time to explore campus and experiment with different settings to find where you feel most comfortable and focused. Things to consider may include:

• Noise Level: Do you focus better in silence or in settings with background noise or music?
• Comfort: What kind of seating and furniture do you have access to? Do you need a desk and chair, a booth, or more comfortable/mobile seating?
• Technology: Do you need a strong WiFi connection, access to outlets, and/or the ability to connect to a Zoom call?

While attending class and completing your coursework is important, it is critical that you allocate time for meals, rest, and self-care. Sacrificing your physical and mental health – whether you are pulling an all-nighter, skipping meals, or neglecting breaks – is not sustainable and will not enable you to thrive in or out of the classroom. You deserve to take time for yourself!

Be Proactive:

Schedule meals on your calendar. In addition to adding classes and club meetings to a calendar, schedule in blocks of time on your calendar to grab a meal. Whether you are meeting up with friends or eating independently, it is important to protect time on your calendar to refuel your body.

Give yourself a work cut-off time (Chee & Chuah, 2008). When you’ve got a long to-do list or an exam approaching, it can be tempting to stay up late and skip sleep. Try to establish a nightly cut-off for your work to carve out time for rest. Getting enough sleep helps boost your focus and memory, and gives you the energy to engage in your classes and campus life!

Set aside 30 minutes to an hour a day for self-care. Consider scheduling time for a daily walk, reading, watching an episode of a TV show, calling a loved one, or other activities that are restorative for you amidst other academic and personal commitments.