Category Archives: Academic Skills

understanding the cel-1 requirement

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CEL1If you’ve begun your advisor 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 take more than one CEL-1!) 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. 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 meet the guidelines and has a non-Division I sponsor. 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?
Appropriate CEL-1 activities will be ones that you discuss and decide on with your tutorial advisor, 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 can 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.

creating your division I portfolio

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Written by program assistant Cat Guzman 10F

So, you know what you’ve got to do to pass, but are you still wondering how to do it? I know I was about two years ago, and I remember wishing I had an older student with personal experience help explain the process to me. The Division I portfolio is essentially the culmination of your whole first year at Hampshire—a testament to the things you’ve learned and the best work you’ve done. Reflecting on the year and creating your portfolio now may seem daunting (especially with final deadlines around the corner), but it doesn’t have to be! It’s a time for personal reflection and assessment, and it can actually help you better understand your experience and development thus far as a Hampshire student. If you’ve satisfied all your requirements, the portfolio is really the only thing standing between you and passing Division I. Ready to create it?

Here’s what you want to do:

First, get a 3-ring binder (about 1-2” in size) and some section dividers. You can also use the clear binder that CASA gave you at the start of the year — that’s what it’s for! Create the following labels for the pieces of the portfolio you need:

  1. Table of Contents
  2. Division I retrospective essay (2-3 pp. recommended length)
  3. Copies of all evaluations and grades you’ve received so far.
  4. A list of courses you’ve completed (indicate which ones satisfy four out of five distribution areas: ADM, CHL, MBI, PBS, & PCSJ)
  5. Documentation of your CEL-1
  6. One section for each of the cumulative skills
    1. Independent Work
    2. Multiple Cultural Perspectives
    3. Quantitative Reasoning
    4. Writing and Research

Next, gather the easy pieces: the Table of Contents page, your printed course evaluations and grades (include all that you have up to this point), a list of your courses that will satisfy Division I, and documentation of your CEL-1.

Then, find a free chunk of time to look through all of the evaluated work you’ve saved up until now and pick your best examples that apply to the each of the four cumulative skills — these pieces will ultimately go into your portfolio. This doesn’t require a day’s worth of work; it can be done in a couple of hours in your room. And if you feel at all confused about what should or shouldn’t go into the portfolio, don’t hesitate to ask your advisor for some helpful advice, like I did. (Note: all of your favorite work may not fit into your binder, but don’t let that stop you from including it in your portfolio! For my Div I portfolio, I decided to include a photography project that consisted of 12 large matted prints. It wasn’t a part of my binder, but my advisor appreciated my choice to present it anyway in my final meeting.)

If you want some company while assembling your portfolio, make sure to stop by the Portfolio Making Party on Tuesday, April 30 at 7PM in the Dakin Living Room. New Student Programs and CASA staff will be on hand to offer advice, supplies, and plenty of snacks. Stop by and spend some time with fellow soon-to-be Div II students!

Writing Your Division I Retrospective:

The retrospective is ultimately a reflection essay — a chance to tell the story of your first year at Hampshire. When writing, consider how you began the year and your expected academic interests. Talk about the academic challenges you faced and the steps you took to meet them, along with the “high points” of your year, including what interested you, what new ideas or topics surprised you, and what you enjoyed the most. Write about your participation and experience in the Hampshire community for your CEL-1 activity. And with the cumulative skills in mind, think of what you learned about each of them along the way.  As you prepare, you may also want to consult your advisor to see if there’s anything specific that they want you to include. The main goal is to provide a clear picture of your progress as a student and member of the community during your first year at Hampshire.

I’d recommend you write it in a quiet and empty space where you can truly focus, whether that’s in your room or in the main gallery of the Liebling photo building. Give yourself the time to re-read it all, re-visit your experiences, and think about why it all mattered. If the assignment seems scary, I promise you it’s easier than it seems! Looking at your best work over the course of your first year at college (all of those written pages, creative projects, research, etc!) is a pretty amazing feeling. You’ll be able to draw conclusions about your work and about yourself. Ultimately, you should feel really proud of all you’ve done and learned so far, and this should definitely help motivate you to finish your portfolio. You’ll want to include a hard copy of your retrospective in your portfolio, but don’t forget to complete the passing process on TheHub as well. You’ll be able to copy and paste your retrospective into the passing form after you’ve finished writing.

…And when you’ve completed all the pieces, get ready to present your work to your advisor in your final Div I meeting!

Remember:

1. These are guidelines to help you better navigate the process of creating your portfolio—don’t feel obligated to work in this exact order, just get it done before the deadline in the best way you know how.

2. Your portfolio and retrospective are what you want them to be. This was the most important lesson I learned last year and the best piece of advice I can pass forward.

Division I is what YOU make it—your overall experience at Hampshire is what you make it. Keep this in mind when you’re creating your portfolio, and enjoy the process!

I hope this helps you—best of luck!

As always, contact newtohamp@hampshire.edu with any questions, comments or concerns. We’re happy to listen and help!

how to pass division I (in a nutshell)

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Written by Program Assistant Cat Guzman 10F

Around this time two years ago, I remember stressing over my Division I portfolio. I had met all of my requirements, so I was (technically) ready to pass, but I felt overwhelmed and mentally unprepared. The urgent e-mails that flooded my inbox sometimes added to the pressure instead of motivating me, and with finals just around the corner, the process felt so daunting that I ended up waiting until the beginning of my second year to do it.

Looking back, I realize I probably would have saved myself the extra pressure to pass if I had just done it when I was first ready. What I needed was to see the process from a different and simpler perspective.

Let’s break it down into individual steps:

1. First, courses! Take one course in four of these five distribution areas (totaling four courses):

  • Arts, Design, and Media (ADM)
  • Culture, Humanities, and Languages (CHL)
  • Mind, Brain, and Information (MBI)
  • Physical and Biological Sciences (PBS)
  • Power, Community, and Social Justice (PCSJ)

Take three elective courses (these are courses that don’t necessarily hit a distribution area, and are totally determined by YOU).

So, a grand total of SEVEN courses will comprise your Division I portfolio. And along the way, make sure you’ve progressed in these cumulative skills:

  • Progress/proficiency in analytical writing and informed research practice
  • Progress/proficiency in quantitative skills
  • Engagement with multiple cultural perspectives
  • Progress/proficiency in the ability to successfully undertake independent work

2. Complete at least one CEL-1 (Campus Engaged Learning) activity, totaling 40 hours. Your retrospective essay will include reflection on your CEL-1 activities, so be thinking about how they fit into your overall Division I experience.

3. Write a retrospective essay on your academic experience thus far (more on this in a future blog post).

4. Create a portfolio of your best work over the course of the year (more on this soon too!).

5.  Set up a final meeting with your advisor, and submit your Division I portfolio.

By this time, you’ll be wrapping up your courses and CEL-1 activity for the year, so the actual portfolio (including the retrospective) is the only thing that stands in your way of passing and becoming a Div II! Theoretically speaking, you could pass next semester—but who wants to dwell on officially passing their Division I over the summer? Save yourself the pressure, and get it done now if you can!

Feeling like you might be ready to pass Division I? Here’s a suggested timeline:

  • April: Make an appointment with your advisor for Progress Review Week. You’ll be expected to give your advisor your Division I portfolio, including your retrospective essay (more on these items in an upcoming blog post!). By now, you should be completing your CEL-1 activities. Remember that you need to complete the online passing process in addition to meeting with your advisor!
  • May: If you’ve completed all of your Division I requirements, you will be expected to pass your Division I now. Complete the online passing process: you will be asked to select your Division I courses, post your Division I retrospective essay (which includes your CEL-1 reflection, check for guiding questions on TheHub), and complete an online Division II Intent form. Meet with you advisor for your Division I passing meeting. If you have not completed all of the requirements for Division I, you must still meet with your advisor and agree upon a plan for the completion of Division I.
  • September: Happy School Year! Passed Division I in May? You can begin to draft your Division II contract on TheHub now.

I hope this helps put things into perspective, but if you find yourself still feeling lost or overwhelmed, stay tuned for a future blog post where I’ll break down the steps of creating your Division I portfolio, including writing your retrospective! Also, mark your calendars for this year’s Division I Portfolio Making Party, which will be held on Tuesday, April 30 at 7 p.m. in the Dakin Living Room. Laura Melbin from CASA will be in attendance, and we’ll provide lots of snacks and portfolio-making supplies!

Good luck, and don’t hesitate to contact us at newtohamp@hampshire.edu with any questions or concerns!

finding the right sources

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Finding the Right SourcesWith less than a month left of classes, deadlines for final papers and projects are fast approaching. Wondering where to start? You’re not alone! On Wednesday, April 3 from 12-1PM in the FPH Faculty Lounge, the research librarians held a special workshop on finding the right sources to help you complete your work. Couldn’t make it? Wondering what you missed? Read on for lots of great information!

What Happened:
While participants enjoyed a delicious (and free!) lunch, research librarians Bonnie Vigeland, Rachel Beckwith, and Caro Pinto guided attendees through the library website, highlighting important resources to make their research more successful (Thea Atwood, the librarian for NS and CS was unable to attend, but is always willing to meet with students!). The librarians spoke about different databases, how best to use them, and techniques for identifying and refining research topics. At the end of the session, participants had the opportunity to ask questions about their specific research needs, and the librarians guided them through various options for finding relevant resources.

Things to Know:

  • Hampshire subscribes to multiple databases that can help with your research, which can help you yield text, video, audio, and image results that you won’t be able to find in normal internet searches. These databases are designed to help you find scholarly sources (in manageable quantities!) that will aid in your research process. For instance, a search of “California” and “immigration” in JSTOR will offer 54,000 results, as opposed to Google’s 169,000,000. You can save yourself valuable time by going straight to the databases when starting your research.
  • Do you know about LibGuides? LibGuides are subject-based database lists that are created and maintained by the research librarians for each subject area. Already know that you’re planning to research something related to architecture? Let the Architecture LibGuide be your starting point. Have a question for the research librarian in a particular area? The contact information for the librarian who maintains each LibGuide is docked on the right side of the page. Ask away!
  • Think you need a definitive topic for your paper or project before you can start researching? Think again! If you have a vague idea of what you might like to explore, you can do some preliminary research to see what others in the field are talking about. Found an article that’s exactly what you’re looking for? Use the search keywords in the article listing to help you find more sources like it. Better yet, check out the bibliography of the initial article to further refine your results.
  • Want to browse the comprehensive list of databases to which the Hampshire library is subscribed? If you’re looking for a specific database, the A-Z listing can be a good place to start. Looking for something very specific? Try the full-text article finder.
  • There are databases for images too! Looking for an image of a specific work? Use the ARTstor database to find high resolution, precisely catalogued images. You’ll find better (and more accurate) results than with an internet search.
  • Are you using Zotero? Zotero is a free Firefox extension that allows you to track searches and save sources from multiple databases, all in one place. When it comes time to complete your bibliography, Zotero uses your saved information to format and generate it for you. The librarians are happy to help you install and navigate this useful tool. All you need to do is ask!

Advice from the Librarians:

Research shouldn’t be a solitary process, nor should it take forever. As you begin your research, reach out to faculty, classmates, and friends to talk about what you’re interested in, and let them help you develop a better sense of where to start. Collaboration can be a very good thing! The research librarians are happy to work with you too, so feel free to contact them with any questions, concerns, or to learn more about the resources available to you at Hampshire.

Want some one-on-one time with the research librarians? Join us for the next session of Ask the Experts, a drop-in workshop on Tuesday, April 23 from 7-9PM in the Johnson Library, 1st Floor. Stop by, get your questions answered, and enjoy some free snacks. We hope to see you there!

Questions? Did we miss something? E-mail us at newtohamp@hampshire.edu. We’re happy to help!

time management

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Time Management ColorOn Tuesday, February 26 from 4-5PM in FPH 101, Joel Dansky, disabilities services coordinator and academic support skills specialist, presented a special 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, Joel 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. Joel then introduced a three part system for organization, “The Big Picture,” “The Weekly Grind,” and “The Daily Plan,” which led to an interactive portion of the presentation. Through the use of a variety of different handouts related to these models, participants had the opportunity to create a color-coded, visual representation of their weekly and monthly schedules, and identify pockets of valuable time that they didn’t realize they had!

What We Learned:

  • Procrastination, distraction, and perfectionism are the three enemies of effective time management. Think you do best under pressure? The work you produce isn’t likely your best work, just the best you can do with the limited time you’ve allotted. Planning ahead can help to alleviate stress, no matter your reasons for waiting until the last minute. By creating small, manageable goals and structuring your time more effectively, you’ll accomplish more and yield better results!
  • The “Big Picture” 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.
  • “The Weekly Grind” allows you to create a visual representation of what a typical week looks like for you. Participants mapped out their regular schedule on a weekly calendar in an effort to identify blocks of time between fixed appointments, classes, and other obligations. What did they 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!
  • Find a daily planning system that works for you. One calendar that you look at every day is better than several that you don’t, so find something that is portable, visual, and spacious enough for a to-do list, and keep it with you throughout the day. Don’t overload yourself, but do keep your planner as up to date as possible with class, work, and meeting times, as well as appointments, deadlines, and fun things.
  • Do you write best in the morning? Can’t get any work done in your room? Consider what times of day and where you do your best work, and plan accordingly!
  • 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. Don’t hesitate to reward yourself for accomplishing particular tasks. There are lots of different ways to get motivated!

Use These Resources:

  • Want hard copies of the workshop handouts? Interested in some personalized time management support? Get in touch with the workshop facilitator, Joel Dansky, at jdansky@hampshire.edu. He’s happy to help!

Questions? Let us know! E-mail us at newtohamp@hampshire.edu for more information.

organizing your papers (and your life)

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Organizing Your Papers FlyerOn Thursday, February 14 from 12-1PM in the FPH Faculty Lounge, Will Ryan, Deb Gorlin, and Ellie Siegel, co-directors of the writing program, presented a special writing skills workshop to a group of first and second semester students. Couldn’t make it? Wondering what you missed? Read on for more information about what happened, how to get a hold of the resources that were shared in this session, and how to connect with the Writing Center!

What Happened:
While participants enjoyed a catered lunch, Will, Deb, and Ellie asked attendees to write down something they’d like to learn about writing and pass it back to the front. These topics were used for a closing activity, and to ensure that everyone had their questions answered during the session. Participants wrote about improving the flow of their work, taking less time to complete writing assignments, maintaining focus, and creating outlines, all of which were addressed over the course of the workshop!

Will then went on to introduce a model for organizing analytical writing, which he further explained with a handout that has been dubbed as the most requested in the history of the writing program (you can view it here!). The facilitators followed the handout throughout the session, explaining each step and providing helpful hints for each stage. We’ve included a number of these hints below!

What We Learned:

  • Getting ready to start a writing assignment? The first thing you should do is read the assignment all the way through. Then, read it again to make sure you have a full understanding of the instructions and expectations. If the assignment is based on a text, make sure to read the assignment first. You’ll read the text more effectively and will be able to start calling out pertinent information sooner. Sound obvious? You’d be surprised at how many people miss this step!
  • Finished reading the text, but not sure that you understand the reading? Feel free to look up book reviews and secondary sources to help clarify things for you. Once you have this supplemental information, you can go back to the original text for a more informed read.
  • Ready to start writing? You might benefit from freewriting about the text first to help you spark some ideas for how you want to proceed. Once you’ve taken some time to think about things, try making an outline to organize the main points that you want to make. Just as you’d work out a math problem on paper, determining how to organize your work on paper can be a tremendous help. You don’t have to figure it all out in your head.
  • Once you begin your draft, pay attention to what part of the paper you’re in at any given moment (introduction, literature review, method, body, conclusion). Use the guidelines provided in the handout to help you determine how long each section should be, and where the different pieces of information you wish to share should be included.
  • Are your main points changing as you continue writing? That’s okay! Periodically going back and adjusting the introduction to accommodate these changes is an important part of the writing process. Plan to revise, and give yourself enough time to do so.

Additional Tips from the Facilitators:

  • Try to view each writing assignment as many small steps, not one big step. This requires some pre-planning, but will often yield much better results!
  • Your process is your process — don’t compare yourself to others. By figuring out what times of day you write best, how long you can write before taking a break, and where you write best, you can find ways to continually improve your process.
  • Concerned about the flow of your writing? Read it out loud! Hearing yourself reading your work can give you a different perspective and help you to revise more effectively.
  • Thinking of taking a break? Don’t stop writing until you know what you’re going to say next. It’s much easier to come back to a writing piece when you’ve given yourself something to go on.

Get In Touch:
Want to schedule an appointment for yourself? Call or email the Writing Center staff to set up a meeting time:

  • Will Ryan – wjrWP@hampshire.edu – 413.559.5646
  • Deb Gorlin – dfgWP@hampshire.edu – 413.559.5531
  • Ellie Siegel – etsWP@hampshire.edu – 413.559.5577

Elora and Anthony, the Writing Center interns, also hold drop-in sessions from 6-10 p.m., Monday-Thursday as part of the Writing Center at Night program. The interns are also available by appointment on Saturdays and Sundays.

Learn More:
Can’t get enough of these great academic skills? Join us for another workshop! Our next workshop, Time Management, will be held on Tuesday, February 26 from 4-5PM in FPH 101. Learn how to manage your time and improve your organization, all while enjoying some free snacks. Our next lunch workshop, Finding the Right Sources: Lunch & Learn will be held on Wednesday, April 3 (Advising Day) from 12-1 in the FPH Faculty Lounge. Mark your calendar now and plan to join us for free food and great information!

Questions? Did we miss something? E-mail us at newtohamp@hampshire.edu for more information.

how to write a self-evaluation

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Written by program assistant Cat Guzman 10F

We’re about one week away from the end of fall semester, and this last stretch of time typically means two things for Hampshire students: final projects and self-evaluations. For many of you, this will be your first time writing a self-evaluation. You’ve probably heard of the self-eval, but are you feeling unsure of what it is and how to write one? They’re crucial elements of your reflective academic progress, and the few you write in the next couple of weeks will be the first set of many to come during your Hampshire experience. But don’t stress it, you’ve got enough to deal with for finals! Here’s a breakdown:

First, here’s a definition:

A self-eval is written evaluation of your experiences and work in a specific course during the past semester. It has three main functions:

  1. It gives you a space to reflect on your work. Taking the time to process what you’ve learned and noticed in the classroom and about yourself is essential in making sense of this past semester.
  2. It reminds your professor about what kind of student you are. Reflecting and evaluating on your own performance as a student in the classroom greatly helps your professor in remembering and evaluating you.
  3. It reminds your future self of the experience you’ve had and the work you’ve done. Years from now, you’ll be glad that you have a written record of your experiences in your first few semesters!

Still confused? Ask your professor! Each of your professors may have different guidelines or interests, so feel free to reach out to them for guidance.

Now, let’s go through the process:

To start off, you can briefly explain why took the course in the first place. What about the subject or course description intrigued you, and why?

Think about your goals: What were they? Did you fulfill them, discover new goals, or did some evolve over time?

Think about your performance: How do you think you did this past semester? Did you put enough time and energy into the course? Would you do anything differently, and why? Did you participate in class, and ask for help when you needed it?

Think about specific work you’ve completed over the course of the semester: What assignments or projects are you particularly proud of? Are there any assignments that you find especially significant, and why? It might help to look to the future and imagine what work you’d actually want to see in your Division I portfolio. (Don’t feel is necessary to mention every scrap of work you did—just highlight and explain what mattered the most to you.)

Additionally, give some thought to these questions:

  • What were some key points or lessons from the course that resonated with you, and why?
  • Do you think this course might be helpful to the rest of your studies, and why?

(Note: This is an evaluation of YOUR work in the course. Only mention critique of the professor, the course, or the rest of the class if these situations truly hindered your performance. You’ll have the chance to openly and anonymously critique the course separately. This is the time to focus and reflect on your growth.)

Extra Tips:

  • Curious about length? I would aim for writing one page (two at most) to adequately answer these questions, and to expand on certain issues. You’re definitely not expected to write an entire paper as a self-evaluation.
  • Once you’re done, remember to submit your self-eval on TheHub under the “Courses/Divisional Evaluations” tab! This is crucial!
  • Make sure to check in with faculty—some professors may have certain self-evaluation guidelines for their course. (I’ve had one particular experience when my professor’s specific request for writing a self-eval for his course was simply: “Tell me what you learned and how you learned it.” Professors vary.)
  • If you have any further questions, make sure to visit campus resources like PARC for more advice and to see actual examples of student self-evals.
  • Don’t stress it! These self-evals can be considered creative reflections on your experiences so far—try and have fun with it!
  • Remember, what you’ve just read is not a mandatory guideline, just helpful suggestions for your self-eval writing process. Ultimately, it is what you make it.

Best of luck in the next couple of weeks!

Please contact us at newtohamp@hampshire.edu with any comments, questions, or concerns. We’re always happy to help!

time management

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On Tuesday, November 13 from 4-5PM in FPH 101, Joel Dansky, disabilities services coordinator and academic support skills specialist, presented a special time management workshop for an eager 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, Joel asked each of them to introduce themselves and share what challenges they face with regard to time management and getting organized. Common themes included structuring time more effectively, perfectionism, procrastination, lack of motivation, and setting reasonable goals. With these concerns in mind, Joel presented a brief powerpoint which addressed many of these challenges, and offered strategies to help students to plan ahead, make the most of the unstructured time between classes, and work more efficiently. Joel then introduced a three part system for organization, “The Big Picture,” “The Weekly Grind,” and “The Daily Plan,” which led to an interactive portion of the presentation. Through the use of a variety of different handouts related to these models, participants had the opportunity to create a color-coded, visual representation of their weekly and monthly schedules, and identify pockets of valuable time that they didn’t realize they had!

What We Learned:

  • Procrastination, distraction, and perfectionism are the three enemies of effective time management. Think you do best under pressure? The work you produce isn’t likely your best work, just the best you can do with the limited time you’ve allotted. Planning ahead can help to alleviate stress, no matter your reasons for waiting until the last minute. By creating small, manageable goals and structuring your time more effectively, you’ll accomplish more and yield better results!
  • The “Big Picture” 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.
  • “The Weekly Grind” allows you to create a visual representation of what a typical week looks like for you. Using colored pencils, participants mapped out their regular schedule on a weekly calendar in an effort to identify blocks of time between fixed appointments, classes, and other obligations. What did they 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!
  • Find a daily planning system that works for you. One calendar that you look at every day is better than several that you don’t, so find something that is portable, visual, and spacious enough for a to-do list, and keep it with you throughout the day. Don’t overload yourself, but do keep your planner 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. Don’t hesitate to reward yourself for accomplishing particular tasks. There are lots of different ways to get motivated!

Use These Resources:

  • Want hard copies of the workshop handouts? Interested in some personalized time management support? Get in touch with the workshop facilitator, Joel Dansky, at jdansky@hampshire.edu. He’s happy to help!

Questions? Let us know! E-mail us at newtohamp@hampshire.edu for more information.

people you should know: joel dansky!

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Written by program assistant Cat Guzman 10F

Meet Joel Dansky, the disabilities services coordinator here at Hampshire. I interviewed him a couple of weeks ago and learned about his role on campus, and how you can best benefit from the resources that he provides.

Here are some quick facts about Joel:

  • He has a background in social work
  • Has previously worked as a school therapist and counselor
  • He has worked at Hampshire for nine years

As disabilities services coordinator in the Center for Academic Support and Advising (CASA), Joel’s major responsibility is to make sure the College meets official requirements to accommodate individuals with disabilities. For students with documented disabilities, Joel is the person on campus who will coordinate with administrative services and the campus community to accommodate specific needs, such as contacting the HOO (Housing Operations Office) to assist those with limited mobility and mediating conversations between faculty and students with learning disabilities. Joel acknowledges that accessibility is a right entitled to every student at Hampshire College and that people learn in different ways, and works to coordinate and provide appropriate services and accommodations for students with disabilities.

Additionally, Joel works with students from all different backgrounds on a variety of academic issues. He’s happy to meet with students who are struggling with a wide range of academic needs, regardless of whether or not the student has a documented disability. In particular, Joel helps many students with time management skills, and helps students to create and manage their own personal calendars. While Joel’s title is disabilities services coordinator at Hampshire, it was clear in our interview that he’s open to meeting with anyone who has an issue or just wants to talk.

You can find Joel in the Center for Academic Support and Advising (CASA) in the Lemelson Building. It’s best to make an appointment through calling CASA (ext. 5498), but you’re welcome to visit his office and see whether he’s busy or not. Joel is also available by e-mail at jdansky@hampshire.edu. Not ready for an appointment? Joel will be facilitating a Time Management workshop on Tuesday, November 13 from 4-5 p.m. in FPH 101. Stop by, meet Joel, get some great advice, and enjoy free snacks!

Have any questions, comments or concerns? Feel free to email us at newtohamp@hampshire.edu!

how to approach faculty

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Written by program assistant Cat Guzman 10F

Welcome, 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:

1. 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.

2. 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 e-mail 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.

3. Teacher’s Assistants (or TAs) are older Division II or Division III students who help professors throughout the semester. They’re great conduits between you and faculty, so use them well!

4. 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 x5498.

5. As with all campus communication, please make sure to check your Hampshire e-mail regularly. Faculty, staff, community members, and other students will use this e-mail address to reach you, and you are expected to follow up on e-mail 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? E-mail us at newtohamp@hampshire.edu. We’d love to hear from you!