Adapted From This Response

Adapted From This Response

adapted from this response

1. Write your notes in a way where you can test your retention and understanding. 

Many people write notes that do a great job summarizing their materials but their notes are not designed to promote learning, retention or diagnosis of their weaknesses. But my notes can – and so can yours. Simply put my notes can be used like flashcards because I write them in a form where I separate a “stimulus” from a “response.”  The stimulus are cues or questions (think: front side of flashcard), while the response is the answer to the cue (think: back of flashcard).  But the stimuli are to the left of a margin, while the responses are to the right. The key advantage of this is that just by putting a sheet of paper on top of your notes, you can hide the responses, while leaving the stimuli visible. You can have multiple margins and multiple levels of stimuli and response for greater information density. When you get good at this you can write notes in this form in real-time. To get some idea of what I’m talking about google for “Cornell Notetaking method”. My notetaking method is a variant of this. I usually use completely blank paper to do this because regular lined paper has too small a margin. To give you an idea of how powerful this notetaking method can be, I learned several courses just hours before the exam and still got an “A” in all of them during a difficult semester where I had too many competing priorities to spend long hours studying. Had it not been for this notetaking method I don’t think that would be possible. 2. Develop the ability to become an active reader (this is the perhaps the most important advice I have to share). 

Don’t just passively read material you are given. But pose questions, develop hypotheses and actively test them as you read through the material. I think the hypotheses are part of what another poster referred to when he advised that you should develop a “mental model” of whatever concept they are teaching you.  But a mental model can be much more than simple hypotheses. Sometimes the model resembles a story. Other times it looks more like a diagram. But what they all have in common is that the explain what is going on. Having a mental model will give you the intuition and ability to answer a wider range of questions than would be otherwise possible if you lacked such a mental model. Where do you get this model? You creatively develop one as you are reading to try to explain the facts as they are presented to you.  It’s like guessing how the plot of a movie, before it unfolds. Sometimes you have to guess the model based on scarce evidence. Sometimes it is handed to you. If your model is a good one it should at least be able to explain what you are reading. Having a model also allows you to make predictions which can then be used to identify if your model is wrong.  This allows you to be hypersensitive to disconfirming evidence that can quickly identify if your model is wrong. Oftentimes you may have two or more models that can explain the evidence, so your task will be to quickly formulate questions that can prove one model while disconfirming the others. To save yourself time, I suggest focusing on raising questions that could confirm/disprove the mostly likely model while disproving the others  (think: differential diagnoses in medicine). But once you have such a model that (i) explains the evidence and (ii) passes all the disconfirming tests you can throw at it then you have something you can interpolate and extrapolate from to answer far more than was initially explained to you. Such models also make retention easier because you only need to remember the model as opposed to the endless array of facts it explains.  But perhaps more importantly, such models give you intuition. Of course, your model could be wrong, but that is why you actively test it as you are reading, and adjust as necessary. Think of this process as the scientific method being applied by you, to try to discover the truth as best you can. Sometimes you will still be left with contradictions that even your best models cannot explain. I often found speaking to the professor after class to be a time efficient of resolving these contradictions. I discovered mental modelling as a survival mechanism to pass my studies at the University of Waterloo – where their teaching philosophy is misnomer because their teaching philosophy is to not teach as well as they could. You can see this from their grading philosophy. Although they don’t use a bell curve or other statistical grade adjustment, they make their exams so hard that the class average is usually between 68 (C+) and 72 (B-) in spite of the fact that their minimum admission grades are among the highest in Canada (you need more than A+ to get into several of their engineering programs). The only way they can achieve such low test averages from otherwise high performing students is by holding back some of what they know, and then testing what they didn’t explain well in lecture on their exams; or by not teaching to the best of their ability.   This forces students to develop the ability to teach themselves, often from materials that do not explain things well, or lack the introductory background knowledge needed to understand the material. I realized I could defend against such tactics by reverse engineering the results into theories that would produce those same results; i.e. mental model induced from scarce facts.     Then when I got to MIT I found myself in a place with the opposite teaching philosophy. Unlike Waterloo, if the whole class got an “A” the MIT professors would be happy and proud (whereas at Waterloo an “A” class average would be the cause for a professor’s reprimand). The mental modelling skills I developed at Waterloo definitely came in handy at graduate school because they enabled me to learn rapidly with scarce information. 3. Be of service to your fellow classmates.

I’ve personally observed and heard anecdotal stories that many students in highly competitive programs are reluctant to share what they know with their peers; a good example being the vast number of students in a top ranked science programs competing for the very few coveted spots in med school. I’ve seen people in such situations be afraid to share what they know because the fear it could lead to the other students “getting ahead” while leaving them behind. I would actually recommend doing the opposite: share liberally. You can’t expect help from others if you are unwilling to help others yourself. I spent hours tutoring people in subjects I was strong in. But, conversely those same people were usually happy to help me with my weaknesses when I needed it. I also found it easier to get good teammates – which is essential to getting good grades in team-based classes. I found I learned a LOT from other people. And their questions helped me to prepare for questions I may not have thought of – some of which would appear on the exams. 4. Understand how the professor grades. 

Like the real world, the academic world is not always fair. You need to understand who is grading you and what they are looking for. Oddly, if you actually answer questions as written, you won’t get full marks from some teachers. Some professors expected more than the answer. Some only accepted the answers taught in class as opposed to other factually correct answers – which coincidentally can easily happen if you rely heavily on mental models. Some expected you to not even evaluate whether the answers to their multiple choice answers were true or not; only to notice which answer choices aligned or did not align with the theories taught in class.  Some highly value participation in which case you ought to have a mental model of what they are teaching based on their assigned readings. The sooner you know who you are dealing with, the sooner you can adjust to their way of grading. Thankfully I considered the vast majority of my professors to have graded in a fair manner. 5. Get involved in research while still in undergrad.

Academics is a means to an end. To me that end was “solving problems” and “building stuff” specifically systems and organizations.  Depending on the school you apply for, your research may be just as important, if not more important, than your grades. In fact if all you have are good grades your chances of getting into a top ranked CS program with a research component (e.g. MIT, CMU) are slim to nil; though you might still be able to get into a top-ranked courseware-based Masters (such as Stanford where there is no masters thesis). I did an Artificial Intelligence research project in undergrad and posted it on the internet. Not long after it was cited in three patents from IBM, AOL and another inventor. Then 40 other people cited my work. I feel this helped me get into MIT because they saw that I could come up with theories with practical applications. It also led to internships with top research teams whose work I am still in awe of. This research also helped my graduate application. None of this would have been possible if I didn’t do research in undergrad. 6. Attend classes.

I do not understand the students who claim they did well without attending class. Many professors will only say certain things in class. Many classes only present some of the material in class. If you don’t attend class you simply won’t get that material. You also won’t be able to ask immediate follow-up questions. I also found speaking to the professor after class was an efficient way to resolve contradictions I had found with my mental model. 7. Time management is key – especially in undergrad. 

In my competitive undergrad program I once learned that a friend who achieved top 5% status actually timed how long he ate. While I do not suggest going to such extremes I offer this modest advice. I suggest spending no more than 30 minutes trying to solve a problem you can’t solve by yourself before appealing to office hours or another knowledgeable student. I also suggest you ask questions of your professor during or after class as opposed to leaving the class confused. This reduces wasted time in an environment when time is a very precious commodity. 8. Going out and having fun is conducive to good grades. 

In my early undergrad years I studied as hard as I could. And I thought this meant putting in as many studying hours as possible. But I later realized that going out and having fun refreshed the mind and increased grades. Unfortunately it took at least 2 years for me to understand this lesson. 9. Learn how to do advanced Google searches.

This is an essential skill that enables you to answer your own questions, quickly. At a minimum I suggest you learn how to use the following Google search operators  ~, -,*, AND,OR, and numeric ranges via the double dot (“..”) operator.  The “site:” operator is also often helpful. I also found adding the word “tutorial” to a Google search often yields great introductory materials. 

10. Turn weaknesses into strengths.

While studying for standardized exams I learned the importance of addressing one’s weaknesses as opposed to ignoring them.  If you make a mistake on a question, it is because of a weakness within you. If you do not address that weakness it will follow you to the exam. I learned this lesson when studying for standardized exams. I was able to legally buy 30 old exams and thought the best approach to studying for the exam was to do as many old problems as possible. But as I completed each exam I kept getting the same score  (+/- 5%) over and over. I had plateaued! But then I made a tiny tweak and my scores kept going up. Specifically, after each old exam, I would identify my weaknesses that led to each wrong answer, prioritize the weaknesses according to the degree to which they affected my score, and would address them in that order.  When I did that, my scores increased steadily all the way to the highest possible percentile (99%). I later realized that such standardized tests are designed to provide consistent scores (if the student does not study in between the subsequent exams to address their weaknesses). In fact that is one of the statistical measures used to measure the quality  of a standardized exam and it’s called “Reliability”  (Google for “psychometric reliability” to see what I’m talking about).

More Posts from Boozedcowboy and Others

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if you're trans / nonbinary / cisn't in some way rb this and put the first name you started going by when you figured it out


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3 years ago

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So I Found This Pic In My Gallery

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2 years ago

manifesting totaling studying 24hrs over the next 3 days in preparation for my calc midterm

3 years ago

Just stumbled across #100DOP and thought it was neat. So yeah, starting today I will be doing it cause otherwise, I will not do anything and just waste time

This is an entry I suppose?

- My name is Timotheos, but usually, it's just Tim or Timmy

- he/it/they pronouns

- Dark academic with a lot of chaotic energy

- Vintage clothes. Yes. Very much. Please.

- I love studying, reading, and doing research in general

- In the summer I want to learn French, start learning Russian

- Astronomy and Astrophysics nerd

- I have exams on the 22 and 24 of June so, unfortunately, I will only study for them until then

- Cedric Villani reminded me of my love for maths (I feel like that needed to be specified)


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3 years ago
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the suffering never ends

3 years ago

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5 years ago

I just want to be an elf and have a human girlfriend and after she dies she would reincarnate into another cute elf girl.

Am I asking for too much?!


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11 months ago

Free Education Resource List

Coursera - a generally good platform, from what I’ve heard. Like most other things, you can’t get actual certificates for free, but the courses *usually* are. Here’s a list of the ~1400 courses where everything but the certificate is free. This list has some pretty enticing courses, like an intro to classical music composition, Greek and Roman mythology, Russian history, astronomy, physical chemistry, and a lot more. The enrollment option you want is called Full Course, No Certificate.

YouTube - Never underestimate the power of things most people have access to. YouTube is an incredibaly powerful tool when it comes to learning things, particularly for things like science and math. My favorite educational channel is Crash Course, which might sound cliché because literally every AP World History class ever uses them, but I’ve literally spent hours watching their videos and taking notes. Just watching a bit of the biology series got me to test out of a lesson in my online bio course this year, which was super helpful.

Another good resource on YouTube is anything art. My favorite surprisingly education channel for drawing specifically is DrawingWiffWaffles, because she explains what she’s doing and why as she’s doing it.

Wikihow - another good resource people make over look because it seems obvious. Material on here I would cross reference with something else, because this can be edited by anyone (I’m pretty sure) and it can get a little shady, but I know there was a physics article that helped me understand electrons so much better.

Math Is Fun - a really solid, simple resource for math, particularly if you struggle a lot. Don’t be fooled by the simplicity of the site and their use of comic sans, there’s quite a lot of information to be found here. It helped me learn calculus, of all things.

Wikipedia - Once again, since anyone can edit this I would cross reference the information you get here with something else, but in all honesty this Wikipedia is my go to for literally everything. There’s unbridled power and pure, unabridged knowledge here, and I will milk it for everything it’s worth. I’ve used Wikipedia for everything from factoring quadratic equations (something I have a strange amount of trouble understanding) to astrobiology to linguistics to the Bohemian Reformation (which resulted in me writing an essay for my history teacher that *almost* saved my grade).

Local libraries are also usually very good centers for learning. I know the one in my town holds a lot of in-person classes (not at the moment) and provides card-holders with a free membership to Universal Class as well as some other online education platforms.

Anyone and everyone can reblog with stuff I missed!

3 years ago

An accurate description of the life of a 1st year astrophysics major:

going to class and your professor talking fondly about the "wonderful feeling after the elevator cable snaps while you're in it"

said professor then proceeding to play a rock song

on most days only expect 2-5 students in class even though we have 13

where did the others go?? nobody knows, maybe they were abducted by aliens

speaking of aliens

your other professor pausing class to talk about what would happen if we met them

and getting mildly upset that an asteroid is no longer headed towards earth

cats

just so many physics department cats

and celebrating their birthdays

nobody in the department sleeps

don't be alarmed when your professor goes to the group chat at 3am to talk about whatever

hating elon musk

somehow other majors don't think astrophysics majors actually attend school until they meet you

there are days where we only talk about why star trek wasn't safe (they never wore seatbelts for a long time!!)

we like frogs

and rocks

rock go brrrr

sometimes finding your professor's face photoshopped onto satellites

working for hours but having 0 progress

your prof. assuring you that this is normal even for professionals

random scifi talks and book recs

cats

everyone in the dept likes greek letters

getting back to your dorm at almost midnight

the hall is eerily quiet but nobody is asleep

crying over the moon is normal

so is crying over the mars rovers

crying in general is normal

your professor saying odd things like

"this is just some weird image of two people about to die- but anyway, spacetime"

the astronomers of the school are also the astrologers

setting up in the lounge reading people's birth charts and astro cards

having to sneak through the back of the building because our id cards never work

sitting in the observatory with the lights off waiting for the professor to get there

planning to bring your hallmates to the planetarium to impress them

did i mention the cats?

meow

why do we have things that glow?

and this????

An Accurate Description Of The Life Of A 1st Year Astrophysics Major:

idk might make a pt. 2 or not

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boozedcowboy - Hopeless
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Tim | it/they/he | INFJ | chaotic evil | ravenclaw | here for a good time not for a long time

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