understanding the cel-1 requirement

CEL1If you’ve begun your advising questionnaire on TheHub, you’ve likely encountered a question about what types of campus service learning activities you’d be interested in during your first year at Hampshire. In addition to the seven courses you must complete in Division I, all first-year students are also asked to fulfill the Campus Engaged Learning requirement, affectionately referred to as CEL-1, in order to pass Division I and move on to Division II. You cannot sign up for CEL-1 activities until after you’ve arrived on campus, but for those of you who can’t wait to learn more, read on for lots of great information!

What is CEL-1?
CEL-1 is a Division I requirement that asks you to engage in 40 hours of collaborative work/projects/learning outside of the traditional classroom during your first year. CEL-1 activities thus take place on campus and/or enhance campus life. With an emphasis on mindful participation, documentation and reflection, CEL-1 activities provoke observations about the meaning of community and the relationship between your coursework and your other pursuits. The requirement allows you to weave together multiple experiences (i.e. you can complete more than one CEL-1 activity!) throughout the year that build a dynamic, comprehensive Division I experience.

How does it work?
CEL-1 activities are offered by the Hampshire community and take on several different forms. Each activity is sponsored by someone on campus. Sponsors include the array of community members on campus, including campus program staff, Hampshire faculty, Division II and III students and student group leaders.  You are welcome to craft your own CEL-1 activity, provided that it meets the guidelines and has a sponsor who is not a Division I student. You’ll be asked to document this work as you go so that you’re better equipped to write about it in your final Division I Portfolio and Retrospective Essay. Documentation can take many forms as well: journal entries, photography, collection of materials, video, artwork, etc.

What counts?
Past CEL-1 activities run the gamut of experiences, including various arts-based projects, design/build work, outdoor adventure and leadership, food/farm/sustainability initiatives, identity-based groups, student-run courses, social justice organizing, event planning, and so so much more! Membership in an recognized student group, completion of an Outdoors Program/Recreational Athletics (OPRA) course, and completion of an Experimental Program in Education & Community (EPEC) course can all count towards your CEL-1 hours, so there are countless ways for you to complete the requirement.

How should I begin?
Your tutorial advisor will help you discuss and decide on an appropriate CEL-1 activity, but  you are welcome to start brainstorming and getting involved in projects as soon as you arrive on campus and the semester begins! The CEL-1 website will guide you through completion of the CEL-1 process, and will provide an overview of the available activities once classes start. This website is where sponsors upload information about activities they are offering, and where Division I students can learn more details, browse opportunities, and register for activities. To browse available opportunities from last year (and get a sense of what you might be interested in), click ‘Old/Past’ in the Status toolbar on the Browse tab of the site.

When should I begin?
Because this is campus-based engagement, the expectation is for you to get here and familiarize yourself with the opportunities available to you. You will be updated about the CEL-1 process during and after orientation, and will be asked to sign up for activities after you’ve arrived on campus. You’ll be advised to begin this process early in your Division I, and will receive lots more information after classes begin.

Where can I find more information?
You’ll be receiving more information during orientation and after you arrive, but in the meantime, you can read more about the requirement on the CEL-1 website and the Center for Academic Support and Advising’s CEL-1 page. Have a burning question that can’t wait? E-mail cel1@hampshire.edu for more information. They’re happy to help!

As always, don’t hesitate to contact us at newtohamp@hampshire.edu with any questions about new student orientation, your arrival, or your first year at Hampshire. We’d love to hear from you.

spring semester in new student programs!

Have you checked out our events calendar for spring semester? With so many helpful workshops and fun programs planned, we want to be sure that you don’t miss a thing! Take a look and mark your calendars NOW to be sure you know what’s coming up and where to find it. We hope to see you at as many events as possible this spring!

Want to attend an academic workshop, but can’t make it work with your schedule? We use the newtohamp blog to post recaps on as many things as we can to get you the information you may have missed, but may not be able to do as much blogging this spring as we have in the past. Fortunately for you, most of our workshops have been held in past semesters, and these recaps are always accessible through the blog. We’ve compiled these recaps and contact information for the facilitators for each session below, so that you can check back throughout the semester for the details you need. Happy reading!

Choose Your Own Adventure February Advising Day Workshops
Thursday, February 11, 10 a.m.-4 p.m., FPH East Lecture Hall

  • Life Management 101 with Aaron Ferguson (call CASA at 413.559.5498)
  • Taming Your Reading Dragons with Asha Kinney (aakLO@hampshire.edu) and Alana Kumbier (akumbier@hampshire.edu)
  • Navigating Classroom Discussion with the Transformative Speaking Peer Mentors (lgreenfield@hampshire.edu)
  • Research Your Way to a Great Topic with Research Librarians Bonnie Vigeland and Rachel Beckwith (Ask a Librarian)
  • Passing Div I and Starting Div II: A How-To Guide with Laura Melbin (lmelbin@hampshire.edu) and Zena Clift (zclift@hampshire.edu)

Speeding Up Your Reading with Lise Sanders (lsanders@hampshire.edu)
Wednesday, February 17, 12-1 p.m., FPH Faculty Lounge

Organizing Your Papers (and Your Life!) with Deb Gorlin (dfgWP@hampshire.edu) and Will Ryan (wjrWP@hampshire.edu)
Tuesday, February 23, 3:30-4:30 p.m., FPH Faculty Lounge

Choose Your Own Adventure March Advising Day Workshops
Wednesday, March 30, 10 a.m.-4 p.m., FPH East Lecture Hall

  • Getting It Done with Asha Kinney (aakLO@hampshire.edu) and Alana Kumbier (akumbier@hampshire.edu)
  • Finding the Right Sources with Research Librarians Alana Kumbier and Heather McCann (Ask a Librarian)
  • Effective Oral Presentations with the Transformative Speaking Peer Mentors (lgreenfield@hampshire.edu)
  • Ready, Set, GEO! with the Global Education Office (geo@hampshire.edu)
  • Passing Div I and Starting Div II: A How-To Guide with Laura Melbin (lmelbin@hampshire.edu) and Zena Clift (zclift@hampshire.edu)

Portfolio Making Party with Laura Melbin (lmelbin@hampshire.edu)
Tuesday, April 12, 3-4:30 p.m., FPH Faculty Lounge

Have questions? Need more information? Contact us at newtohamp@hampshire.edu. We’re happy to help!

 

 

Finals Passport Challenge!

Finals season is nearly upon us! Need some support? Want to connect with great resources? Complete the New Student Programs Passport to Phenomenal Finals! Your official passport will be placed in your mailbox during the week of November 16, and you have until noon on Friday, December 11 to complete the challenge! Wondering how to win? Here’s the deal:

The Research Librarians, Transformative Speaking Program Peer Mentors, and Writing Center Fellows will all be holding regular drop-in hours from now until the end of the semester to help students with their finals work, and they want to meet you! Stop by each of these three resources before noon on Friday, December 11, make an introduction, and have your passport stamped for a chance to win great prizes, including one of two $25 Hampstore gift cards and the grand prize, a Kindle Fire! The days and times that each resource will be available are clearly printed on your passport — all you need to do is seek them out.

Once you’ve completed your passport, submit it in person to Jessica Ortiz in the Dean of Students Office (above the Merrill Living Room). We’ll have a purple collection box at the front desk that you can drop your completed passport into when you arrive. The drawing will be held on the afternoon of Friday, December 11.

We hope you’ll take advantage of this great opportunity to connect with campus resources AND be entered to win some great prizes! Have questions? Contact us at newtohamp@hampshire.edu. Have fun!

ready, set, geo!

Adapted from a post written by former program assistant Kaylie Vezina 14F

GEOInterested in studying abroad while at Hampshire? Wondering how and when to start thinking about it? On Tuesday, November 3 from 3:30-4:30 p.m. in FPH 101, Katie Irwin and Morgan Kapinos from the Global Education Office (GEO) set out to answer this question for a group of interested students. Wondering what you missed? Read on for great information!

What Happened:
After some brief introductions, Katie and Morgan introduced a Powerpoint to take students through the top ten steps in preparing for a semester away, which allowed students to ask questions and begin thinking about how a global experience might fit into their Division II or Division III goals. Participants were then introduced to the GEO website, including pages on how to prepare and great resources for finding exchange and field study opportunities. Katie and Morgan also made sure to highlight some short-term opportunities coming up in the coming year.

The Top Ten Steps in Preparing a Semester Away!

  • Step 1: Plan Early. Start Planning Now. The earlier you start planning the more options you will find, and the more time you’ll have to discuss your interests with your advisor/committee and have them help you with resources and ideas for your search. By planning early and communicating with your faculty, you’ll be better able  to incorporate study abroad into your academic program. What’s more — some programs and study abroad scholarships have deadlines a year in advance, so it’s smart to know what you want to do as far ahead of time as possible. If you don’t already have one or yours is soon to expire, this is also a great time to apply for or renew your passport!
  • Step 2: Know the “Why.” Ask yourself why you want to study abroad, and then ask yourself what your career goals are and how studying abroad will help you complete these goals. What do you want to do when you are abroad? Are you interested in language learning, having an internship, service learning/community engagement, taking classes, having an independent study, etc.? These guiding questions will help you to make important decisions about your global experience.
  • Step 3: Know the “What.” In what type of program would you like to enroll? There are many options to consider, like directly enrolling in a university abroad, going abroad through a field-based or classroom-based program provider, or designing your own independent project abroad. Some other factors to consider when knowing the “what” are living arrangements, level of cultural immersion, travel, and level of independence.
  • Step 4: Understand Hampshire’s Eligibility Requirements. In order to study abroad, a student must:
    • At least be filed for Division II (note: Division III students are only eligible to be away during their first semester of Division III)
    • Be in good academic and disciplinary standing
    • Meet with CASA
  • Step 5: Understand Your Options at Hampshire: GEO hosts Navigating Study Abroad sessions every Thursday at 4 p.m. in the Airport Lounge, which is a great way to get started. GEO also has Peer Advisors with whom you can meet to learn more. Both resources will help you to better understand the differences between Hampshire Exchange and Field Study.
  • Step 6: Understand the Finances: Contact the Financial Aid Office to learn more about how your financial aid might transfer for a semester abroad. Find and apply to Hampshire sources of funding and scholarships. Find and apply to outside sources of funding and scholarships. Go to Student Financial Services, and see what they can do to help.
  • Step 7: Research Your Options: Wondering where to start? Check out GEO’s website. Review the searchable databases they have available, and meet with a GEO Program Advisor to learn more. Don’t forget to check out scholarship options as well!
  • Step 8: Fulfull Pre-requisites: Educate yourself on the pre-requisites of the program you are interested in. If it requires learning a language—start learning now! Make plans to take the pre-requisite(s) needed for your program to ensure you have them completed before you depart.
  • Step 9: Get Others on Board: Preparing for study abroad without support from those around you can be overwhelming. Talk to your committee, CASA, GEO, and to your family and friends as you continue in your planning. Make sure they know what you want to do and why you want to do it, so that they can help you to achieve your goals.
  • Step 10: APPLY!: If you’re applying to Hampshire Exchange, you’ll need to submit your application to GEO. If you’re applying for a Field Study, you’ll apply directly to the program. Also, make sure you keep these deadlines in mind:
    • Hampshire Exchange – early October/early November for spring, early March/early April for fall.
    • Field Study – Varies by program, but do note the College’s Enrollment Notification Deadline for each semester.

Whether you’re just starting to consider the possibility of studying abroad or are already making plans, the Global Education Office (GEO) is your best resource. The GEO office is located on the ground floor of the Merrill Student Life Center, opposite the CLA, and staff and peer advisors are eager to help. Check out their website for more information, or contact them at geo@hampshire.edu.

Happy planning!

navigating classroom discussion

Classroom DiscussionsHaving trouble speaking up in class? Want to learn more about classroom dynamics? On Tuesday, October 20 from 3:30-4:30 p.m., two peer mentors from the Transformative Speaking Program (Anna and Samara!) set out to explore these issues with an audience of enthusiastic participants. Interested in getting an overview of what happened at this workshop and what resources were introduced? Read on!

What Happened:

After some warm-up activities to get conversation flowing, the facilitators asked students to identify some of the reasons why speaking in class can feel uncomfortable. Concerns over discussion group size, introversion, conversation moving too quickly, fear of saying the wrong thing, being interrupted, unexpected tangents, language barriers, and not having anything to say emerged as common themes. Perhaps these ring true for you too! The facilitators then led the group in pair-shares to encourage conversation about how best to approach these issues.

What We Learned:
Talking in class can feel intimidating and hard sometimes. That’s okay! Everyone in the class has a responsibility to help create the discussion together. You’re all collaborating.

  • Read with the intention of preparing for class discussion
    Reading for understanding and retention are important, but are you considering potential discussion points while you read? It can feel easier to speak in class when you know you have something to say — this can range from writing down notes and questions you want to bring up to referencing Moodle posts.
  • Ask ahead
    Always feel as though you’ve focused on the wrong section of the reading when class discussion starts? Consider asking your professors what topics are most likely to be covered or if they’ve prepared any prompts so that you can use this knowledge to guide your reading.
  • Write your thoughts down
    If you have a good thought in class, don’t be afraid to write it down before you say it — sometimes seeing it written can make you feel more confident. You’re also more likely to remember if the conversation goes on a tangent or you aren’t able to chime in as quickly as you’d like.
  • Reflect back what other people are saying to help the flow
    Starting a response with something like “What I’m hearing people say is…” can be helpful in focusing the discussing and bringing ideas together. If you’re having trouble coming up with something to say, building off what someone else has to say is a good start. You can also help others speak more this way, directing your comments towards them!
  • Breathe and be on time!
    Class discussion can be difficult enough without feeling self-conscious about being late. Give yourself plenty of time to arrive in class and be present to the conversation.
  • Consider your needs
    Think about what you can ask for from yourself, peers, friends, teachers, family, and other support systems to help you to participate more successfully in class discussion. The more comfortable you are, the better you’ll feel.

Get In Touch:
Want to connect with the Transformative Speaking Peer Mentors? Check out the Transformative Speaking Program website for information, and like their Facebook page for details on drop-in hours, which take place Sunday-Thursday from 5-9 p.m. in the Library’s Bradford Room (2nd floor by the Robert Seydel Reading Room).

Have questions? Need more information? Contact us at newtohamp@hampshire.edu. We’re happy to help!

taming your reading dragons

Adapted from a post written by former program assistant Kaylie Vezina 14F

On Tuesday, October 6 from 3:30-4:30 p.m., presenter Asha Kinney gladly shared her reading expertise with a bunch of eager students. Asha works in IT, specifically with educational technology, and is often joined for this workshop by Alana Kumbier, a research librarian who works mostly with CSI classes. Alana couldn’t attend this session, but is also a great person to know. If you’re interested in getting an overview of what happened at this workshop and what resources were introduced, read on!

What Happened?

Participants were given a handout with a list of topics that were to be reviewed during the workshop. Asha began the workshop by asking participants if they had any specific questions or had any particular things they wanted to focus more closely on during their time together. They went on to provide participants with tons of useful information, beginning with low-tech options (reading and distraction-avoidance strategies) and finishing with more high-tech options like text-to-speech and dealing with PDFs.

What We Learned:

Low-Tech Tips:

  • The SQ3R reading method: SQ3R is here to help you build a framework to understand your reading assignment. It’s really helpful for retaining and digesting the information you are given. SQ3R is broken down into five steps:
    • Survey: Look over your reading, look at headings, general structure and content before you dive in. Ask yourself what you’re dealing with, and then find out.
    • Question: While surveying, ask yourself questions. Write them down. Turn the title, headings, and/or subheadings into questions. Ask yourself what the instructor said about the chapter or subject before it was assigned. Ask yourself what you already know about the subject.
    • Read: This one is pretty self-explanatory. Just go ahead and read—do it as you normally do, but consider structuring your understanding with your prior surveying/questioning. Note any vocabulary that you may not know or understand.
    • Recite: After reading a section, go back over the content and tell it back to yourself or another person.
    • Review: Step away from what you read, and then come back to it.
  • Don’t have time to complete all of these steps? Try looking at something for no more than twenty minutes, after this time is up, ask yourself if reading the article or chapter in full is worth your time.
  • Create an index for yourself. Keep notes of important concepts and save them for later.
  • The Pomodoro Method: This method is here for you if you need help staying on task. The Pomodoro Method allows you to break up your work into incremented amounts of time so that the task at hand seems less daunting. Give it a try:
    • Pick a task to accomplish.
    • Set a timer for 25 minutes, or what ever increment of time works best for you.
    • Work on the task without any diversion for 25 minutes, or until the timer rings. If anything else comes up, write it down and do it later.
    • When the timer rings, take a five minute break.
    • After this break, repeat!

High-Tech Tips: 

  • Making text in a PDF recognizable to your computer: If you want or need to be able to select blocks of text or use text-to-speech, your computer needs to recognize it as text. robobraille.org allows you to upload a PDF and change it into recognizable text; you can also pick what kind of file you want it to be converted into.
  • Text to speech: Hearing something as well as reading it can be helpful for truly understand what you’re learning about. You can do this through robobraille.org by having the PDF converted into a mp3 file. Mac users can select a block of text in TextEdit and convert it to an iTunes mp3. You can also download NaturalReader if you have an iPad/iPhone/Android.
  • Beeline Reader: Go to beelinereader.org to have the color of your text change in a subtle gradation in a way that keeps your eye flowing. It may sound weird, but it’s super helpful.

A Final Note: 

Asha also noted the importance of having a backup method for documents. Hard drives die, and no matter how terrible that is, it would be even more terrible if they contained all of your work and other important files. There are several ways to backup your work such as dropbox.com or Google Drive.

Get In Touch:

If you’d like to reach Asha or Alana, here’s how to find them!

Can’t get enough of these great workshops? Be sure to check out our events calendar for updates on what else we have planned for the semester!

life management 101!

Life ManagementOn Tuesday, September 29 from 3:30-4:30PM in FPH 101, Aaron Ferguson, director of accessibility resources and services, presented a time management workshop for an audience of new and returning students. Did you miss it? Need more information? You’ve come to the right place! Read on for details on what happened, how to find support, and further time management resources.

What Happened:
While participants enjoyed some delicious snacks, Aaron presented a brief Powerpoint which addressed the many challenges that students face with regard to time management, and offered strategies to help students to plan ahead, make the most of the unstructured time between classes, and work more efficiently. Aaron then introduced a three tier system for organization, including a weekly master calendar, a larger semester calendar, and the how to manage the details. Through the use of a variety of different handouts related to these models, participants were encouraged to create a visual representation of their weekly and monthly schedules, and identify pockets of valuable time that they didn’t realize they had!

Hints and Handouts:

  • Wondering where to start? This overview of Time Management Principles provides a great overview of how to critically consider your relationship with time and maintain balance in your life. Check it out!
  • The Three Tiers of Time Management handout is a super helpful resource to help you get started, and offers a list of different options that you can use to better suit your needs. Take a look!
  • The Weekly Master Calendar allows you to create a visual representation of what a typical week looks like for you. Participants were encouraged to map out their regular schedule on a weekly calendar in an effort to identify blocks of time between fixed appointments, classes, and other obligations. What do folks generally notice? They have more time than they think they do, and you might too! Take these chunks of time and specify what you’d like to accomplish in each, and give some structure to the larger periods of free time (long weekends, etc.), making sure to vary the types of work you do each day. You’ll be amazed at how much more you can accomplish!
  • The Big Picture Semester Calendar is a useful tool for mapping an entire semester, and is available in hard copy in the Center for Academic Support and Advising (CASA) each semester. Participants received an 11″x17″ academic calendar for this activity, but you can do it yourself with a planner or a regular calendar. At the start of the semester, gather your syllabi and mark down all of the important dates and deadlines for each course on your calendar. Once you have a full picture of what you’ll need to complete and when, you can identify key steps and work backwards to create small goals for yourself. This will help you to start things ahead of time, and avoid the confluence of too many deadlines all at once.
  • Let technology help! Aaron shared a number of different websites, apps, and other tech tools that can help students to better organize their day to day needs. By finding a daily planning system that works for you, you’re more likely to achieve your goals and find greater balance. One app or calendar that you look at every day is better than several that you don’t, so find something that is portable, visual, and allows to list the things you need to do, and keep it accessible throughout the day. Don’t overload yourself, but do keep your system as up to date as possible with class, work, and meeting times, as well as appointments, deadlines, and fun things.
  • The best system is the system that works for you, so feel free to try a few things as you work to get yourself organized. No system works 100% of the time — keep yourself open to new ideas and ways of planning. There are lots of different ways to get motivated!
  • Want to spend some of your precious time watching online videos and not feeling like you’re procrastinating? Here are two that Aaron recommends:
  • Interested in learning more about how habits are formed, and how to break them? Aaron spent some time discussing this with the group, and shared some great (and very thorough) resources — so thorough that they warrant another blog post! Stay tuned for more information about habit formation, and watch for future workshops on the topic.

Use These Resources:

  • Want hard copies of the workshop handouts? Interested in some personalized time management support? Get in touch with the workshop facilitator, Aaron Ferguson, by calling CASA at 413.559.5498 or stopping by the CASA office to make an appointment. He’s happy to help!

Questions? Let us know! Email us at newtohamp@hampshire.edu for more information.

how to approach faculty

Written by program assistant Cat Guzman 10F

FacultyWelcome, new students! Now that the semester has already started, you’ve probably realized that one of the best things about Hampshire is the accessibility to faculty. You may have lots of questions, and there are so many potential sources to give you the answers. But do you ever feel intimidated, hesitant, or just plain shy in approaching faculty? During this time of transition to college life, social adjustment can feel tricky in and out of the classroom. Knowing how to approach faculty members is a necessary skill in advocating for yourself and maintaining a successful academic experience. Here are some tips to building these important relationships:

  • Keep in touch with your advisor! During your first meetings, be sure to talk about classes, review your strengths and weaknesses, and share your future goals. Remember, advisors are a tremendous resource at Hampshire—there are here for you.
  • If you’re ever feeling confused, lost, overwhelmed or concerned in the classroom or about certain course material, don’t wait—communicate with your professor! There are a few ways you can do this:
    • Plan your questions, and approach them after class to discuss them. In my experience, this is the best way to get quick questions answered!
    • Sign up for office hours! Some professors are busier than others, and are therefore a bit harder to reach. Signing up for their office hours (usually posted on your course syllabus, their office door, and/or their Hampedia page) ensures one-on-one time with them, and is especially helpful when you’re looking to have a thoughtful conversation.
    • You can also contact them through email and their course website to try and find a time to meet outside the classroom. Just remember: faculty inboxes can sometimes be filled the brim, so if you’re waiting for a reply, it may be best to actually follow up in person with your professor. Note: when writing an e-mail to faculty, make sure to include a greeting, provide a clear overview of what you’re writing about, and don’t forget to sign your name! The more information they have, the easier it will be for them to respond to you.
  • Teaching Assistants (or TAs) are continuing Division II or Division III students who help professors throughout the semester. They’re great conduits between you and faculty, so use them well!
  • The Deans of the Center for Academic Support and Advising (CASA) are also available to help make connections. CASA’s expert tips helped to provide the framework for this blog post, and they have lots of great information to share. Don’t hesitate to visit their office, located in the Lemelson Building, or call them at 413.559.5498.
  • As with all campus communication, please make sure to check your Hampshire email regularly. Faculty, staff, community members, and other students will use this email address to reach you, and you are expected to follow up on email communication through this account throughout your time at Hampshire.

Faculty are always willing to help, but they can’t read minds, so it’s crucial for you to take the first step in approaching them. Introducing yourself and keeping in regular contact is a great way to start the year and to stay on top of your progress in class.

Best of luck with the start of the semester!

Questions or comments? Email us at newtohamp@hampshire.edu. We’d love to hear from you!

effective oral presentations

Effective Oral PresentationsHave an oral presentation assigned as part of a final project? Looking to improve your public speaking and learn how to better use visual aids? On Tuesday, April 7, Transformative Speaking Peer Mentors Quin and Ben presented a special workshop on how to prepare for oral presentations, utilize visual aids, and maximize the impact of public speaking. Couldn’t make it? Wondering what you missed? Read on for more information.

What Happened:
While participants enjoyed some delicious snacks, Quin and Ben engaged the audience in an activity designed to help them get their ideas about upcoming presentations out in an informal way. Participants pair-shared with one in another in a speaking version of free-writing, identifying how they wanted to narrate their presentations and talking things out. Participants were then asked to write down the ideas that came out in sharing as a starting point for their preparation, and were urged to begin formalizing their thoughts and determining how they would go about giving the presentation. Quin and Ben went on to discuss the use of visual aids, especially Powerpoint, displaying and critiquing sample slides and discussing best practices.

What We Learned:

  • Giving an oral presentation is NOT the same thing as reading a paper aloud. Your presentation should be treated as a separate event in terms of how you prepare, what content you include, and your overall approach. Think critically about what you want the audience to take away and make sure that the pieces you include are serving your end goal.
  • Visual aids, especially Powerpoint, should play a supporting role in your presentation. Trying to use Powerpoint as a timer or as a place for notes is generally unsuccessful, and can be a detriment to your presentation. Pay attention to your titles, images, and the amount of text you use. If the text you plan to use is more than four lines, it might be too much for the viewer to digest. Have a limited amount of time? Make sure to budget time for film clips and other slide transitions!
  • Make sure to take technological constraints into consideration. Is your computer charged? Do you need an adapter? Are you sure that the projector is functional? To prevent any surprises, consider testing your Powerpoint in the room in which you’ll be presenting beforehand.
  • Practice (and not just the night before)! Consider filming yourself, presenting for friends, or practicing your talk in the mirror. The more familiar you are with your material, the less likely you are to struggle with it in front of an audience.
  • Presenters also shared a super helpful handout on using Powerpoint. Find it here!

Get In Touch:
Want to connect with the Transformative Speaking Peer Mentors? Check out the Transformative Speaking Program website for information, and like their Facebook page for details on office hours at the InfoBar. You can also join their Moodle page for lots of great tips on a variety of different speaking topics.

Have questions? Need more information? Contact us at newtohamp@hampshire.edu. We’re happy to help!

getting it done!

Written by program assistant Kaylie Vezina 14F

Getting It DoneOn Wednesday, February 25 from 12-1 p.m. in FPH 102, Asha Kinney and Alana Kumbier gladly shared their “getting it done” knowledge with some eager students. Asha works in IT, specifically with educational technology, and Alana is a research librarian who works mostly with CSI classes. If you’re interested in getting an overview of what happened at this workshop as well as what tactics were introduced, read on:

What Happened
While the participants in the workshop enjoyed a delicious lunch, Asha and Alana gave an overview of what was going to happen during the hour. The workshop’s intent was to decrease stress and increase flow, which basically means turning your “bad” stress into “good” and more productive stress. (Good stress, it’s a thing!)

What We Learned
Asha and Alana outlined a strategy for keeping your work organized and lists some good tools and techniques. Slides and notes from this workshop are here.

What if there’s not enough time?! Have no fear! Sometimes it just isn’t possible to get everything done. If this is the case: Know what you’re not doing, be able to articulate why you’re not doing it, sometimes drastic times call for drastic measures. We aren’t perfect, and that’s okay!

Don’t have time to read a whole article/book? Try reading the intro and then every topic and concluding sentence of each paragraph/section. Doing this should give you a pretty solid idea of what you’re reading. When you’re reading a book, try skimming over every sentence and seeing what sticks with you if you don’t read too deeply into what you’ve read.

Need help staying off certain websites while trying to work? Try http://selfcontrolapp.com. Selfcontrol allows you to block yourself from visiting certain websites at certain times.

AND REMEMBER… physical activity is good for the brain. If your work is getting to be too much, take a walk, jump up and down, take a dance break. It’ll be good for you, I promise.

Get In Touch:
If you’d like to reach Alana or Asha, here is their contact info:

  • Alana Kumbier—akumbier@hampshire.edu—413.559.5704
  • Asha Kinney—aakLO@hampshire.edu—413.559.6238

Have questions? Need help? Email us at newtohamp@hampshire.edu!