| (1) | What is the definition of an A+ (or an equivalent mark)? | |
| (2) |
What is the distinction between an A+ (or an
equivalent mark) and
an A (or an equivalent mark)? |
|
| (3) | Specifically how does a student earn an A+ (or an equivalent mark)? | |
| (4) | How does a student consistently earn A+'s (or equivalent marks)? | |
| (5) | Describe common mistakes made by students in attempting this goal. | |
| (6) | Describe uncommon mistakes made by students in attempting this goal. | |
| (7) | Give an example of a universal formula. | |
| (8) | Give an example of a subject-specific formula. | |
| (9) |
Give an example of an approach that is effective in your particular area of study. |
|
| Describe: | ||
| (10) | An approach that is not a formula. | |
| (11) | A psychological strategy. | |
| (12) | A memory technique. | |
| (13) | A method to reduce anxiety. | |
| (14) | A specific test-taking strategy. | |
| (15) | How to deal with a particular examination format. | |
| (16) | A note taking strategy (for lecture or for homework). | |
| (17) | How to absorb lecture material without taking notes. | |
| (18) | A reading strategy. | |
| (19) | Action(s) to take before, during or after a lecture. | |
| (20) | Action(s) to take before, during or after an examination. | |
| (21) | Action(s) to take before, during or after a course. | |
| (22) | How you handled an assignment from beginning to end. | |
| (23) | How you handled a course from beginning to end. | |
| (24) | How you deal with multiple examinations scheduled together. | |
| (25) | Short cuts to take when you are in a "jam." | |
| (26) | Strategies to catch-up when you are behind. | |
| (27) | How to stay ahead. | |
| (28) | Specific communications to make with faculty and/or tutors. | |
| (29) | How do you deal with lack of interest in a subject matter? | |
| (30) | How do you deal with time restraints? | |
| (31) | How do you deal with budget restraints? | |
| (32) | How do you deal with other restraints? | |
| (33) | What patterns do you recognize that others do not? | |
| (34) | What do you do that others do not? | |
| (35) | Do you have a specific philosophy about academia/academics? | |
| (36) |
How do you deal with differences in
interpretation/perception/expectation between student and faculty member? |
|
| (37) | Describe strategy for a thesis/dissertation. | |
| (38) |
Any suggestions to/for faculty or administrators? [Answers to this
question will be kept anonymous] |
|
| (39) | Discuss any additional issues that should be included in this book. | |
