Academic Success

🧭 Overview

🧠 One-sentence thesis

Starting university is a deliberate choice that opens pathways to career and personal growth, and success depends on adopting a growth mindset, seeking help proactively, and embracing the academic and social adjustments ahead.

📌 Key points (3–5)

• Why university matters: graduates experience greater job satisfaction, stability, earning potential, and develop eight career-readiness competencies (critical thinking, communication, teamwork, digital technology, leadership, professionalism, career management, global fluency).
• Growth vs fixed mindset: believing abilities can be learned (growth mindset) increases persistence and learning success, whereas viewing abilities as unchangeable (fixed mindset) limits progress.
• Help-seeking is essential: successful students actively use university resources—tutors, health centers, student organizations, financial counselors—rather than struggling alone.
• Common confusion: asking for help is not a weakness; it is a core success behavior ("help-seeking behaviours" and "self-advocacy") that successful students practice regularly.
• Six adjustment areas: first-year students face academic, cultural, emotional, financial, intellectual, and social transitions.

🎓 Why choose university

🎓 Benefits for graduates

University graduates are more likely to experience:

• Greater job satisfaction
• Better job stability
• Better outcomes for the next generation
• Greater earning potential over time

These outcomes make the multi-year commitment and hard work worthwhile.

🛠️ Career-readiness competencies

The National Association of Colleges and Employers (2019, United States) identified eight competencies that university students develop:

Competency	What it means
Critical thinking/problem solving	Analyzing and solving complex problems
Oral/written communication	Expressing ideas clearly in speech and writing
Teamwork/collaboration	Working effectively with others
Digital technology	Using technology tools and platforms
Leadership	Guiding and influencing others
Professionalism/work ethic	Demonstrating responsibility and integrity
Career management	Planning and navigating career paths
Global/intercultural fluency	Understanding and working across cultures

• University provides a low-stakes environment to develop all these skills without the fear of being fired.
• Example: An organization can practice teamwork on a group project; mistakes are learning opportunities, not job-threatening errors.

🔗 Connecting courses to goals

• Students sometimes ask "What does this course have to do with my major?"
• The excerpt recommends: challenge yourself to look for connections between the content and your larger educational, career, and life goals.
• Don't confuse: a course may seem unrelated at first, but the competencies it builds (e.g., communication, critical thinking) apply broadly.

🧠 Growth mindset vs fixed mindset

🧠 What the mindsets are

Dr. Carol Dweck (2016) and colleagues developed a model contrasting two approaches:

Fixed mindset: views abilities as something you either possess or do not; abilities cannot be changed.

Growth mindset: sees abilities as something that can be learned and developed.

• Research shows that believing you can learn something new greatly improves your ability to learn (Dweck & Leggett, 1988).
• This is not just "feel-good advice" (e.g., "believe in yourself!"); the differences in behavior and outcomes are measurable.

🔍 Key differences in practice

The excerpt references Figure 1.2, which aligns fixed and growth mindsets to learning and personality elements:

Element	Fixed mindset (performance-goal-oriented)	Growth mindset (learning-goal-oriented)
Goal orientation	Focused on demonstrating ability	Focused on learning and mastery
Response to challenges	Avoids challenges	Readily accepts challenges
Response to failure	Gives up early	Persists despite early failures
View of effort	Sees effort as fruitless if ability is lacking	Sees effort as path to mastery
Learning outcome	Limited growth	Continuous improvement

• Grit and persistence: a growth mindset gives learners the drive to keep trying even after multiple attempts.
• Each attempt is seen as a success if you learn a little more, even without complete mastery.
• Example: A student struggles with a math concept; a growth mindset student views each practice problem as progress, while a fixed mindset student may quit after the first failure.

🚀 Why it matters for university success

• Adopting a growth mindset can assist you to overcome challenges and grow in knowledge and ability as you set out on your new university journey.
• If you believe your abilities can change through learning, you readily accept learning challenges and persist despite early failures.
• Don't confuse: growth mindset is not about ignoring difficulty; it is about seeing difficulty as part of the learning process.

🤝 Seeking help and using resources

🤝 Help-seeking as a success strategy

Help-seeking behaviours: actively using resources and asking for assistance as often as necessary.

Self-advocacy: speaking up for your needs.

• The excerpt states: "The secret about university success that not many people know is that successful students seek help."
• Tutors and lecturers expect you to ask for help.
• Universities have offices, staff, and programs designed to help students.
• As you adjust to university life, asking for help becomes easier; by graduation, you may become "really good at it."

🏢 Types of university resources

The excerpt provides Table 1.1 with examples of challenges, resources, and outcomes:

Challenge type	Example challenge	University resource	Potential outcome
Academic	Mastering homework in your math class	University library, learning centre, or math learning advisors	A peer or professional tutor walks you through steps until you can do them on your own
Health	Tired and have a slight cough after studying	University health or medical centre	A licensed professional examines you and provides care
Social	Looking for a group to belong to; classmates and roommate have different interests	Student organisations and interest groups	Becoming a member helps you make new friends
Financial	Scholarship covers some expenses but need help with additional costs	University Student Support or Wellness office	A student welfare counselor provides information about options for meeting expenses

• Example: A student struggling with math homework visits the learning centre; a tutor explains the steps repeatedly until the student can solve problems independently.
• Don't confuse: using resources is not "cheating" or admitting weakness; it is a core part of the university learning model.

🌊 Adjustments in the first year

🌊 What to expect

The excerpt introduces the next chapter's focus on adjustments:

• Flexibility, transition, and change describe the first-year experience.

• Hazard and Carter (2018) identify six adjustment areas:

  1. Academic
  2. Cultural
  3. Emotional
  4. Financial
  5. Intellectual
  6. Social

• University will "expand your mind" but may also "make you a little uncomfortable, challenge your identity, and at times, make you doubt your abilities."

• The goal is transformation: developing "a love of learning for its own sake and a passion for intellectual discovery" (Bradley et al., 2008).

• For transformation to happen, you must be open to it and allow the changes to occur.

🎯 What the next chapter covers

The chapter "Adjusting to University" will provide:

• Understanding of types of adjustments in the first year
• What to expect of university culture and expectations
• Your learning responsibilities as a university student
• What to expect in your first year
• Practical study experiences you may need
• Challenges you may encounter
• Hints about scholarship opportunities

🎬 Conclusion and key takeaways

🎬 Summary

• Who you are and why you chose university is an important first step to appreciating the magnitude of your choice.
• A university degree is highly valuable; graduates experience greater job satisfaction, stability, health and wellness, outcomes for the next generation, and earning potential over time.
• Starting university opens doors to develop knowledge and skills and will test your mindset to overcome challenges.
• You are doing this together with fellow students, academic staff, and professional staff.
• This book will assist you in making the transition from high school, work, home, or wherever you were in life to university student.

📌 Key points from the excerpt

The excerpt concludes with four key points:

1. The decision to go to university is a choice that students make to achieve their goals.
2. University graduates are more likely to experience greater job satisfaction, better job stability, improved health and wellness, better outcomes for the next generation, and greater earning potential over time.
3. Adopting a growth mindset can assist you to overcome challenges and grow in knowledge and ability as you set out on your new university journey.
4. You will be doing this together with your fellow students, academic and professional staff.

🧭 Overview

🧠 One-sentence thesis

University transformation requires students to take responsibility for their own learning while navigating six key adjustment areas and utilizing available support resources.

📌 Key points (3–5)

• Six adjustment areas: academic, cultural, emotional, financial, intellectual, and social transitions occur throughout the first year (not all at once).
• Learning responsibility shifts: university places learning ownership on students, requiring self-motivation, time management, and quality monitoring outside the classroom.
• University has its own culture: campus language (modules, lectures, tutorials) and customs differ from high school or workplace environments.
• Common confusion: academics vs. teachers—university academics have diverse roles beyond teaching (research, mentoring, committees, grants).
• Support is available: asking for help is a strength; grants, scholarships, and support services exist to assist with challenges.

🔄 The Six Adjustment Areas

📚 Academic adjustment

• Increased learning demands compared to previous educational background.
• More time needed to master material and develop learning strategies.
• Key action: Ask for help early to build confidence and academic skills.
• Don't confuse: this is about learning how to learn at university level, not just working harder.

🌍 Cultural adjustment

• Campus has its own language: modules, lectures, tutorials.
• Exposure to diverse, multicultural environments.
• Example: terms you've heard before may have different meanings in university settings (see common terms below).

💭 Emotional adjustment

• Expect both good and bad days.
• Focus on bouncing back from stressful periods.
• Finding healthy coping strategies is essential.

💰 Financial adjustment

• Understanding university as an investment in your future.
• New thinking required about costs and payment methods.
• Example: reconsidering entertainment spending, finding discounted textbooks.

🧠 Intellectual adjustment

• Prepare for "a-ha!" moments and rewarding discoveries.
• Academic work changes how you think about the world and your place in it.
• Stumbling across fascinating subjects can be life-changing.

👥 Social adjustment

• New place means new relationships with deeper meaning.
• Building connections with lecturers helps with learning and career pathways.
• Developing conflict-reduction skills during group work builds workplace competencies.

📖 University Culture and Language

🗣️ Common university terms

Term	What it means	Why you need to know
Attendance policy	Expectations for class attendance and absences	Lecturers have different expectations; some penalize excessive absences
Final exam	Comprehensive end-of-term assessment	Requires advance preparation through reading, notes, reviewing previous work
Learning	Process of acquiring knowledge	Most happens outside the classroom; lecturer covers main ideas only
Plagiarism	Using others' words/images/ideas without attribution	Carries serious consequences; review policies and ask lecturers how to avoid
Study	Using strategies to understand and recall information	May require more effort and time than high school for complex material
Course specifications	Contract providing course expectations and policies	Lecturers assume you've read it; refer to it first for questions

👨‍🏫 What academics do (beyond teaching)

• Conduct research and mentor graduate students
• Write and review research articles
• Serve on campus, regional, and national committees
• Apply for and administer grants
• Advise students in their major
• Sponsor student organizations
• Key distinction: academics have more diverse roles than high school teachers or workplace supervisors.

📅 First-Year Rhythms and Expectations

🗓️ Semester patterns

• Each semester has predictable rhythms and milestones.
• Some periods bring more confidence; others present challenges.
• Knowing what to expect helps you prepare and take advantage of opportunities.
• Note: The excerpt references Table 2.2 and Figure 2.2 showing semester overviews and learning maps, but detailed content is not fully provided.

🏥 Practical study experiences (placements)

Placements: fieldwork required for courses like engineering, nursing, human services, paramedicine, and education where students practice skills in real-world settings.

Key features:

• Take place in hospitals, schools, mental health facilities, or field settings
• Provide opportunity to practice skills that cannot be learned in regular classrooms
• Students interact with real staff, students, and/or patients
• Close supervision by experienced professionals (functions like real-world classroom)
• Progress to more independent work through the degree
• Require completing certain coursework and background checks beforehand

Education-specific placements:

• Required for teaching registration in early childhood, primary, or high school
• Students paired one-on-one with experienced teachers
• Opportunities to observe, understand classroom culture, participate as teaching assistant
• Must complete core education coursework and background checks first

⚠️ Common First-Year Challenges

😰 Feeling like an imposter

• What it is: worrying you don't belong and will be "exposed as a fake."
• Reality: this feeling is common; trust that you have what it takes to succeed.

🎯 Worrying about making mistakes

• Students may avoid situations where they might fail.
• Better approach: embrace the learning process, which depends on making mistakes.
• Practicing courage and focusing on learning from failure builds confidence.

🤹 Trying to manage everything yourself

• Feeling overwhelmed is normal.
• Key action: ask for and allow others to help you.

🏃 Ignoring mental and physical health needs

• Signs: feeling on an emotional rollercoaster, no time for self-care.
• Non-negotiables: sleep, eating habits, exercise, stress-reducing activities should be highest priorities.

😊 Forgetting to enjoy the experience

• Applies whether you're 18 and living on campus or 48 returning after work and family.
• Take time to remind yourself of the joy that learning brings.

💵 Financial Support Resources

🎓 Grants and scholarships overview

Grants and scholarships: free money for university that never needs to be repaid (unlike loans).

Key characteristics:

• Not all are based on academic record
• Many awarded based on major, ethnic background, gender, religion, or other factors
• Worth investigating available options

🏢 Types of financial support

Source	Description
Private organizations	Foundations, civic groups, companies, religious groups, professional organizations, charities
Employer programs	Tuition reimbursement programs pay extra money after earning passing grades

Where to find help: university scholarships office can assist with finding opportunities.

🎯 Taking Responsibility for Learning

📊 What learning responsibility means

• Core principle: learning in university is your responsibility.
• Most learning happens outside the classroom.
• Lecturers cover main ideas or most challenging material in class only.

🔑 Essential skills for ownership

Self-motivation:

• Staying motivated while studying and balancing coursework
• Taking ownership hinges on effort you put into work

Time control:

• Developing ability to control your calendar
• Blocking out dedicated study time

Quality monitoring:

• Knowing not just what you've completed
• Understanding the quality of work you've done

🆘 Getting help with the transition

• If you have difficulty adjusting to the "driver's seat," reach out for help.
• Resources are available along the way.
• Remember: asking for help is part of taking responsibility, not avoiding it.

🧭 Overview

🧠 One-sentence thesis

Universities provide a wide range of support services, staff, and peer networks that students should actively connect with to navigate academic challenges, access accommodations, and maintain mental health throughout their study journey.

📌 Key points (3–5)

• Asking for help is a strength: Seeking support from informed individuals creates both a support network and personal accountability for your goals.
• Multiple support pathways exist: Academic advisors, lecturers, mentors, and peers all play different roles in helping students succeed.
• Inclusive support for diverse students: Universities provide tailored services for students with disabilities, LGBTQIA+ students, CALD students, women, and other diverse cohorts.
• Common confusion: Students may not realize that lecturers can be learning partners rather than just authority figures—direct communication transforms this relationship.
• Mental health resources are essential: Stress and anxiety are common, and universities offer counselling services plus strategies like exercise, journaling, and mindfulness.

🤝 Building your support network

🤝 Why asking for help matters

• Seeking help demonstrates strength, not weakness, especially when guidance comes from well-informed people who have your best interests in mind.
• Sharing your goals with others creates both a support network and a system of personal accountability.
• Accountability means others track your progress and want to see you succeed.
• You need both unconditional cheerleaders and people who keep you on track when you stray from your plan.

📋 Creating your support contact list

• Similar to emergency contacts at a new job or doctor's office, prepare a list of people who can assist with academic decision-making and planning.
• Keep this list accessible (text, email, or direct message) so you can quickly reach out when needed.
• One person can fulfill multiple support roles.
• Example: Identify who motivates you, who provides practical advice, who understands your field, and who can advocate for you.

🎓 Professional support services

🎓 Academic advisors (success coaches, mentors, counselors)

Academic advisors: individuals who assist students in navigating academic plans and piecing together courses and requirements with life obligations to help meet goals.

What advisors do:

• They are experts on university requirements, policies, and major requirements.
• You remain the expert on your life circumstances and ability to manage study time.
• They teach you how to best utilize university resources for academic and career decisions.
• They connect you with other university staff and faculty who support your success.

Common functions advisors help with:

• Setting educational and career goals
• Selecting majors and minors
• Understanding degree requirements
• Navigating online degree-tracking tools
• Calculating and understanding GPA
• Discussing academic progress semester-by-semester
• Time management strategies
• Connecting with counseling, tutoring, and career services
• Navigating institutional policies (grade appeals, special programs)
• Constructing professional emails
• Discussing transfer options and graduate school preparation

Don't confuse: Even if your university doesn't require advising, meeting with an advisor every semester helps you check progress and learn about new opportunities.

👨‍🏫 Lecturers as learning partners

• In primary and secondary education, teachers often act as both instructor and authority figure.
• University learners benefit from thinking of lecturers as respected experts who are partners in education.
• This shift gives you ownership and decision-making ability in your learning.
• It enables you to personalize your learning experience to fit your needs.

How to develop learning partnerships:

• Use direct communication with lecturers.
• Ask when you don't understand or need more information.
• Propose ideas for personalizing assignments or exploring areas of interest.
• Request guidance and recommendations.
• Demonstrate that you're taking direct interest in your own learning.
• Example: A student interested in a specific aspect of the subject asks the lecturer if they can adjust an assignment to explore that area more deeply.

🌟 Mentors

Mentor: an experienced individual who helps guide a mentee.

What makes a good mentor for students:

• Someone knowledgeable about your desired career field
• More advanced in their career than entry-level
• Skilled and qualified as a Career Development Practitioner
• Models values and behaviors essential to successful careers
• Helps you understand your own values and strengths

How to find mentors:

• University-organized mentorship programs
• Alumni associations
• Career Development services and Work Integrated Learning opportunities
• Student/staff partnership projects
• Family, friends, and contacts in your field of interest
• Professional associations and organizations

👥 Peers and peer mentoring

Peer Assisted Learning programs:

• Academic support programs (not mentoring programs)
• Provide opportunities to study collaboratively with peers
• Improve academic learning skills
• Develop connections and comfort with the university environment
• Share the learning and study journey in your discipline

Peer mentoring characteristics:

• Occurs through formal and informal processes
• Often takes place during the first few months of the academic year
• Helps you become accustomed to university life
• Peer mentors and mentees are similar in age and experience
• They work together to strengthen social supports, share information, give feedback, and nurture friendship
• Because peer mentors have similar experience, they can smooth the way as you step into a new environment

🌈 Support for diverse student populations

♿ Students with disabilities

Policy and legislative environment:

• Australian universities are governed by the Disability Discrimination Act 1992 (Cth)
• This legislation requires equal rights, equal opportunity, and equal access to education
• Universities must provide access to facilities, online and face-to-face services, and academic supports
• Policies must demonstrate and promote inclusion of all students across campuses

Accessibility and disability support:

• Each university typically has a dedicated support team for students with disabilities, including mental health and wellbeing concerns
• Support staff assist students in accessing necessary support for inclusion and successful study completion
• Students may access reasonable adjustments for assessment
• Disabilities can be physical, cognitive, or mental—adjustments are made in conjunction with each individual student's needs
• Universities may have peer support groups for people with disabilities

Don't confuse: You don't have to tell every staff member about your disability, but informing lecturers, tutors, and disability officers can give you the best chance of study success.

🏳️‍🌈 LGBTQIA+ students and allies

Challenges faced:

• LGBTQIA+ communities face disproportionate challenges compared to cisgendered and heterosexual peers
• Stressors can cause LGBTQIA+ students to feel tokenized, misunderstood, or victimized

University supports:

• LGBTQIA+ safe spaces on campuses (physical and virtual)
• Dedicated staff positions to support LGBTQIA+ students
• Pride networks and LGBTQIA+ social clubs
• Safe spaces are harassment, judgement, and hate-free zones
• Virtual safe spaces available via learning management systems

Pride networks:

• Connect students and staff who are LGBTQIA+ or passionate allies
• Provide empathetic and sensitive support and guidance
• Members often complete specified ally training
• Help connect LGBTQIA+ students with academic support, health and wellness guidance, and peer mentoring

Inclusive environments:

• All universities have a Code of Conduct outlining stance on harassment
• Federal and State discrimination legislation provides guidance on acceptable behaviors
• Universities offer advocacy and wellbeing supports, plus formal complaint processes

🌏 Culturally and Linguistically Diverse (CALD) students

Support services available:

• English language support services and resources
• Appointments with language educators
• Academic English workshops
• Special tutorial groups
• Peer support groups
• English conversation clubs
• Mentoring and self-help resources
• Support for religious practices (safe places to pray, wash, practice faith)
• Chaplaincy or multi-faith services

Student life and belonging:

• Opportunities to join student events, cultural groups, or clubs
• Special events celebrating cultural festivals or holidays
• Regular social occasions to meet other students and feel connected

Rights and advocacy:

• Universities uphold diversity and inclusion frameworks or policies
• Policies and procedures exist for students who experience racism or discrimination
• Seeking help and reporting discrimination will not affect grades or study success

👩 Studying as a woman

Current landscape:

• Female participation in higher education has grown exponentially
• Women now make up the majority of undergraduate students globally and in Australia (58% in 2021)
• Women are more likely to complete their studies than male counterparts
• However, higher education institutions remain largely patriarchal in structures, culture, design, and processes

Non-traditional areas of study:

• About 16% of domestically enrolled women in Australia study in non-traditional areas (e.g., STEM disciplines)
• Women in these areas may face additional challenges
• Many universities offer scholarships and bursaries to incentivize more women to study in STEM

Safety and respect:

• Universities run ongoing campaigns around safety and respect
• Student unions or guilds provide advocacy assistance
• Resources include posters, social media support groups, and events
• Women's networks support women in higher education (usually low cost or free)
• Health services include specific support for women's and family health

Important statistics:

• 1 in 6 students has been sexually harassed in an Australian university context
• 1 in 20 has reported sexual assault
• Support services available both in university and broader community (e.g., 1800RESPECT.org.au, lifeline.org.au)

Intersectionality:

Intersectionality: a term identifying the varied intersections of identity (race, culture, color, sexuality, etc.) that an individual may encompass, impacting their experiences of discrimination.

• Important to recognize intersectionality in individuals
• Work to actively ensure each student feels empowered to succeed
• Build a strong network of people who can support and empower your decision-making

🎯 Other diverse identities and minority cohorts

Cohort	Key supports available
Low-income	Wellbeing and support staff for accommodation, scholarships, Centrelink processes, financial literacy; careers and employability team for balancing work and study
Rural and Remote	Welfare and wellbeing staff for accommodation and mental health; ICT departments for technology support; virtual engagement with course content, peer mentoring, and social clubs
First in Family	Support or success officers for admissions and enrollment; peer-to-peer learning; Academic Advisors for developing academic skills
Mature Aged	On-campus child-care or medical services; Learning Advisors for time-management, semester planning, academic writing; wellbeing team for mental health
Incarcerated	Scholarships or bursaries; Academic Advisors and Career Advisors; Education Officer for available resources
Victims-survivors of Domestic and Family Violence	Security escorts, safety apps, counseling, wellbeing, medical services, financial assistance, accommodation support; no obligation to disclose experiences

🧠 Mental health resources

🧠 Common mental health concerns

Stress:

Chronic stress: stress that hangs around for weeks or months, affecting concentration, increasing accident risk, weakening immune system, disrupting sleep, and causing fatigue, depression, and anxiety.

• Feeling stressed during exam time is normal and can motivate focus
• Becomes problematic when overwhelming or chronic
• Talking with a university counselor can help develop stress management skills

Anxiety:

Anxiety disorders: persistent, excessive fear or worry in situations that are not threatening.

• Occasional anxiety is normal (unfamiliar situations, meeting new people, public speaking)
• Seek help when feelings become overwhelming, cause fear, or prevent everyday activities
• Physical symptoms: racing heart, shortness of breath, nausea, intense fatigue
• Talk with a mental health care professional if anxiety keeps you from regular daily activities

🛠️ Healthy coping strategies

Technique	Description
Exercise	All shapes and sizes—from 90-minute gym sessions to 15 minutes dancing; boosts energy and mood
Fuel your body	Balanced diet improves sleep and concentration, reducing stress and anxiety levels
Box Breathing	Breathe in for 4 seconds, hold for 4 seconds, breathe out for 4 seconds, hold for 4 seconds; can be done inconspicuously
Journaling	Helps identify personal patterns in emotions, note helpful affirmations, and set goals
Meditation and Mindfulness	Activities that allow you to be present and in the moment: yoga, coloring, grounding (physical connection to nature), body scans

University counseling services:

• Most Australian universities host health services, including counseling
• Can assist or refer to off-campus supports if needed
• Many students feel anxious, lonely, or depressed at some point during the year
• Important to acknowledge and work through feelings, formally (with a counselor) or informally (with trusted friends)

💡 Key takeaways

💡 Making the most of university support

• Universities offer comprehensive support services—use them proactively rather than waiting for crises
• Different support personnel serve different functions: advisors for planning, lecturers for learning partnerships, mentors for career guidance, peers for shared experiences
• Example: A student struggling with time management meets with a Learning Advisor, discusses course selection with an Academic Advisor, and joins a peer study group—each support serves a specific purpose

💡 Diversity strengthens the university community

• Diverse environments improve empathetic abilities, critical thinking skills, and innovation
• Prepare you for post-graduation experiences
• Universities are working toward building inclusive learning environments for all students
• Your time at university is an opportunity to benefit from involvement in a diverse community

🧭 Overview

🧠 One-sentence thesis

Tertiary education is crucial for closing the education gap between First Nations and non-Indigenous students, and universities offer both formal and informal supports alongside cultural practices like yarning and two-way learning to help First Nations students build successful support networks and achieve their study goals.

📌 Key points (3–5)

• University supports for First Nations students: universities provide dedicated departments, culturally safe spaces, academic skills support, tutoring schemes, and scholarships to help First Nations students navigate their study journey.
• Yarning as communication: yarning is a fundamental First Nations communication practice involving storytelling, active listening, and genuine connection that builds judgment-free dialogue and supports wellbeing.
• Two-way learning paradigm: both-way learning encourages First Nations and non-Indigenous people to learn from each other's perspectives, supporting truth-telling, reducing racism, and amplifying First Nations ways of knowing.
• Common confusion: informal vs formal supports—both are important; informal supports (peer learning, mentors, clubs) complement formal services (admission support, tutoring, advocacy).
• Inclusive language matters: respectful terminology and capitalization (e.g., "First Nations," "Elders," "Country") ensures writing is accurate, respectful, and appropriate across many professions.

🎓 Building university support networks

🏛️ Formal university supports

Many Australian universities have dedicated First Nations departments or units that serve as culturally safe spaces. These units typically offer:

• Admission and enrolment support
• Orientation programs
• Academic skills support
• Indigenous tutoring schemes
• Support with scholarships and bursaries
• Accommodation assistance
• Culturally safe advocacy

Why it matters: The excerpt emphasizes that accessing supports and resources early maximizes their impact, and there is never shame in asking for help.

🤝 Informal and social supports

Beyond formal structures, universities offer informal supports that build positive relationships:

• Peer-to-peer learning and peer group study sessions
• University friends
• Mentors
• Clubs and associations
• Sports teams

Example: Your Student Guild may support a First Nations student social club—a culturally safe space to discuss anything from university matters to cultural topics.

🌐 Embedded support throughout institutions

Many institutions embed First Nations-specific staff and roles throughout teaching teams, administrative services, and academic support. This ensures comprehensive support across the institution, not just in one department.

Don't confuse: Your "uni mob" (university support community) works like your personal support mob—both provide wrap-around, holistic support as you journey through your study experience.

💬 Yarning as connection practice

🗣️ What yarning is

Yarning: a valuable form of communication in Australian First Nations cultures involving storytelling that utilizes sound, silence, and non-verbal cues, where one person speaks while another person or group genuinely and actively listens.

• Yarns can be quick, long, funny, serious, or informative
• Their aim is to create knowledge, understanding, and genuine connection
• All yarns carry meaning

🎯 Purpose and benefits of yarning

Yarning is fundamental in establishing strong, reliable, and trustworthy connections in your university community. It can be used to:

• Build peer relationships
• Seek out mentors
• Discuss the stressors of studying
• Share study tips and tricks
• Share concerns about challenges of working and being a student

Health and wellbeing impact: The excerpt notes that yarning has been shown to have positive impacts on one's health and wellbeing, which is useful in maintaining balance physically, mentally, and spiritually.

🔄 Active engagement through yarning

The excerpt emphasizes being an active listener who is genuinely invested in hearing from other parties. Yarning aims to build judgment-free dialogue that encourages knowledge-sharing and learning.

By engaging in yarning authentically, you can better engage with your "uni mob" and create deeper and more meaningful connections that support you throughout your study.

🔄 Two-way learning paradigm

🌏 What two-way learning means

Two-way learning (or both-way learning): a learning paradigm which notes that there is togetherness to be found by non-Indigenous and First Nations people learning from each other's perspectives.

• Encourages us to "walk in both worlds"
• Amplifies First Nations ways of knowing, being, and doing
• Involves exchange of cultural knowledge between diverse students and staff

🎓 Benefits for First Nations students

For First Nations students, two-way learning is a fantastic opportunity to:

• Share culture and knowledge
• Support truth-telling efforts
• Reduce individualized racism

🤝 Benefits for non-Indigenous students

For non-Indigenous students, university is a fantastic time to engage in two-way learning by learning from First Nations perspectives and cultural knowledge shared by others.

📊 Overall impacts of two-way learning

Benefit category	What the excerpt describes
Individual learning	Makes all parties more engaged learners and more reflective communicators
Systemic change	Assists with decolonial efforts, advocacy, and allyships
Cultural awareness	Raises awareness and education about First Nations cultures and practices

Visual metaphor: The excerpt describes an image showing footprints traveling from both locations to each other, with small dots representing ideas and experiences being shared—reminding us that two-way learning is not a one-directional transaction.

✍️ Inclusive and respectful language

📝 Why inclusive language matters

Inclusive language: language that makes everyone feel safe, valued, and respected; a powerful element of academic writing that ensures writing is relevant, accurate, and respectful.

Learning to write respectfully about First Nations Australians, their communities, and their cultures is beneficial for all university students as it has applications throughout many industries and professions.

🔤 Appropriate terminology categories

The excerpt provides a comprehensive table organizing respectful terms into categories:

Category	Examples of appropriate terms
People and positions	Aboriginal, Torres Strait Islander, First Nations, First Peoples, First Australians, Indigenous, Elders, Aunty, Uncle, Country Specific (e.g., Kamilaroi people)
Nations and groups	Country (e.g., Wakka Wakka Country), Traditional Custodians, Traditional Owners, Land (e.g., Bundjalung land)
Historical events	Invasion, Colonisation, Stolen, Invasion Day, Day of Mourning, Survival Day, Pre-invasion history, Pre-European history
Spirituality	The Dreaming, Dreaming stories, Creation stories, Spiritual beliefs, Lore
Ceremonies	Smoking Ceremony, Acknowledgment of Country, Welcome to Country, Sorry business, Men's business, Women's business

🔠 Capitalization as respect

Important rule: Many words or phrases should be capitalized at all times as a sign of respect, including: Aboriginal, Torres Strait Islander, First Nations, Elders, Country, Traditional Custodians, Invasion Day, The Dreaming, Acknowledgment of Country, and Welcome to Country.

📚 Finding guidance

The excerpt notes that while there is no single guideline on when to utilize certain terms or whether terms are interchangeable, your higher education institution may have a respectful languages guide or appropriate terminology guide to assist your writing.

Action step: Do additional reading, refer to glossaries, or talk with a First Nations advisor or support officer at your university to ensure you understand terms and use them appropriately.

🎯 Key outcomes and connections

🌟 Universities as inclusive places

The excerpt concludes that universities welcome and include all students, including First Nations students. There are many opportunities to connect with your "uni mob" who will support, guide, and celebrate with you as you work toward study and career goals.

🔗 Growing unique connections

Whether you are a First Nations student or non-Indigenous student, university is described as a fantastic time to grow and build unique connections through:

• Accessing First Nations-specific supports
• Using yarning to establish respectful communications
• Engaging in two-way learning to build cultural connections
• Practicing inclusive language for current study and future professions

Don't confuse: The supports are not just for First Nations students—non-Indigenous students also benefit by listening to and learning from First Nations perspectives and contributing to inclusive environments.

🧭 Overview

🧠 One-sentence thesis

Academic English is a formal style of writing used at university that requires mastering specific grammar rules, sentence structures, and techniques to communicate evidence-based arguments clearly and objectively.

📌 Key points (3–5)

• What academic English requires: clear, concise, formal writing with proper referencing, third-person perspective, and objective tone.
• Grammar foundations: understanding parts of speech, sentence structures (simple/compound/complex), punctuation rules, verb tenses, and subject-verb agreement.
• Common confusions: contractions vs. full words; emotive vs. objective language; first person vs. third person; active vs. passive voice.
• Enhancement techniques: nominalisation (turning verbs into nouns), strategic use of passive voice, and maintaining third person strengthen academic writing.
• Why it matters: written work is the main way to demonstrate understanding in university courses, and proper academic English improves clarity and credibility.

📝 Core characteristics of academic writing

✅ Essential do's

Write clearly and concisely

• Keeps writing clear and helps stick to word counts.
• Example: "the research data" is better than "the data from the research."

Reference your sources

• Crediting information sources is essential throughout university studies.
• Demonstrates academic integrity and supports your arguments.

Use third person perspective

Writing in third person means writing from the perspective of other people rather than yourself.

• Name researchers/academics by their name to support arguments: "Smith (2020) believes that..." rather than "I believe that..."
• Exception: reflective assignments may allow first person; balance both perspectives when asked to reflect.

Plan before writing

• Important early step that helps focus on answering all parts of assignment questions.
• Improves organization and coherence.

❌ Critical don'ts

Avoid slang and colloquialisms

• Academic writing is formal; informal language should be avoided.
• Don't write: "Managing climate change is easier said than done."
• Do write: "Managing climate change can be difficult in practice."

Avoid extreme sentence lengths

• Too long: difficult for readers to follow.
• Too short: sounds choppy or disjointed.
• Aim for roughly 15-25 words per sentence (with some variation).

Never use contractions

• Contractions shorten two words into one (e.g., "don't" for "do not").
• Common in spoken language but not acceptable in academic writing.
• Don't write: "It doesn't seem accurate..."
• Do write: "It does not seem accurate..."

Avoid emotive language

Academic writing is often described as being 'objective', which means that it relies on evidence-based research and practice to support arguments.

• Subjective writing relies on emotions and is considered less effective.
• Don't write: "It is such a shame that too many people do not take advantage of exercising."
• Do write: "Research suggests that exercising every day has many health benefits."

🔤 Grammar foundations

🏗️ Parts of speech

Understanding the building blocks of sentences helps identify where improvements are needed:

Part of speech	Function	Examples
Noun	Names a person/place/thing	Australia, tree, internet, climate change
Pronoun	Replaces a noun	It, he, she, they, that
Verb	Shows action or state	Examine, explain, write, is, suggest
Adjective	Describes nouns	vibrant, big, credible, extensive, limited
Adverb	Describes verbs (often ends in -ly)	confidently, quickly, smoothly, knowingly
Preposition	Shows relationships between nouns	on, at, in, over, through, from, of, with
Article	Refers to or modifies nouns	a, an, the
Conjunction	Links words or phrases	and, however, but, because, since, also

📐 Sentence structures

Use a mixture of sentence types to improve coherence and help readers understand your argument.

Simple sentences

• One subject + one predicate (verb phrase).
• Example: "The research is completed."
  • "The research" = noun
  • "is completed" = predicate

Compound sentences

Compound sentences make up at least two independent clauses.

• Independent clauses have a subject and verb and make sense alone.
• Must be joined with: for, and, nor, but, yet, so.
• Example: "The research is completed, and the assignment is finished."

Complex sentences

• One independent clause + one dependent clause.
• Dependent clause has subject and verb but relies on other information to make sense.
• Joined by conjunctions not listed for compound sentences.
• Example: "I completed the research which was difficult."
  • "which was difficult" = dependent clause (doesn't make sense alone)

Compound-complex sentences

• Combination of compound and complex structures.
• Useful for conveying complex ideas.
• Example: "I completed the research which was difficult, but I still managed to submit my assignment on time."

🔣 Punctuation rules

Mark	Purpose	Example
. (full stop)	End of sentence	"I went to university today."
, (comma)	Shows pauses; breaks up clauses	"Today I studied chemistry, went to work, and had my dinner."
: (colon)	Before listing related ideas	"There are three main parts to an essay: an introduction, body, and conclusion."
; (semi-colon)	Joins two related independent clauses	"I finished my assignment on the weekend; now I can relax."
— (em dash)	Emphasizes list elements or shows thought change	"Students, admin staff, professors—these are all types of people you will meet."
... (ellipsis)	Shows omitted information from quotes	"One of the most significant reasons...is a lack of planning."
() (parentheses)	Additional information; referencing	"I enjoy physics (not chemistry) because..."
[] (brackets)	Additional information within quotes	"It is commonly referred to [in Australia] as..."

🔗 Transition words

Transition words link ideas between sentences and paragraphs, improving coherence and cohesion.

Purpose	Examples
Continuing an idea	Additionally, Moreover, Furthermore, Also
Providing contrast	In contrast, Unlike, Despite, Nevertheless, Contrary to
Showing cause/effect	Therefore, As a result, Consequently, Thus, Due to
Showing sequence	Firstly, Secondly, After, Next, Meanwhile, Later
Concluding	Therefore, Hence, In conclusion, Indeed
Restating/exemplifying	In other words, For instance, To illustrate, This is demonstrated by

⏰ Verb tenses

Simple present tense

• Use when: stating main points, giving topic overview, presenting author opinions.
• Examples: "Smith (2009) states that..." / "The moon revolves around the earth."

Simple past tense

• Use when: giving findings of past research, recalling completed past actions.
• Examples: "The study revealed that, in 1998, 35% of children played violent video games."

Present perfect tense

Formed with have + past participle verb.

• Use when: showing research is still continuing, making general statements about past research.
• Examples: "He has lived in Australia for two years." / "The research has shown that..."

General tips

• Use past tense or present perfect when writing literature reviews or describing past research.
• Use past tense to describe results (results come from past actions).
• Use present tense when discussing implications and conclusions from evidence.

🤝 Subject-verb agreement

Subject-verb agreement refers to how both the subject and the verb must agree with each other based on whether it is singular or plural.

With 'to be'

• I am/was
• you, we, they are/were
• she, he, it is/was
• Remember this for continuous tense and passive voice.

With 'to have'

• I, you, we, they have
• she, he, it has
• Past simple is always "had"
• Remember this for perfect tenses.

With other verbs

• Add -s to verbs in present simple when subject is third person singular (he, she, it).
• Example: "Professor Smith lives nearby."
• Only one -s ending: either on subject or verb, not both.
• Never add -s to modal verbs (can, could, will, would, shall, should, must).

🎯 Using modals

Modal verbs (can, may, must) are auxiliary verbs used with main verbs to show ability, probability, necessity, advice, or permission.

Key rules

• Never use -s with third person singular: "He must study hard."
• Modals show strength or tentativeness of arguments.

Strength comparison

• "Smoking causes lung cancer" = certainty
• "Smoking may cause lung cancer" = possibility
• Use modals carefully to indicate the strength of evidence you present.

🎨 Enhancement techniques

🔄 Nominalisation

The process of changing verbs (or other parts of speech) into nouns.

Benefits

• Helps reach your point quicker.
• Assists with paraphrasing and creating headings.
• Makes writing more concise.

Process

1. Identify the verb or verb phrase.
2. Change the verb into a noun or noun phrase.
3. Reconstruct the sentence using the noun.

Example transformation

• Original: "The assignment was completed by the student."
• Verb phrase: "was completed"
• Noun phrase: "The completion of"
• Result: "The completion of the assignment by the student..."

Spotting nominalisation

• Often requires "of" after the noun.
• Many nouns end with suffixes: -ion, -ness, -ment.

Caution: Overusing nominalisation makes writing unnecessarily complicated and less explicit.

🔀 Active vs. passive voice

Active voice

The subject comes first and is the most important element.

• Example: "I ate the biscuit."
• Focus: who performed the action.

Passive voice

The action is most important; the subject is not important or doesn't belong.

• Example: "The biscuit was eaten (by me)."
• Focus: what happened, not who did it.

When to use passive voice

• To avoid informal personal pronouns: "It will be argued that..." instead of "I will argue that..."
• When the doers are not important: "The buildings were built in 1950."
• To describe a process: "The dry ingredients are mixed together."

Caution: Overuse makes writing wordy, vague, and difficult to read. Balance active and passive voice, especially when reporting research.

👥 Using third person

Using proper nouns or pronouns to refer to the subject instead of first person (I, we) or second person (you).

Why it matters

• Supports arguments using credible sources rather than personal opinion.
• More appropriate for academic writing.

Comparison

• Better: "Many researchers believe that looking after the community's mental health is important."
• Weaker: "I think that looking after the community's mental health is important."

Transformation examples

First/second person	Third person
In this essay I will discuss...	This essay will discuss...
When you have finished the task...	When the task is finished...
I strongly agree that this is a valid point.	This is a valid point.
If you've never written an essay before...	These techniques may help those who have never written an essay before.

✔️ Grammar checklist

Before submitting academic writing, verify:

• Have you used modals appropriately?
• Do subjects and verbs agree throughout?
• Have you used correct verb tenses consistently?
• Does your paper include transition words to connect ideas?
• Is there a good mix of simple, compound, and complex sentences?
• Have you checked punctuation usage within sentences?

🧭 Overview

🧠 One-sentence thesis

Maths anxiety is a widespread barrier to learning mathematics at university, but it can be managed through specific strategies that focus on understanding processes, consistent practice, and creating supportive study conditions.

📌 Key points (3–5)

• What maths anxiety is: feelings of unease and worry when thinking about or doing maths, affecting 25–80% of college students and causing the brain to allocate working memory to anxiety instead of problem-solving.
• Six core strategies: creating a calm environment, checking self-talk, keeping up with coursework, showing full working, seeking help early, and using timed practice.
• Focus on process over memorization: understanding why methods work (not just how) allows flexible problem-solving and better retention; cramming does not help with maths.
• Common confusion: maths is not just "doing the sums"—clear communication in both English and mathematical notation is equally important for assignments and exams.
• Problem-solving is a skill: breaking down worded questions, identifying relevant information, and applying learned techniques are abilities that can be practiced and developed.

🎓 Why maths matters at university

🎓 Maths across disciplines

• Many professions depend heavily on maths: scientists, engineers, accountants work with it in every subject.
• Other disciplines encounter maths in specific contexts:
  • Nursing and paramedics: medication calculations.
  • Psychology, human services, education: interpreting statistics to ensure sound interventions.
• Even if your degree is not maths-focused, you will likely face one or more maths courses or assessments.

🧠 What maths trains your brain to do

• The excerpt states that studying maths trains your brain to think logically, accurately, and carefully.
• These skills transfer to other areas of study and professional work.

😰 Understanding maths anxiety

😰 What maths anxiety is

Maths anxiety: "feelings of unease and worry experienced when thinking about mathematics or completing mathematical tasks" (Australian Council of Educational Research).

• It causes significant self-doubt and distress about one's ability to do maths.
• Highly prevalent: between 25% and 80% of the college population in the United States (likely similar in Australia).

🧠 How maths anxiety affects the brain

• When a person has maths anxiety, the brain continually thinks about the anxiety rather than the actual maths problem.
• The brain allocates working memory and other resources—normally used for computations—to the anxiety itself.
• This makes it very difficult to learn or retain relevant skills or information.
• Example: instead of processing the steps to solve an equation, the brain is occupied with worry and negative thoughts.

🚨 Symptoms of maths anxiety

Type	Examples
Psychological	Low confidence; negative thoughts like "I am no good at maths," "I won't be able to do this," "I am never going to understand this"
Physical	Increased heart rate, increased breathing, panic attacks when thinking about or doing maths

• Symptoms are triggered by doing maths or even anticipating doing maths.
• The level of anxiety varies from person to person.
• Don't confuse: maths anxiety with lack of ability—it is common and can be managed or resolved.

🛠️ Six strategies to reduce maths anxiety

🛠️ Strategy 1: Create a safe, calm, and comfortable study environment

• When you are in a comfortable environment, you have more scope to use your working memory to understand maths concepts.
• Your working memory is not occupied with distractions of a busy or stressful environment.

🛠️ Strategy 2: Check your self-talk and beliefs

Self-efficacy: the belief that we are capable of successfully performing a task (e.g., studying maths).

• Self-efficacy influences your confidence and likelihood of success.
• Changing negative thoughts to positive thoughts greatly increases the likelihood of succeeding.
• Example: catch yourself thinking "I can't do this" → tell yourself "I can do this!"; "I am no good at maths" → "I can improve at maths."

🛠️ Strategy 3: Keep up with your coursework

• Maths courses tend to build on concepts over the course.
• Skipping classes or homework makes it very difficult to learn work presented later in the term.
• Completing your work in order each week gives your brain the time it needs to make mental maps of the concepts and store these in your working memory.
• Don't confuse: memorizing or "cramming" does not help you learn maths effectively and should be avoided.

🛠️ Strategy 4: Show all the processes (the 'full working')

• When practising maths concepts with full working, you are storing these processes in your working memory.
• This allows you to make a mental map of the concept and increases your understanding.
• It also allows your brain to form the connection of where and how to apply the maths concept, enabling easier recall and application.
• Your setting out will become automatic: aligning equal signs, using correct symbols and notations, adding text to explain what you are doing.
• When these become automatic, you won't have to worry about them in your assessment.
• Practising with all the process also helps you identify what you don't understand and know when to seek help.
• Example: the excerpt provides Figure 6.3 showing poorly laid out maths (equal signs not aligned, incorrect symbols, units appearing unexpectedly) versus well laid out maths (equal signs aligned, maths centred, answer given in context with units).

🛠️ Strategy 5: Seek help as soon as the need arises

• Asking for help can be difficult, but it is important to succeed with maths and overcome maths anxiety.
• Approach your teaching team or other maths support services for assistance.
• Your teaching or university maths support team has extensive experience and can help by breaking down concepts into smaller and simpler processes that are easier to understand.
• You may also have access to peer-facilitated study groups—an excellent source of practical help and encouragement.

🛠️ Strategy 6: Use timed practice

• Timed practice models what you will need to do during a timed assessment item, such as an exam.
• Collect or create some problems, set a timer, and work through as many problems as you can in that time.
• Practising in a similar but less pressured environment than an exam can help you overcome anxiety of doing maths in timed situations.
• Using timed practice builds your confidence in completing different maths questions and builds your speed in applying the concepts.

🧘 Additional immediate techniques

• When you recognize you are starting to feel stressed or anxious and having difficulty completing maths problems (including avoiding maths classes, revision, and assessment), develop methods to relax and unwind.
• Distraction techniques: reflecting on how you feel; leaving the room to do another activity for short periods; mindful breathing techniques (e.g., breathing in for a count of 5, breathing out for a count of 7); or any other techniques you already use for reducing anxiety.
• Remind yourself of what you can do by returning to a problem you can do before attempting the problem that caused the stress.

📚 Approaches for studying maths

📚 Focus on understanding the process

• To be successful in maths, you need to understand the process used for solving maths problems—that means understanding why the process works.
• Understanding the process helps you remember how to do the maths.
• To develop understanding, revise and rewrite calculations shown in lectures or tutorials.
• Don't confuse: things always look easier when someone else is showing you how to do it, compared to when you try at home on your own—rewriting the steps makes it easier to complete different questions and gives you good notes for revision.
• Understanding the process gives you flexibility: sometimes there may be more than one method for coming to the right answer; if you understand the processes, you can identify the most effective method and apply it.

📚 What are modules?

Modules: smaller segments of maths concepts within a course, allowing you to look at one new concept at a time and gradually build knowledge, experience, and confidence.

• Some degrees have entire courses focused on maths (e.g., Fundamental Statistics, Foundation Mathematics, Algebra and Calculus).
• Within these courses, maths concepts are broken up into modules.

📚 How to approach each module

When beginning a new module, try these approaches:

1. Work out what the module is about: scan the entire module and check the learning objectives for a summary of what to expect before starting any exercises.
2. Start at the beginning: read through the text and examples; when you come to an activity, attempt the questions yourself to learn formulae and when/how to apply them, developing problem-solving techniques and identifying what you know and where you need to focus.
3. Do not skip over any study materials: maths is an iterative process; you need to develop strong foundations and repeatedly revisit and build upon them.
4. Summarize as you work: list any new formulae and problem-solving techniques; take note of anything you do not understand so you can seek assistance.
5. Talk about your maths: problems can be clarified by talking with friends, work colleagues, at tutorials (in person or online), or through course discussion forums or groups.
6. Ensure complete understanding: if you cannot understand a topic, look for alternative resources that may explain it differently, contact the teaching team, or university maths support team.
7. Contact help as soon as you get stuck: do this immediately so you can move on with your studies and not get behind; check if your university has maths support services (learning advisors, tutors, peer mentoring programs).

🧩 Problem-solving strategies

🧩 What problem-solving is

• Maths is like solving a puzzle: a question is posed, and you must find the answer.
• At the heart of this process is problem-solving skills.
• Problem-solving questions are typically the worded questions you find in application sections of your materials or in assignments.
• Problem-solving skills can be practiced and developed to make you more confident and capable with maths.
• Most people find problem-solving difficult, so it is an area they need to spend time developing.

🧩 Tips to develop problem-solving skills

• Read the question or problem carefully and identify what you are expected to find.
• Determine whether any of the information is not needed for solving the problem.
• Express the relevant information in mathematical terms, defining any variables you are given and noting any special conditions.
• Break down the problem into smaller parts.
• Estimate the answer to the part of the problem you cannot solve yet and proceed from there.
• Decide which of the skills or techniques you have learned in the course could be applied to solve the problem.
• Apply the technique you think will solve this problem; try a different technique if the first did not work.
• Check that your answer makes sense to the problem.

🧩 Strategies when things go wrong

Even if things haven't gone quite right, you can:

• Check that you copied down everything correctly.
• Scan for errors in your calculations.
• Look back at your working and answers to similar questions.
• Start with a fresh page where you cannot see what you have done previously.
• Read the question aloud and slowly.
• Leave the problem for tomorrow (but don't leave it too long).
• Ask for help from your teaching team, university maths support team, study group, or whatever other maths support might be available.

🧩 Making the most of help

Suggestions to maximize the benefits of help:

• Be specific about what you don't understand—you do not want the tutor to cover areas where you do not need help; being specific will likely save time.
• Attempt to solve the problem(s) yourself first and have your working available so the tutor can discuss it with you; this develops your problem-solving skills because you will have thought through the problem and shows where your understanding is lacking and where you became stuck.
• Attempt similar problems from study materials or other textbooks/websites that have answers provided, so you can discuss your problems with the tutor rather than requiring tuition in basic concepts; this helps tailor support to your specific needs.
• Be organized and specific: make a written list of problems that need clarifying, including page numbers in the text, along with your working.

📝 Tips for maths assessment

📝 Maths assignments

• It is essential to develop regular study patterns; often tutorial questions help you develop the skills needed in assignments, so do not leave your maths study until just before an assignment is due.
• You must express yourself clearly both in English and mathematics: many students think doing maths just involves "doing the sums," but that is only one part; it doesn't matter how good you are at doing sums if you cannot communicate your answers or solutions with others.
• In your career, you must be able to convince your colleagues or clients that your answer is the appropriate one—communicating is just as important in maths as in all other subject areas.
• Allow adequate time to present your assignment: complete a rough draft and then prepare a final "good" copy.
• Markers are looking for assignments that are neat, tidy, with maths formatted correctly, and with logical, well-documented communication (mathematical and English).
• This could be as simple as following guides for best practice for maths notation: aligning equal signs, centring equations on the page, defining any variables you have used including their units.
• Your textbooks and study modules are a good guide to how your lecturers expect you to format your assignments.

📝 Maths exams: preparation techniques

The best preparation is to work consistently through the semester (or other study period) and keep up to date with recommended study schedules.

In the weeks and days prior to the exam:

• Review spaced practice information (referenced in another chapter) to maximize exam preparation.
• Don't cram the night before: as you have been practising your maths throughout the course, you won't need to cram (see additional information on cramming in another chapter).
• Review your notes and worked examples: make a concise list of key concepts and formulae; make sure you know these formulae and, more importantly, how to use them.
• Work through tutorial problems again without looking at solutions—don't just read over them; working through problems helps you remember how to do them.
• Work through any practice or past exams provided to you; you can also make your own practice exam by finding problems from your course materials (see Practice Testing section in another chapter).
• When working through practice exams: give yourself a time limit; don't use your notes or books; treat it like the real exam.
• For those who suffer maths anxiety: practice any breathing or other techniques that help you reduce or manage the anxiety.
• Get a good night's sleep before the exam so you are well rested and can concentrate.

📝 During the exam

• Remember to set out and communicate your maths in a way that the marker can follow.
• Normally the marker is not looking for perfection, but that you have used the correct methods (processes).
• Communicating what you are doing is just as important as completing the actual calculations.
• If you experience maths anxiety, be aware that it may be heightened during timed exams, so remember your strategies for managing it.

🧭 Overview

🧠 One-sentence thesis

Mastering fundamental arithmetic operations, fractions, place value, and mental calculation techniques equips students with essential problem-solving skills applicable across university disciplines and everyday life.

📌 Key points (3–5)

• Core arithmetic operations: Addition, subtraction, multiplication, and division form the foundation for all higher mathematics and practical calculations.
• Fractions require common denominators: Adding or subtracting fractions demands the same denominator; multiplication and division follow different rules (multiply across; divide by the reciprocal).
• Place value and decimals: Understanding how digit position determines value is essential for working with whole numbers, decimals, and percentages.
• Common confusion: Multiplying vs dividing fractions—multiplication multiplies numerators and denominators; division multiplies by the reciprocal of the second fraction.
• Mental maths and problem solving: Translating worded problems into mathematical notation, using rounding for estimation, and practicing mental calculation builds speed and accuracy.

➕ Fundamental arithmetic operations

➕ Addition and its properties

Addition: The process of finding the total amount or quantity when you join two or more numbers.

• Addition combines two or more numbers to find their sum (total).
• The order of addition does not change the result: 3 + 5 is the same as 5 + 3.
• Use an addition table to find sums: locate the first number on the left, the second on top, and read the intersection.
• Example: To find 4 + 7, locate 4 in the leftmost column and 7 in the top row; the intersection shows 11.
• Proficiency in addition supports mental math and reduces reliance on calculators.

➖ Subtraction as the inverse of addition

Subtraction: Finding the difference between two numbers.

• Subtraction is the opposite of addition—they undo each other.
• Knowing addition facts helps with subtraction: if 5 + 3 = 8, then 8 − 3 = 5.
• Example: If you have 10 items and remove 4, you are left with 6 (10 − 4 = 6).

✖️ Multiplication as repeated addition

Multiplication: A shortcut for repeated addition.

• Instead of adding the same number multiple times, multiply: 3 + 3 + 3 + 3 = 4 × 3 = 12.
• The order of multiplication does not matter: 4 × 3 gives the same result as 3 × 4.
• Knowing times tables (multiplication facts) is essential for multiplying larger numbers.
• Example: To find 6 × 7, use the multiplication table: locate 6 on the left and 7 on top; the intersection is 42.

➗ Division as the inverse of multiplication

Division: The process of finding out how many times one number is contained within another number.

• Division undoes multiplication: if 4 × 3 = 12, then 12 ÷ 3 = 4.
• Multiplying by 2 doubles a value; dividing by 2 halves it.
• Example: If you have 12 items and divide them into 3 equal groups, each group has 4 items (12 ÷ 3 = 4).

🔢 Factors and multiples

🔢 What factors are

Factors: All the numbers that multiply to get a particular number.

• Factors are numbers that divide into a given number without leaving a remainder.
• Example: The factors of 12 are 1, 2, 3, 4, 6, and 12 (because 1 × 12 = 12, 2 × 6 = 12, 3 × 4 = 12).

🔝 Highest Common Factor (HCF)

Highest Common Factor (HCF): The largest positive number that divides two or more numbers without leaving a remainder.

• The HCF is the largest number that is a common factor of the given numbers.
• Example: The HCF of 12 and 18 is 6, because 6 is the largest number that divides both 12 and 18 evenly.
• The HCF is used when simplifying fractions.

🔽 Lowest Common Multiple (LCM)

Lowest Common Multiple (LCM): The smallest number that is a product of two or more numbers.

• The LCM is the smallest number that is a multiple of all the given numbers.
• Example: The LCM of 4 and 6 is 12, because 12 is the smallest number that is a multiple of both 4 and 6.
• The LCM is used to find a common denominator for fractions or solve problems involving periodic events.
• Example: If one event occurs every 4 days and another every 6 days, the LCM of 4 and 6 (which is 12) tells you when both events will occur simultaneously.

🍕 Working with fractions

🍕 What fractions represent

Fraction: A way to represent parts of a whole, written as a/b where a is the numerator and b is the denominator (b ≠ 0).

• The denominator (bottom number) represents the total number of equal parts the whole is divided into.
• The numerator (top number) represents how many of those parts are considered.
• Example: In the fraction 2/5, the whole is divided into 5 equal parts, and 2 of those parts are considered.
• Fractions describe divisions like sharing a pizza: if 2 friends share a pizza equally, each gets 1/2 (one half).

➕ Adding and subtracting fractions

• Rule: To add or subtract fractions, they must have the same denominator; add or subtract the numerators and keep the denominator unchanged.
• Example: 1/5 + 1/5 = 2/5 (add the numerators: 1 + 1 = 2; keep the denominator: 5).
• Example: 5/5 − 2/5 = 3/5 (subtract the numerators: 5 − 2 = 3; keep the denominator: 5).
• If denominators are different, first convert to equivalent fractions with a common denominator.

🔄 Equivalent fractions

Equivalent fractions: Different numerical representations that correspond to the same portion of a whole.

• Two fractions are equivalent when they represent the same portion of the whole.
• Example: 1/2 and 2/4 are equivalent because both represent one half.
• Equivalent Fractions Property: Multiplying both the numerator and denominator by the same number does not change the fraction's value.
• Example: 1/2 = (1 × 2)/(2 × 2) = 2/4.
• Use equivalent fractions to add or subtract fractions with different denominators.
• Example: To add 1/2 + 1/4, convert 1/2 to 2/4, then add: 2/4 + 1/4 = 3/4.

📉 Simplifying fractions

Fraction in simplest form: A fraction where the numerator and denominator have no common factors other than 1.

• A fraction is in simplest form when the numerator and denominator cannot be divided by the same number (other than 1).
• To simplify, divide both numerator and denominator by their common factors (or by the HCF).
• Example: 6/8 has a common factor of 2; dividing both by 2 gives 3/4 (simplest form).
• You can also cancel common factors: 6/8 = (2 × 3)/(2 × 4) = 3/4 (cancel the 2).

✖️ Multiplying fractions

• Rule: To multiply fractions, multiply the numerators together and multiply the denominators together.
• Example: (1/2) × (3/4) = (1 × 3)/(2 × 4) = 3/8.
• Think of multiplication as "a fraction of" another fraction: 1/2 of 3/4 means dividing 3/4 into two equal parts and taking one part.
• Always check if the result can be simplified.
• Example: (2/3) × (3/4) = 6/12; simplify by dividing both by 6 to get 1/2.

➗ Dividing fractions

• Rule: To divide fractions, multiply the first fraction by the reciprocal of the second.
• Example: (1/2) ÷ (1/6) asks "How many 1/6 are in 1/2?" The answer is (1/2) × (6/1) = 6/2 = 3.
• The reciprocal of a fraction a/b is b/a.
• Example: The reciprocal of 2/3 is 3/2.
• Don't confuse: Multiplying fractions multiplies across; dividing fractions requires flipping the second fraction first.

🔢 Place value, decimals, and percentages

🔢 Place value in the decimal system

Place value: The value of digits within a number based on their position.

• In the base-10 system, each digit's position determines its value (powers of 10).
• Example: In 358, the digit 3 is in the hundreds place (value 300), 5 is in the tens place (value 50), and 8 is in the ones place (value 8); total = 300 + 50 + 8 = 358.
• Place value extends to the right of the decimal point: tenths (0.1), hundredths (0.01), thousandths (0.001), etc.

🔢 Decimals as fractional parts

Decimal: A way of representing numbers that have a fractional part, using a decimal point to separate the whole and fractional parts.

• Digits to the left of the decimal point are whole numbers; digits to the right are fractions.
• Example: In 3.142, the 3 is the whole number part; 1 is in the tenths place (0.1), 4 is in the hundredths place (0.04), and 2 is in the thousandths place (0.002).
• Decimals can be added, subtracted, multiplied, and divided like whole numbers.
• Decimals can also be represented as fractions or percentages.

📊 Percentages as fractions of 100

Percentage: A way of expressing a number as a fraction of 100 (per cent meaning "per hundred").

• Example: 25% means 25/100 or 0.25.
• Converting to a percentage: Form a fraction and multiply by 100.
  • Example: A student scores 18 out of 20; as a percentage: (18/20) × 100 = 90%.
• Converting from a percentage: Divide by 100.
  • Example: 45% as a fraction is 45/100 = 9/20 (simplified); as a decimal, 45 ÷ 100 = 0.45.
• When dividing by 100, shift the decimal point two places to the left.

🔄 Rounding numbers

Rounding: The process of approximating a number to a specified degree of accuracy.

• Rule: Look at the digit immediately to the right of the place you are rounding to.
  • If it is 0, 1, 2, 3, or 4, leave the specified place unchanged.
  • If it is 5, 6, 7, 8, or 9, round up the specified place by 1.
• Example: Rounding 347 to the nearest ten—look at the ones place (7); since 7 ≥ 5, round up the tens place: 347 ≈ 350.
• Example: Rounding 3.142 to one decimal place—look at the hundredths place (4); since 4 < 5, keep the tenths place: 3.142 ≈ 3.1.
• Rounding is useful for estimating answers and checking if a calculated result is reasonable.
• Rule of thumb: Give your final answer to the same level of accuracy as the data provided.

🧮 Order of operations

🧮 The convention for evaluating expressions

Order of operations: The accepted method that specifies the sequence in which operations are performed.

• Steps (working left to right):
  1. Evaluate expressions in brackets (innermost brackets first if nested).
  2. Evaluate powers and roots (e.g., squares, square roots, cube roots).
  3. Evaluate multiplications or divisions.
  4. Evaluate additions or subtractions.
• This convention ensures everyone interprets mathematical expressions the same way.

🧮 Example of order of operations

• Example: Calculate 8 + 12 ÷ 4.
  • Step 1: No brackets or powers.
  • Step 2: Division first: 12 ÷ 4 = 3.
  • Step 3: Addition: 8 + 3 = 11.
  • The answer is 11, not 5 (which would result from incorrectly adding first).
• Example: Calculate 10 − (3 × 2 − 4) ÷ 2.
  • Step 1: Brackets first; inside brackets, multiply: 3 × 2 = 6, then subtract: 6 − 4 = 2.
  • Step 2: Division: 2 ÷ 2 = 1.
  • Step 3: Subtraction: 10 − 1 = 9.
  • The answer is 9.
• Modern scientific calculators follow the order of operations automatically, but understanding the process is essential for mathematical thinking and problem solving.

🧠 Numerical reasoning and problem solving

🧠 What numerical reasoning involves

Numerical reasoning: The ability to handle and interpret numerical data, including manipulating, analysing, and drawing conclusions from data presented in words, tables, or graphs.

• Problem solving typically involves:
  1. Understanding a worded question.
  2. Translating it into mathematics.
  3. Applying a mathematical procedure.
  4. Interpreting and communicating the result.
• Improving problem-solving skills requires mastering fundamental concepts, learning key strategies, and practicing calculations in formal learning and everyday life.

🧠 Example of problem solving

• Example: Joseph bought 5 sheets of stamps. Each sheet had 20 stamps. How many stamps did Joseph buy?
  • Step 1: Write a phrase describing the result: "The total number of stamps, given by the product of the number of sheets and the number of stamps per sheet."
  • Step 2: Translate into maths: 5 × 20.
  • Step 3: Calculate: 5 × 20 = 100.
  • Step 4: Check reasonableness: 5 sheets × 20 stamps/sheet = 100 stamps (reasonable).
  • Step 5: Write a sentence: "Joseph bought 100 stamps."

🧠 Mental maths skills

🧠 What mental maths is

Mental maths: The ability to conduct numerical reasoning quickly and accurately to solve a problem "in your head," without external tools.

• Mental maths is beneficial in fields like aviation and paramedicine, where calculations must be done quickly and under pressure.
• Mastering mental maths is an important part of university studies and everyday life.

🧠 Techniques for developing mental maths

1. Master key mathematical concepts: Fundamental operations (addition, subtraction, multiplication, division, powers, roots).
2. Solve on paper first: Work through the problem using pen and paper, following problem-solving steps.
3. Visualize the process: Put away the paper and visualize the step-by-step solution.
4. Practice with variations: Use different numbers or solve for different aspects until you can reproduce the process accurately and quickly.
5. Grade your problems: Start with simple problems and progressively move to more complex ones.
6. Keep practicing: Consistent practice is essential.

🧠 Rounding technique for mental calculation

• Simplify calculations by rounding numbers to the nearest ten (or other convenient value), then adjust for the rounding.
• Example: Add 38 + 47 + 52.
  • Round to nearest tens: 40 + 50 + 50 = 140.
  • Calculate rounding differences:
    • 38 to 40: subtract 2.
    • 47 to 50: subtract 3.
    • 52 to 50: add 2.
  • Adjust: 140 − 2 − 3 + 2 = 137.
• This technique is efficient for doing arithmetic in your head.
• Example: Estimate 23 × 48 by rounding to 20 × 50 = 1000; the actual answer should be close to 1000 (it is 1104).

📋 Summary of key operations and conversions

Operation	Rule	Example
Adding fractions	Same denominator: add numerators, keep denominator	1/5 + 2/5 = 3/5
Subtracting fractions	Same denominator: subtract numerators, keep denominator	4/7 − 1/7 = 3/7
Multiplying fractions	Multiply numerators, multiply denominators	(2/3) × (3/4) = 6/12 = 1/2
Dividing fractions	Multiply by reciprocal of second fraction	(1/2) ÷ (1/4) = (1/2) × (4/1) = 2
Equivalent fractions	Multiply numerator and denominator by same number	1/2 = 2/4 = 3/6
Simplifying fractions	Divide numerator and denominator by HCF	6/8 = 3/4
Converting to percentage	Multiply fraction or decimal by 100	0.75 × 100 = 75%
Converting from percentage	Divide by 100	60% ÷ 100 = 0.6 or 3/5

📌 Key takeaways

• Number facts are vital: Mastering addition, subtraction, multiplication, and division facts is essential for problem solving and mental maths.
• Fractions need common denominators: Addition and subtraction require the same denominator; multiplication and division follow different rules.
• Simplify fractions: Always express fraction answers in simplest form.
• Follow order of operations: Brackets, powers/roots, multiplication/division, addition/subtraction (left to right).
• Problem solving steps: Describe the result you seek, translate to maths, calculate, check reasonableness, interpret.
• Mental maths practice: Solve on paper first, visualize, practice with variations, use rounding techniques.

🧭 Overview

🧠 One-sentence thesis

To succeed at a 21st-century university, students must develop digital literacy—the skills, knowledge, and attitudes needed to understand, use, adapt to, and innovate with technology across all aspects of university life.

📌 Key points (3–5)

• What digital literacy means: having the skills, knowledge, and attitudes to live, learn, work, and flourish in today's technological society.
• Why it matters at university: most university life is lived online—students must use email, learning management systems, videoconferencing, online collaboration tools, and access digital resources.
• How it develops: digital literacy is scaffolded (builds over time), supported (universities provide training), and both general (for all students) and specific (varies by discipline).
• Common confusion: digital literacy is not just "knowing how to use a computer"—it encompasses attitudes (curiosity, resilience), core computing skills, information literacy, online communication, digital identity management, and ethical/safe online behavior.
• Key expectations: students need reliable access to equipment and networks, must participate in online learning environments, and must maintain safe, secure, and ethical online practices.

💻 What digital literacy encompasses

💻 Core definition and scope

Digital literacy: being able to understand, use, adapt to, and innovate with technology.

• It is a facet of every part of life—from using mobile phones to manipulating data and engaging in social media.
• At university, students encounter unfamiliar systems, technologies, and environments they must learn to navigate.
• These skills extend beyond university into professional and personal life.

🎯 Essential elements for students

Digital literacy includes interrelated and interdependent components:

Element	What it includes
Attitudes	Being curious, open to learning, resilient to technological change, collaborative
Core computing skills	Operating in a university environment—underpins all other elements
Information skills	Accessing and evaluating information sources and media
Creation skills	Making assignments, images, presentations, audio, video, spreadsheets, data
Participation skills	Online discussions, collaborations, groups, effective communication
Learning system skills	Using university online learning systems and professional development platforms
Identity management	Managing digital identity, being ethical, responsible, and legal online

🔄 How digital literacy develops

• Scaffolded: students don't need to know everything from the start; knowledge and skills build progressively.
• Supported: universities provide opportunities through orientation, IT training, library training, study support, and online resources.
• General and specific: some capabilities are important for all students, while others are discipline- or profession-specific, with varying levels of expertise required.

🌐 Online university environments and tools

🌐 Technologies students will use

Universities provide many digital platforms that make up student digital life:

• Email systems
• Learning management systems (course pages, forums)
• Online collaboration tools
• Videoconferencing platforms
• Online course readings, journals, and e-books
• Social media platforms (Facebook, Twitter, LinkedIn)
• University websites (student hubs, career opportunities, library support)

🤝 Collaboration opportunities

Official university sites provide:

• Awards, programs, promotional materials
• News, updates, events, research information
• Career development, workshops, professional training
• Student forums, assessment discussions, lecturer support

Unofficial sites (student-run) offer:

• Collaboration opportunities
• Study groups

Don't confuse: official moderated sites versus unofficial unmoderated sites—unofficial sites may carry additional risks.

⚠️ Online threats and protection

Threat	How to avoid
Identity theft/hacking	Don't give out personal information unless you trust the source; use hard-to-guess passwords; if it looks suspicious, it probably is
Financial data access	Don't open email attachments from untrusted sources; never give financial information to untrusted parties
Bullying, cyberstalking, tracking	Be careful what you share (information and images); remember others are watching; report bullying to university or authorities
Collusion and academic misconduct	Understand that collusion on individual assessments carries heavy penalties; universities monitor for students not completing their own work
Misinformation and conspiracy theories	Be careful about what information you trust and share online

💼 Professional implications

• Recruiters examine online profiles to evaluate candidates.
• Students should communicate professionally—be aware of what they post, their tone, and their words.
• Building a positive digital identity and relationships online enhances academic success and career prospects.

🎓 University expectations and requirements

🎓 Basic requirements for all students

Students need:

1. Equipment: owning or having regular, consistent access to a computer, tablet, laptop, or other device.
2. Network access: at home via mobile device, or from a reliable, safe network.
3. Access to online study resources: ability to set up an online study environment.
4. Participation capability: attending online classes, participating in discussions, giving feedback, submitting assessments online, making connections with other students.
5. Safety and ethics: maintaining safe, secure, and ethical online behavior; observing online ethics around information sharing and privacy; understanding academic integrity including online exams, cheating, and copyright.

📋 What varies by university

• Different universities have slightly different expectations.
• Some may provide or lend technology.
• Some may send required study items.
• Students should check specific requirements of their university before setting up their study space.

📚 Information literacy in the digital world

📚 What information literacy means

Information literacy: the ability to effectively locate, use, and evaluate information.

• It is more than knowing how to search the internet.
• An information literate student can:
  • Determine information needs for study or assessment
  • Find and access needed information
  • Evaluate information and its sources critically
  • Use information to accomplish study goals

🔗 How information literacy relates to digital literacy

• Connection: both literacies are related through the technology used to access information.
• Why both matter: essential because of how we consume information and the amount of incoming information available.
• Information literacy is common to all disciplines and learning environments.

🌟 Broader importance

Information literacy comprises skills that foster:

• Successful learning
• Work readiness
• Effective citizenship
• Problem solving and critical thinking
• Finding information and forming opinions
• Evaluating sources
• Lifelong learning
• Creation of new knowledge
• Personal empowerment
• Engagement in wider culture
• Innovation and enterprise

🌍 Living in a rapidly changing world

• We experience rapid technological change producing numerous and diverse information choices.
• Students need skills to use the range of resources available in libraries, universities, and the internet.
• Information literacy is part of lifelong learning—it extends beyond university into work and personal life.

🧭 Overview

🧠 One-sentence thesis

Developing information literacy—the ability to find, evaluate, and ethically use scholarly and other information sources—is essential for academic success and lifelong learning.

📌 Key points (3–5)

• What information literacy means: having the skills to understand your information needs, find and access sources, evaluate their quality, and use them ethically in your work.
• Why scholarly information matters: scholarly sources (written by qualified experts, documented, peer-reviewed) are valued at university and form the basis for essays, reports, and presentations.
• How to search strategically: identify keywords, choose the right databases or catalogues, use Boolean operators (AND, OR, NOT) and filters to refine searches, and export results efficiently.
• Common confusion—not all information is equal: scholarly (primary, secondary, tertiary), professional, popular, and grey literature serve different purposes; Wikipedia and social media require extra verification.
• Critical evaluation is essential: verify facts, check author credentials, identify biases, and avoid confirmation bias to distinguish reliable information from misinformation.

📚 Types of information sources

📚 Scholarly information

Scholarly information: written by qualified experts (often academics) for scholars in a particular field; authors are identified with credentials available, sources are documented, and technical language is used.

• Scholarly sources are the foundation for university assessment.
• Understanding discipline-specific language requires attending lectures, completing readings, and building familiarity over time.
• Scholarly information is categorized as primary, secondary, or tertiary.

🔬 Primary sources

Primary source: provides information collected and reported verbatim; offers a first-hand account of an event or time period and is considered authoritative.

• Represents original thinking, discoveries, events, or new information.
• Discipline-specific examples:
  • Legal field: court reports, legislation
  • History: ancient texts
  • Sociology: policy documents
  • Social sciences: interview recordings, transcripts
  • Natural sciences: raw data, field recordings, population statistics
• Primary sources are usually analyzed or directly discussed in your work.

📖 Secondary sources

Secondary sources: involve analysis, synthesis, interpretation, or evaluation of primary sources.

• Forms include scholarly books, journal articles, commentaries, documentaries, legal commentaries, and analyses of literary or artistic works.
• Can form a significant percentage of sources used in university assessment.
• Using a range of secondary sources demonstrates quality searching and solid understanding.

📘 Tertiary sources

Tertiary sources: primary or secondary information condensed and rewritten in simplified form.

• Examples: textbooks, fact sheets, indexes, dictionaries, encyclopedias.
• Don't confuse textbooks with research sources: textbooks provide broad, introductory overviews; use them to develop understanding and familiarity with discipline language, but cite other scholarly literature in your work.

📰 Professional, popular, and grey literature

Type	Author	Documentation	Language	Examples
Professional	Often identified	Not always cited	May be technical	Trade magazines
Popular	Often not identified; may not be expert	Often undocumented	Not technical	News reports, social media, websites
Grey literature	Individual experts, panels, committees	Varies	Varies	Government reports, NGO publications, policy documents, conference papers, theses

• Grey literature is authoritative but not commercially published; often available on organization websites.
• Popular sources are difficult to assess for reliability; may be commercial or persuasive (advertising, propaganda).

🔍 Finding information strategically

🔍 Identify what you need

• Read your assignment task carefully; highlight topic keywords.
• Note instructions about required information types (e.g., scholarly sources, peer-reviewed articles from the last five years).
• Build a keyword list from topic words; brainstorm synonyms and similar phrases.
• If unsure about terminology, ask your lecturer or tutor before searching.

🗺️ Identify where to search

For scholarly information:

• Library search (online catalogue): discover most library resources, including print and online materials, with links to full text.
• Databases: online collections covering specific subjects or ranges; offer peer-reviewed filters and advanced search features.
• Google Scholar: retrieves scholarly information; useful for discovering what's been published, finding additional keywords, and linking to your library subscriptions.

For grey literature:

• Library databases holding grey literature.
• Google Advanced Search: allows domain/website restrictions (e.g., .gov, .edu sites).

For primary sources:

• Newspapers: electronic databases, national repositories (e.g., TROVE for Australian newspapers).
• Legal sources: university law library databases, WorldLII, AustLII, government/court websites.
• Data and statistics: discipline-specific databases, World Statistics, national bureaus (e.g., Australian Bureau of Statistics).

🔧 Search strategies (four-step process)

Step 1: Define your terms

• Highlight content keywords from your task.
• Brainstorm synonyms and similar phrases.
• Test your list by searching; add useful terms discovered (e.g., "hand hygiene" found in an article).
• Remove words that retrieve unwanted results.
• Keep track in a table or list to avoid repeating failed searches.

Step 2: Create a search string

• Library search and databases require precise language, not natural language.
• Use Boolean operators (must be capitalized):
  • AND: narrows search (both terms must appear)
  • OR: broadens search (either term can appear)
  • NOT: excludes terms
• Enclose exact phrases in double quotation marks: "hand hygiene"
• Use truncation (asterisk) for word stems: econom* retrieves economy, economic, economics, economies
• Group related terms in parentheses separated by OR: (handwashing OR "hand hygiene")
• Test and refine your search string until results are relevant.

Step 3: Use filters to refine

• Filters remove unsuitable results; options vary by database.
• Common filters: publication date, resource type, peer-reviewed status.
• Filters are usually located on the left side of the screen.

Step 4: Access and save information

• Export search results: save to your computer or email to yourself.
• Download the PDF version when available (official version with correct pagination and publication details needed for referencing).
• Saved lists help you retrieve documents later and collect referencing details.

✅ Evaluating information

✅ Why verification matters

"Recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (American Library Association).

• Words and sources must be true and honest to distinguish facts from opinions.
• Maintaining strict adherence to verifiable facts is a hallmark of strong thinking.
• Digital misinformation is recognized as a threat to society.

🧐 Evaluation frameworks

Traditional frameworks (e.g., C.R.A.A.P., R.E.V.I.E.W.) focus on:

• Credibility/credentials: Is the author an expert on the topic?
• Biases: Why/how was information published? For persuasion or propaganda?
• Validity/reliability: Is the publisher reputable? How is information presented?
• Timeliness: Is the information current?
• Evidence: Are claims supported by verifiable facts and statistics?

Limitation: These frameworks are a starting point but cannot replace critical thinking, especially for web-based sources operating under different rules.

🌐 Evaluating web-based and digital information

Wikipedia concerns:

• Freely available; anyone can contribute.
• Authors cannot be identified.
• Widely regarded as questionable reliability.
• Facts must be verified in other sources before relying on them for academic research.

Social media and news sources:

• Can spread rumors, fake news, and scams.
• Confirmation bias: people seek information reinforcing their own beliefs and ignore contradictory information; they form communities with like-minded others.
• Part of critical thinking is striving to be objective.

Strategies for evaluating digital sources:

• Who is the author? Check their other work and obvious biases. Is the topic within their expertise?
• Where does the site's information come from (opinions, facts, documents, quotes)?
• Can key elements be verified by another site or source? Don't rely on the first Google result.
• Can you find evidence that disputes what you're reading? Mentioning opposing ideas can strengthen your argument.
• Who funds the website? Check the "About" section (but remember it may be biased).
• Trust government (.gov) or academic (.edu/.ac) sites more; be careful with commercial (.com/.co) and non-profit (.org) sites (mostly unregulated).

💾 Managing information and resources

💾 Why manage information

• Without records, it's difficult to find sources again.
• You need referencing details and links to digital information.
• A backup system (online or separate physical storage) prevents loss of your hard work.

💾 What to record

• At minimum: referencing details and links to digital information.
• Consider using reference management tools to organize sources systematically.

🎯 Conclusion

Working with information is a developable skill. Information literacy is important for study and professional life. Quality information sources demonstrate your understanding. Learning to effectively incorporate appropriate information sources into your writing and assessment will support your learning and enhance your success at university.

🧭 Overview

🧠 One-sentence thesis

Academic integrity—honest, respectful, and ethical behavior in university work—requires students to accurately attribute all sources, submit only their own original work, and proactively manage threats like time pressure and misunderstanding of collaboration rules.

📌 Key points (3–5)

• What academic integrity means: honest attribution of sources, respectful communication of others' ideas, and ethical submission of only your own work.
• What academic misconduct includes: plagiarism, self-plagiarism, collusion, contract cheating, unethical generative AI use, and data fabrication.
• Common confusion: collaboration vs. collusion—discussing course content is acceptable, but sharing draft or completed assignments (unless required for group work) constitutes misconduct.
• Threats to integrity: lack of understanding, cultural differences, technology temptations, personal circumstances, peer influence, pressure to succeed, and moral reasoning.
• How to maintain integrity: develop paraphrasing and referencing skills, use text-matching and bibliographic software appropriately, follow university policies on generative AI, manage time proactively, and collaborate ethically.

📚 Understanding academic integrity

📚 What academic integrity is

"Academic integrity is…the expectation that teachers, students, researchers and all members of the academic community act with honesty, trust, fairness, respect and responsibility." (Tertiary Education Quality and Standards Agency, n.d.)

• It means being honest by indicating where and how often you use information created by others.
• It requires respecting others' work and communicating their ideas correctly.
• It means not claiming others' work as your own and not submitting a list of others' ideas without adding your own critical or intellectual work.
• If your university allows generative AI, you must communicate its use as specified.
• Helpful behaviors include using the required referencing style, ensuring all submitted work is your own, and abiding by copyright laws.

⚠️ What academic misconduct is

Academic misconduct is deliberate or inadvertent cheating, including plagiarism, cheating, collusion, and fabricating information.

• It can be deliberate or accidental.
• Use of generative AI to write assignments without appropriate attribution is an emerging form of misconduct.
• Penalties vary by university but may include rewriting assessment, failing a course, or exclusion from the program.

🚨 Threats to academic integrity

🧩 Individual factors

The excerpt identifies multiple factors that make students vulnerable to misconduct:

Factor	Example student statements
Lack of understanding	"I didn't understand how to reference or paraphrase"
Cultural differences	"When I went to school it was fine to copy from books"
Technology	"Essay-writing services are all over my social media" / "I use generative AI at work"
Personal circumstances	"Work didn't give me the time off" / "My family member fell ill"

👥 Social and moral factors

Factor	Example student statements
Peer influence	"I helped my friend by showing him my assignment" / "I saw other people do it too"
Pressure to succeed	"My parents have sacrificed so much" / "If I fail, I must pay the scholarship back"
Moral reasoning	"Sure, I cheated. So what?" / "It seemed more important to get something in"

Don't confuse: The excerpt emphasizes that these are not excuses but rather factors that can influence anyone—the reality is that threats to integrity affect all students, not just "cheaters."

🛠️ Building and maintaining integrity

✍️ Paraphrasing and referencing

Paraphrasing is the act of rewriting someone's words or ideas in your own words.

• An assignment with many direct quotes separated by only a few of your own sentences does not show original thinking and may be flagged as plagiarism.
• An accurate paraphrase applied to the assignment topic is your original work and demonstrates learning and critical thinking.

Referencing is the consistent and structured attribution of all ideas, words, images, statistics, and other information to the source.

Two main referencing families:

Style family	How it works	Examples
Author-date	Name(s) and year in-text; full details in reference list at end	APA, Harvard
Numbered	Number in each sentence; details in footnotes/endnotes	AGLC, Vancouver

• Check your university website for the required style.
• In author-date styles, the reference list contains only sources cited in-text—nothing else.
• In numbered styles, details appear in footnotes (bottom of each page) or endnotes (end of document).

💻 Technology tools

📖 Bibliographic software

• Examples: EndNote, Mendeley, RefWorks, Paperly, BibTeX.
• Can help manage sources and create references.
• Important caveat: Takes time to learn; until you're fluent in your referencing style, you won't recognize errors the software may generate.
• Develop manual referencing skills first before relying on software.

🔍 Text matching software

• Examples: Turnitin, iThenticate.
• Searches the internet and university repositories to find text matches.
• If you can submit a draft before final submission, do so—the report will alert you to matches so you can correct attribution and avoid plagiarism.
• You may need help from teaching staff to interpret the report.

🤖 Ethical use of generative AI

What generative AI is: Programs like ChatGPT (OpenAI) and GrammarlyGo that produce text, images, videos, or multimedia in response to prompts.

Unethical use: Submitting assessment produced by generative AI (see contract cheating section below).

Potential ethical uses:

• Brainstorming topic ideas.
• Proofreading.
• Generating feedback on draft assignments.

How to use generative AI ethically:

1. Check university guidelines and restrictions for assessment use.
2. Complete any training provided—learn to write effective prompts and critically evaluate responses.
3. Be aware of "hallucinations"—the AI may make up information or citations if trained on insufficient data.
4. Attribute generative AI use according to university guidelines.

Copyright complexity: The excerpt notes that copyright of AI-generated content is legally uncertain—some argue there's no copyright since no human produced it; others argue generative AI illegally uses copyrighted material for training, making its output potentially a copyright breach. This will remain unclear until resolved in courts.

⏰ Working with personal circumstances

• Students who commit misconduct frequently cite legitimate personal circumstances (work, family) that led to poor decisions.
• Proactive strategies:
  • Think ahead and plan (see Time Management chapter reference).
  • Let significant people know your study commitments and ask for support.
  • Request reduced work hours or time off during assessment periods in advance.
  • Discuss household responsibility sharing with family during heavy study periods.
  • Consult university counselors if you need help with negotiation and assertiveness.

🤝 Ethical collaborations

What you may do:

• Discuss course content, ideas, and readings.
• Make and share study resources like flash cards.
• Limit assessment discussions to what you're being asked to do and how you might approach tasks.
• Ask shared questions to the teaching team.

What to avoid:

• Don't discuss draft or completed assessment items in detail.
• Never share your draft or completed assignments (unless required for group work).
• Don't ask other students to see their work—ask the teaching team instead.

Don't confuse: Studying with others and discussing course content is productive and acceptable; sharing actual assignment work is collusion.

🚫 Forms of academic misconduct

📄 Plagiarism

Plagiarism is the accidental or deliberate use of other people's work without sufficient attribution—in effect, claiming someone else's work as your own.

How to avoid:

• Use effective notetaking practices to ensure you have details needed for accurate attribution.
• Paraphrase—rewrite original ideas in your own words (not simply replacing words with synonyms).
• Paraphrasing allows you to focus on aspects that support your arguments and synthesize from multiple sources.

🔁 Self-plagiarism

Self-plagiarism is re-use of your own work in a subsequent assignment.

• May appear efficient but does not demonstrate new learning or achievement of course outcomes.
• You can use the same sources, but must write a new assignment addressing the new topic, question, or perspective.

👥 Collusion

Collusion occurs when a student works with others (students, friends, paid tutors, family) and then submits that shared work as if it is their own original work.

Evidence of collusion:

• Many students submit assignments with similar content, references, and structure.
• Quality of a student's work varies more than expected (beyond "exam nerves").
• Work submitted with very few citations.

How to avoid: Don't share draft or completed assignments; for feedback, consult academic/professional staff employed by your university (learning advisors, learning support, academic advisors).

💰 Contract cheating

Contract cheating occurs when a student submits work completed by someone else, sometimes for money.

Examples:

• Asking a friend or family member to edit your work.
• Paying someone to complete assessment—sit an exam, write an essay, complete maths questions.

Why it's harmful:

• Undermines the value of your qualification—if students cheat to graduation and can't perform required skills, the qualification becomes worthless.
• Makes you vulnerable to blackmail—criminals who provided essays have been known to threaten exposure unless students make additional payments.

Alternative options if facing time pressure:

• Ask if an extension is available.
• Consider if the late submission penalty is acceptable.
• Communicate with teaching staff as early as possible.

🤖 Generative AI as contract cheating

Unethical uses (forms of contract cheating):

• Where generative AI use is not allowed: using it to write or create all or part of an assignment.
• Where generative AI use is allowed: using it without proper attribution.
• Using online algebra calculators to complete maths assignments or exams (some provide answers but charge for working).

Detection:

• Universities use software and metadata analysis to detect generative AI use.
• Text matching software like Turnitin can detect this.
• Suspected cheating may be sent directly to staff rather than flagged on reports.

Important: Keep records of your work, including all draft versions and (if you use generative AI) the prompts used and exact content produced—detection method validity is uncertain, so documentation protects you.

📊 Fabricating data

• Whether from lab experiments, other settings, or scholarly sources, report data clearly and accurately.
• Don't fabricate data to show fake findings.
• Unexpected results may be disappointing but provide opportunities to discuss experiment limitations or unanticipated conditions in the discussion section.

🎯 Conclusion and key takeaways

Core principles:

• Academic integrity governs all university activities.
• It's made visible through accurate attribution according to your university's referencing style.
• Submit only your own original work, or clarify others' contributions (including generative AI) where relevant.
• Your lecturer should be able to identify supporting ideas you used and be confident that everything else is your personal contribution.

Risk mitigation:

• Plan ahead.
• Use university policies and support.
• Develop paraphrasing and referencing skills.
• Keep good records.
• Manage time proactively.
• Collaborate ethically.

Remember: Cheating in any form undermines your degree's value and leaves you vulnerable to academic penalties and blackmail.

🧭 Overview

🧠 One-sentence thesis

Setting purposeful SMART goals and managing priorities effectively transforms limitless daily choices into a focused, intentional direction toward academic success.

📌 Key points (3–5)

• Goals drive motivation: Setting specific goals is one of the most effective ways to maintain motivation and distinguish between success and failure in academic work.
• SMART framework: Goals should be Specific, Measurable, Achievable, Relevant, and Time-bound to support effective decision-making and achievement.
• Grit matters more than talent: Perseverance and passion for long-term goals (grit) predict academic success better than intelligence or natural ability.
• Common confusion: Long-term vs short-term goals—short-term goals are not just quicker tasks but action steps that help you work toward long-term goals.
• Prioritisation prevents panic: Ordering tasks by importance and urgency, rather than emotional reactions, helps manage multiple commitments and avoid conflicts.

🎯 SMART goal construction

🎯 What makes a goal SMART

SMART: an acronym standing for Specific, Measurable, Achievable, Relevant, and Time-bound.

Goals need to represent an end result and be carefully constructed using all five SMART components.

📝 The five SMART components

Component	What it means	Poor example	Better example
Specific	Carefully defined, not general	"Get a good job when I graduate"	"Identify a hospital that recruits graduate nurses and has clear career paths"
Measurable	Clear outcomes with enough detail to track progress	"Doing well at university"	"Graduating with a GPA above 4.0"
Achievable	Reasonable and within your ability	"Complete six subjects and work part time" (unrealistic for most)	"Complete three subjects this semester and work part time"
Relevant	Applies to the situation at hand	"Buying a horse to ride on weekends" (unrelated to study)	"Getting dependable transportation to campus"
Time-bound	Specific time frame to achieve the goal	"I will get my paper written sometime soon"	"I will get my paper written by Wednesday"

✍️ Implementation tips

• Write down your goals and keep them visible.
• Revisit goals every couple of weeks to ensure you're on track.
• Discuss with a critical friend who will help you be realistic and encourage achievement.
• Don't confuse: A goal that meets four SMART criteria but lacks one element (e.g., "do well in all courses" without defining "do well") is not truly SMART.

💪 Maintaining motivation and grit

💪 Seven methods to stay motivated

The excerpt identifies seven ways highly successful people accomplish their goals (referenced in a figure but not detailed in the text provided).

🔥 What is grit

Grit: perseverance and passion for long-term goals; the ability to maintain motivation in learning tasks despite failures.

• Key finding: Grit and perseverance are better predictors of academic success than talent or IQ (Duckworth et al., 2007).
• Not about intelligence: Grit is about how much you keep going until something is finished, not how clever you are.
• Getting back up: Individuals with high grit view failed attempts as part of the process and a useful way to gain knowledge toward success.

🏆 The GRIT acronym (Stoltz, 2015)

Element	Definition
Growth	Your inclination to seek new ideas, alternatives, different approaches, and fresh perspectives
Resilience	Your capacity to respond constructively and manage all kinds of adversity
Instinct	Your capacity to pursue the right goals in the best and smartest ways
Tenacity	The degree to which you persist, commit to, stick with, and achieve your goals

🎯 Applying a grit mindset

• Adopt an attitude that focuses on the end goal as the only acceptable outcome.
• Accept that you may not succeed on the first attempt—or even the nineteenth.
• Look at how you are doing something to find out why you are unsuccessful.
• Be honest about the reasons why, then manage the situation and set goals accordingly.

📅 Long-term and short-term goals

📅 Understanding long-term goals

Long-term goals: future goals that often take years to complete.

• Examples: completing a Bachelor of Arts degree within four years, purchasing a home, running a marathon.
• Not exclusive to academics—can relate to fitness, wellness, spirituality, relationships, etc.
• Why they matter: Setting a long-term goal demonstrates commitment to dedicate time and effort in that area.
• Alignment is critical: Long-term goals should align with your values.

⚡ Understanding short-term goals

Don't confuse: Short-term goals are not just tasks that take less time; they are action steps that help you work toward long-term goals.

• Purpose: Help you consider necessary steps and chunk larger efforts into smaller, manageable tasks.
• Relationship to long-term goals: Short-term goals are the components that build toward long-term achievement.
• Example: If your long-term goal is learning to better manage budgeting and finances, a related short-term goal might be paying your mobile phone bill this weekend (not just an isolated task).

🔗 How they work together

• Short-term goals make long-term goals less overwhelming.
• Even when long-term goals are SMART, focusing on short-term goals helps maintain focus.
• Breaking down large commitments prevents feeling overwhelmed during the completion process.

🎲 Prioritisation strategies

🎲 What is prioritisation

Prioritisation: ordering tasks and allotting time for them based on their identified needs or value.

• The enemy of good prioritisation: Panic or making decisions based on strictly emotional reactions.
• Natural tendency: We want to remove stressful situations as quickly as possible, but this can lead to poor decisions.
• Better approach: Prioritise tasks first to make the difference between completing everything satisfactorily and completing nothing at all.

🔍 Understanding task requirements first

Before prioritising, you must understand the requirements of each task.

• Why this matters: Assumptions about how long tasks take can be disastrous.
• Example: You assume an assignment will take one hour and put it off, but discover it has several extra components requiring four times as long.
• Critical step: Understand exactly what needs to be done to complete a task before determining its priority.

📊 The Eisenhower Decision Matrix

A tool to visualise and prioritise tasks based on importance and urgency:

	Urgent	Not Urgent
Important	Do first	Schedule for later
Not Important	Delegate or do quickly	Eliminate or do last

How to use it:

1. Make a list of things you need or want to do.
2. Draw a grid with four squares.
3. Write each item in the appropriate square based on urgency and importance.
4. Complete tasks in order: Important & Urgent → Important but Not Urgent → Not Important but Urgent → Not Important & Not Urgent.

🗣️ Managing others' influence on priorities

• Keep others informed: Let your boss know you need study time on a certain evening; let friends know your Saturday plans but Sunday availability.
• Be aware: Others can drive your priorities; listen to your own good judgment.
• Time management reality: Managing time at university is as much about managing all elements of your life as managing class and assignment time.

⚖️ Handling priority conflicts

⚖️ When you can't complete everything

Sometimes, despite planning and time management, events make it impossible to accomplish everything by the required time.

First response: Don't feel overwhelmed by anxiety; make a carefully calculated decision based on value and impact.

🤔 Factors beyond point values

When choosing between two important and urgent assignments, consider more than just grade points:

• Foundational importance: An assignment worth minimal points might be foundational to the rest of the course; not finishing it may jeopardize future assignments.
• Late policies: One instructor might have a more forgiving late-assignment policy, allowing you to turn in work a little late without too much penalty.
• Long-term consequences: Understand all ramifications before making a choice.

📞 Communication is key

1. First step: Try to find a way to get everything finished, regardless of challenges.
2. If that's impossible: Communicate with your instructors immediately to let them know about the situation.
3. Instructor support: They may help you decide on a course of action or offer options you hadn't considered.
4. Only then: Make effective choices about prioritising in a tough situation.

🛠️ Completing tasks effectively

🛠️ Understanding task components

Many learning activities have multiple components that must occur in a specific order, with dependencies between elements.

Example: "Attending a class session" breaks down into:

• Preparing by reading materials ahead of time
• Attending the lecture
• Being able to ask questions during the lecture
• Taking notes
• Reviewing notes afterward

Why order matters: Preparing before the lecture makes complex concepts easier to follow and creates opportunities to ask questions; doing it the other way around means you might miss these opportunities.

📋 Planning for completion

After understanding what needs to be done, create a plan that accounts for:

Analogy: Think of it like preparing for a lengthy trip—you wouldn't walk out the door and then decide how to get where you're going.

🧰 Knowing what resources you need

• Make a comprehensive list: Include everything, even obvious items.
• Critical oversight: Forgetting an important resource can halt the entire project.
• Beyond physical objects: Information is a critical resource; new students often overlook how much research, reading, and information they need to complete assignments.

🎓 Knowing what skills you need

• Poor planning here can be disastrous, especially if some part of the task has a steep learning curve.
• Example: Planning to create professional-looking graphics for a poster using imaging software you've never used that way before; you discover the charts print in the wrong resolution and must recreate them all, doubling the time required.
• Prevention: Take time to learn how to do it correctly before you begin, or include schedule time to learn and practice.

⏰ Deadlines and flexibility

⏰ Setting realistic deadlines

• Account for dependencies: Consider which elements depend on others and the order they should be completed.
• Be realistic: Giving yourself two days to write a 20-page work when professional authors average only six pages per day is not realistic.
• Importance: Setting appropriate deadlines and sticking to them is very important.

🔄 Being flexible

The irony: This comes right after encouragement to make and stick to deadlines.

Why flexibility matters: Even the best-laid plans and most accurate time management can take an unexpected turn.

🔧 Readjusting plans

• When to act: The moment you see something in your plan may become an issue is when to begin readjusting.
• What not to do: Don't panic or stop working because the next step has become a roadblock.
• Professional approach: Many project managers plan for problems, mistakes, or delays from the beginning by adding extra time for each task.
• Ongoing process: Always monitor and adapt as you work through tasks to ensure completion.

🗺️ Maintaining perspective

• Being flexible is helpful but can feel overwhelming when too many changes are needed in a short time.
• Stand back occasionally: Look at the big picture to remind yourself of your major priorities for university life.
• Learning map: Draw one and place it on your wall to remind yourself of what really matters—where you will be flexible and where you won't.

🧭 Overview

🧠 One-sentence thesis

Procrastination—delaying tasks that need completion—harms academic success by causing stress, lost time, and reduced self-esteem, but can be combatted through organisation, removing distractions, self-reward, and accountability.

📌 Key points (3–5)

• What procrastination is: the act of delaying tasks that need to be completed at a certain time; becomes a serious problem when it hinders academic success.
• Why we procrastinate: lack of energy/focus, fear of failure (even when capable), and hidden psychological motives beyond simply avoiding strain.
• Effects of procrastination: loss of time, failure to achieve goals, lowered self-esteem, and increased stress/anxiety (creating a damaging cycle).
• Common confusion: procrastination can cause stress even though people procrastinate to avoid stress; some mistake the urgency surge as helpful motivation, but it usually leads to underestimating tasks.
• How to combat it: get organised with schedules and goal-setting, put aside distractions, reward yourself after completion, and tell someone else to stay accountable.

🔍 What procrastination is and when it becomes serious

🔍 Basic definition

Procrastination is the act of delaying tasks that need to be completed at a certain time.

• Everyone procrastinates to some extent; for most people, minor procrastination is not a great concern.
• It becomes a serious problem when it hinders academic success.

⚠️ When it threatens success

• Chronic patterns: consistently deferring revision to the night before exams or leaving assignments until the due day.
• Amplified risks: when it becomes a chronic habit affecting multiple subjects, the risks of anxiety, poor performance, and loss of self-esteem amplify.
• Example: A student who delays every assignment across all courses faces compounded stress and performance issues, not just isolated incidents.

🧠 Why we procrastinate

🧠 Surface reasons vs hidden motives

• Surface reasons: thinking we don't need to do it yet, other tasks seem more important, or simply wanting to avoid the strain of a challenge.
• Hidden motives: if you look deeper, you may find physical or psychological drivers behind your choices.

🔋 Lack of energy and focus

• Physical causes: discomfort, illness, lack of sleep, unhealthy diet, or tiredness after working all day.
• Mental causes: mental fatigue, being disorganised, or being distracted by phone calls, friends, family, and social media notifications.
• When to act: if lack of energy continually causes procrastination to the point of stress over not getting things done, assess the situation and find the remedy (e.g., improve diet, reduce work shifts, go to bed earlier).
• Persistent issues: if lack of mental focus recurs and seems difficult to fix, it may be helpful to seek professional support.

😰 Fear of failure

• The hidden sabotage: sometimes without awareness, we fear we won't be able to do a task well; failing may make us feel incompetent or embarrassed, so we secretly find ways to sabotage doing the task.
• The trick: we convince ourselves that if we don't do the work, we won't get those feelings of failure; then we can rationalise that we failed because we ran out of time, not because we were incapable.
• Disconnect from ability: fear of failure may have nothing to do with actual ability—you can be quite capable but fear holds you back from trying.
• The cycle: viewing ourselves negatively directly impacts self-confidence, building more fear and more avoidance.
• Breaking the cycle: realise that not everyone does everything perfectly the first time; failure can be a valuable learning experience that helps us improve and develop, providing useful information about what we need to change to succeed.
• Don't confuse: fear of failure with actual inability—the fear exists even when you are capable of performing well.

📉 The effects of procrastinating

⏳ Loss of time

• Procrastination diverts time away from important or necessary tasks and spends it on less important activities.
• End result: less time to do what is really important; with less time to complete assessment tasks, accuracy and quality of content are likely to suffer, leading to poor academic performance.
• Irreversibility: time is a precious gift that cannot be refunded; once spent, it is gone forever.
• Example: A student who spends hours on social media instead of working on an assignment has permanently lost that time and must now rush the work.

🎯 Loss of achieving goals

• Short-term blocking long-term: some long-term goals can only be reached if short-term goals are achieved first.
• Example: You may have to pass a theoretical subject on child safety and wellbeing before you are permitted to do practical teacher-training in a classroom; if you fail to submit that crucial assignment, your goal of visiting a school for teacher-training and the bigger goal of becoming a teacher are both jeopardised.
• Cascading failure: failing to complete a task can be a sign of procrastination; the effect is missing out on reaching a goal and every other goal that depends on it.
• Loss of direction: without the focus of goals and the satisfaction of achieving them, it is easy to lose direction and motivation.

💔 Loss of self-esteem

• When you procrastinate, you can become frustrated and disappointed in yourself for not getting important tasks completed.
• Downward spiral: if this continues, you can develop an inferior opinion of yourself and question your abilities, leading to low self-esteem and triggering other negative emotional experiences such as anger and depression.
• Bidirectional relationship: low self-esteem can be both the cause and the effect of procrastinating, producing a damaging cycle.
• Breaking the pattern: increasing self-esteem can help interrupt the pattern and reduce fears of failure, leading to more positive outcomes.

😫 Stress

• The paradox: procrastination causes stress and anxiety, which may seem odd since the act of procrastination is often about avoiding a task we think is stressful.
• The nagging feeling: anyone who has noticed that nagging feeling when they know there is something else they should be doing is familiar with this stress.
• False motivation: some students see this stress as a boost of mental urgency and put off a task until they feel that surge of motivation; while this may have worked in the past, students quickly learn that procrastinating on university work almost always includes an underestimation of the tasks—sometimes with disastrous results.
• Broader impact: stress not only affects health and wellbeing but can also negatively affect academic accomplishment.
• Don't confuse: short-term stress relief from avoidance with the long-term stress, anxiety, and guilt that intentional avoidance triggers later.

🛡️ Strategies for combatting procrastination

📋 Get organised

• Most effective method: use time and project management strategies such as schedules, goal setting, and other techniques to get tasks accomplished in a timely manner.
• Clarify the essentials: what needs to be done, how it can be done, and when you can complete it.
• Benefits: contemplating these questions helps you manage time appropriately by helping you be more focused and organised.
• Continuous improvement: monitor your progress frequently, ensuring you improve your approaches by figuring out which strategies work best for you.

🚫 Put aside distractions

• Primary time-killers: distractions are the primary way people procrastinate (e.g., playing video games longer, checking social media, finishing a movie when avoiding a task).
• Function of priorities: putting aside distractions is one of the primary functions of setting priorities.
• Self-discipline: exercise self-discipline so you can focus attention on one thing.
• Develop good habits: delay short-term pleasure and pay more attention to completing tasks that are more significant.

🎁 Reward yourself

• Timing matters: reward yourself for completion of tasks or meeting goals rather than using rewards to keep yourself from getting things done.
• Example: Reward yourself with watching a movie you would enjoy after you have finished the things you need to do, rather than using the movie to procrastinate.
• Intrinsic reward: completing a task successfully and getting the feeling of satisfaction and accomplishment can be considered a reward in itself.
• Future motivation: rewarding yourself can not only motivate you but also enhance your self-efficacy beliefs in undertaking other tasks confidently in the future.

🤝 Be accountable—tell someone else

• Psychological compulsion: hold yourself accountable by telling someone else you are going to do something and when you are going to do it; on a psychological level we feel more compelled to do something if we tell someone else.
• Why it works: may be related to our need for approval from others, or it might just serve to set a level of commitment.
• Effectiveness: can help us stay on task and avoid procrastination, especially if we take our accountability seriously enough to warrant contacting that person and apologising for not doing what we said we were going to do.

🎯 Conclusion and awareness

🎯 Staying vigilant

• Procrastination is a common experience among university students; the results are often detrimental to academic achievement, produce stress, and raise anxiety.
• Active combat: be on the lookout for signs of procrastination and combat it actively when you see it.
• Benefits: if you do, you can reap the benefits of having less stress, higher self-esteem, and greater achievement during your academic journey.

🗣️ Increasing self-awareness

• You can increase self-awareness about your behaviour by discussing what you are noticing with friends, family, or with the support services available at your university.
• When to seek help: if lack of focus or other issues recur and seem difficult to rectify, it may be helpful to seek professional support.

🧭 Overview

🧠 One-sentence thesis

Effective time management at university requires students to take personal responsibility for planning their semester, weekly, and daily schedules while using proven strategies to break down tasks and maintain focus.

📌 Key points (3–5)

• University time management is self-directed: unlike workplace or school, students must monitor and manage their own time without external oversight.
• Workload expectations: most courses require 10-12 hours per week (165 hours per semester) for lectures, tutorials, assessments, and reading—much more time outside class than inside.
• Three planning levels needed: semester view (whole term calendar), weekly view (recurring tasks), and daily view (to-do lists).
• Common confusion: estimating task duration is difficult because interruptions, dependencies, and task complexity vary; breaking large tasks into smaller chunks helps.
• Three proven strategies: Daily Top Three (prioritize three key tasks), Pomodoro Technique (timed work intervals), and Eat the Frog (tackle hardest task first).

🎓 Time management at university level

🎓 What makes university different

University time management differs fundamentally from previous experiences:

• Self-directed responsibility: learning activities, decision-making, and information evaluation are left entirely to the student.
• No external monitoring: unlike workplaces where companies track time and tasks, university students manage their own schedules.
• The excerpt emphasizes that success requires being "an active partner in your own learning activities."

⏰ Workload expectations

Most courses have a workload of 165 hours each semester, which translates to 10-12 hours each week for lectures, tutorials, assessment preparation, and reading.

• Outside vs inside classroom: students spend much more time on learning activities outside the classroom than inside.
• Intensity varies: some weeks are more demanding depending on semester timing and course load.
• Higher-level demands: university requires greater depth of understanding and knowledge than previous education because professions requiring degrees demand higher-level thinking.

🔍 Identifying your time management style

🔍 Self-assessment approach

The excerpt provides a self-assessment exercise to help recognize personal time management patterns and identify improvement areas.

Key dimensions to consider:

• Do you prefer strict deadlines or flexible scheduling?
• Are you early or tend to run late?
• Do you like planning ahead or improvising?
• Can you estimate task duration accurately?
• Does deadline pressure motivate you?

🛠️ Using style awareness

Example applications:

• If you like strict deadlines but take a course with only one final paper: set yourself mini-deadlines to stay comfortable and keep progress moving.
• If you have difficulty prioritizing: make a task list and order items so you know which must be finished first.

Don't confuse: recognizing your style is not about labeling yourself as "good" or "bad"—it's about identifying strategies that work with your natural tendencies.

📊 Time audit and planning

📊 Conducting a time audit

The simplest way to manage time is to plan accurately for how much time each task will take, and then set aside that amount of time.

Why audit is necessary:

• Many people are not truly aware of how they actually spend their time.
• Accurate planning relies on accurate time estimation.

What to include in your audit:

• Study commitments
• Non-study commitments: working, sleeping, eating, caring for others, socializing, household chores, exercising

How to conduct the audit:

1. Write down all activities you think you'll do tomorrow
2. Estimate time for each activity
3. Track actual time spent
4. Compare estimates to reality
5. Consider extending to a full week to capture all activities

Example: a practice quiz estimated at 5 minutes might actually take 15 minutes; food shopping estimated at 45 minutes might only take 30 minutes.

📅 Three-level planning system

Planning level	Purpose	Tools/methods
Semester view	See the whole term at once	Yearly wall calendar; add assignment due dates, exam blocks, class/lab requirements, and significant commitments
Weekly view	Manage recurring tasks	Allocate time for weekly readings, tutorial preparation, exam study, and assignment work
Daily view	Execute specific tasks	Write daily to-do lists; use phone apps for reminders; allow flexibility

The excerpt emphasizes viewing time in all three ways to maintain both big-picture awareness and day-to-day execution.

✂️ Breaking tasks down

✂️ Why task breakdown matters

Of all the parts of time management, accurately predicting how long a task will take is usually the most difficult.

Challenges in time estimation:

• Must account for interruptions and unforeseen problems
• Academic tasks often depend on completing other things first
• Task duration varies from one instance to another

Example: Three assigned reading chapters might be 30 pages, 45 pages, and 20 pages respectively—but the 20-page chapter with mostly charts and graphs could take longer than regular reading despite fewer pages.

✂️ The breakdown strategy

Core concept: Break tasks into smaller, more manageable units that require less time to complete.

Practical application: Scenario: A two-page essay with references estimated at 4-5 hours, but no five-hour blocks available in your calendar.

Solution: Break into smaller components spread across the week:

• Monday: Write outline and look for references (1 hour)
• Tuesday: Research references to support outline and find good quotes (1 hour)
• Wednesday: Write paper introduction and first page draft (1 hour)
• Thursday: Write second page and closing draft (1 hour)
• Friday: Rewrite and polish final draft (1 hour)

Alternative approach: Use three 20-minute segments each day at different times.

The key is finding ways to divide the entire task into smaller steps that fit your schedule.

🎯 Three proven time management strategies

🎯 Daily Top Three

The idea is that you determine which three things are the most important to finish that day, and these become the tasks that you complete.

Why it works:

• Simple and effective
• Each day you finish tasks and remove them from your list
• Even taking one day off per week, you'd complete 18 tasks in a single week

Strength: Provides a sense of accomplishment through consistent task completion.

⏲️ Pomodoro Technique

Allows you to tackle one task at a time with high intensity before taking a short-timed break, and then repeating this process.

Standard structure:

1. Work for 25 minutes
2. Take a 5-minute break
3. Repeat
4. After two hours, take a longer break (15-30 minutes)

Flexibility tips from the excerpt:

• Don't have to stop after 25 minutes if working well
• May restart your 25 minutes if you get distracted
• Plan tasks ahead of time
• Be specific about what you want to achieve during each time block

Named after a type of kitchen timer, but any clock or countdown timer works.

🐸 Eat the Frog

The name comes from a famous quote attributed to Mark Twain: "Eat a live frog first thing in the morning and nothing worse will happen to you the rest of the day."

Core principle: Take care of the biggest or most unpleasant task first, and everything else will be easier after that.

Why it works:

• Reduces worry impact: continual distraction by anxiety over a dreaded task can affect your performance on current work.
• Psychological relief: sense of accomplishment and relief when the concerning task is finished.
• Perspective shift: other tasks seem lighter and not as difficult in comparison.

The excerpt notes we greatly underestimate how much worry can impact performance.

🎓 Key takeaways for success

🎓 Ownership and expectations

• Time management at university level is entirely up to you
• Expect to spend more time learning outside the classroom than inside
• Higher education requires higher-level thinking and deeper understanding

🎓 Practical implementation

• Identify your personal time management style to create effective deadlines
• Audit both study and non-study commitments to see where time actually goes
• Use the three-level planning system: semester first, then weekly tasks, then daily to-do lists
• Break large tasks into small blocks that fit your schedule
• Experiment with proven strategies (Daily Top Three, Pomodoro, Eat the Frog) to find what works for you

🧭 Overview

🧠 One-sentence thesis

The physical environment where you study significantly influences your productivity and academic success, so deliberately designing a distraction-free, well-organized space tailored to your needs is essential.

📌 Key points (3–5)

• Why space matters: Your study environment directly affects efficiency, work completion, and even typing speed and accuracy.
• Basic requirements: A good study space needs a desk/table, chair, power access, internet signal, good lighting, and comfortable temperature.
• Dedicated vs. shared spaces: A permanent, exclusive study area is ideal; if unavailable, a "study box" with essential supplies is the next best option.
• Common confusion: Don't assume you work well with distractions (TV, music, phone)—honest assessment often reveals better output in distraction-free environments.
• Personalization and timing: Adding bonus items, organizing both physical and digital desktops, and studying at your optimal time of day all enhance productivity.

🏠 Choosing and setting up your space

🏠 Basic requirements for a study space

A functional study space needs these core elements:

• Desk or table
• Chair
• Access to power
• Internet signal (if required)
• Good light source (desk lamp or well-positioned ceiling lights)
• Comfortable temperature

The space should be "a welcoming place you want to be in—not an uncomfortable environment that makes you want to just do the minimum you must complete and leave."

🔒 Dedicated vs. shared spaces

Ideal scenario: Find an area you can use exclusively for study and leave set up permanently.

Challenge with multi-purpose spaces: The excerpt illustrates this through Martina's experience—she initially set up at the dining room table for the view and space, but had to dismantle everything for a family dinner party. Her supplies became scattered across multiple locations, and TV noise was distracting. She ultimately moved to a smaller, unused bedroom for quiet and permanence.

Study box solution: If no permanent space is available, create a dedicated storage box containing only what you need for immediate work (pen, note paper, flash drive, current folder). This allows quick setup in shared spaces within minutes, rather than wasting time searching for supplies.

Don't confuse: A study box should hold only current essentials, not every university-related item, or you'll waste time sorting through it.

📝 Organizing your desk

Positioning strategy:

• Items used most frequently → closest to you
• Items used less frequently → further away
• Remove excess clutter and rubbish

Essential stationery items:

• Writing paper, notebooks
• Pens, pencils, markers, eraser, highlighters
• Course-specific materials (textbooks, calculators, drawing tools, music manuscript)

Psychological benefit: "Having a neat and tidy desk can help you to feel calm and in control when the work starts piling up." A dedicated, well-organized space can trigger motivation to study by setting the right atmosphere.

🎨 Enhancing your space

🎨 Bonus items to consider

The excerpt cautions: "Don't add all of the items or your space may end up cluttered. Just pick some that you value most."

Suggested additions include:

• Organization tools: notice board, whiteboard, sticky notes, file holder, filing cabinet/box, bookshelf
• Writing tools: favourite pen and pen holder, spare reading glasses, dictionary and thesaurus
• Technology: printer and paper, headphones, sit-stand adjustable desktop, second monitor
• Time management: clock, kitchen timer
• Comfort/atmosphere: decorations (photograph, painting, plant), stress ball, diffuser with pleasant aroma
• Motivation: card with inspiring quote, wall calendar
• Practical: rubbish bin, book stand, decorative mouse pad

Example: The excerpt mentions buying "an inexpensive second monitor so you can have more than one document displayed at a time" to make working easier and more efficient.

💻 Electronic desktop organization

"A cluttered electronic desktop can be just as distracting and time consuming as a cluttered wooden desktop."

Action steps:

• Sort random files accumulated before university
• Clear digital space
• Set up new storage folders for subjects with simple, easily accessible filing system
• Save regularly accessed university sites as browser links
• Place frequently used applications on dock or task bar
• Most important: Plan how to back up electronic work periodically to prevent disasters from computer crashes

🚫 Managing distractions

🚫 Why removing distractions matters

The brain's tendency: When faced with challenging work (difficult equation, intimidating blank page), "your brain is hunting to do something that requires less effort. We are programmed to look for the easier option."

The strategy: Make it harder to access distractions than to continue working.

Example: If accessing your phone requires going downstairs, pulling up a chair, standing on it, reaching the top of a cupboard, waiting for it to turn on, then texting—suddenly finishing those equations seems like less effort than "just" sending a text.

📵 Specific distraction-removal tactics

Common distractions identified:

• Video games, television, movies
• Surfing the internet, music
• Friends
• Even housecleaning (the excerpt notes "sometimes vacuuming is the preferred activity to buckling down and working through calculus problems")
• Mobile phones, tablets, portable computers

Concrete steps when studying:

• Put phone in another room (not just flipped over)
• Turn off television or music
• Turn off computer notifications
• Study alone or away from talking people (unless deliberately in a study group)

Don't confuse: Many people claim they work better with TV or radio on, but "an environment with too many interruptions is rarely helpful when focus is required." The excerpt recommends honest comparison of work quality with vs. without distractions.

⏱️ Time-blocking technique

Approach: Set a specific, definite amount of study time—long enough to accomplish significant work but short enough to hold attention.

Implementation:

• Treat it like a professional appointment where you cannot check devices
• Use a kitchen timer (not your phone) to avoid temptation
• Example schedule: 30-minute period to review notes → brief break → 45-minute session to quiz yourself → repeat

Benefit: "You can convince your wandering mind that you will soon be able to return to your link to the outside world."

🏡 Negotiating space with others

If you live with many people or lack privacy:

• Ask politely for a specific block of quiet time
• Negotiate one part of the house or area as a quiet zone during certain hours
• Make a humorous "Do not disturb" sign
• With small children: "the bathtub with a pillow can make a fine study oasis"

Most people will respect educational goals and accommodate requests.

🌍 Alternative spaces and optimal timing

🌍 Supplementary study locations

Purpose: Supplement your dedicated home space with alternatives that create "refreshing variation in your routine."

Possible locations:

• University library
• Community libraries
• Coffee shop
• Local parks

🔍 Evaluating alternative spaces honestly

Questions to ask yourself:

• Are you staying focused and motivated, or is concentration drifting more than normal?
• Do you like it because it helps you move forward, or because you run into friends and avoid work?
• What is the ratio of productive output against time lost (packing, traveling, ordering coffee)?

Example scenario: A quieter coffee shop with more spread-out tables where friends don't bump into you may work better than a social location.

Opportunistic study time: Life circumstances create potential study blocks in unexpected places—waiting at soccer field, dental surgery waiting room, riding the train. Consider what tasks you can complete effectively in these spaces and prepare accordingly (pre-packed bag, folder of reading material).

Example: "If you have a daily 30-minute train trip, can this become your regular reading time or an opportunity to re-watch your lectures online?"

⏰ Studying at your optimal time

Individual rhythms: People have different cycles and preferences—some are alert in mornings, others are "night owls" who prefer working after everyone sleeps.

Your state matters: "Your work environment includes your own state of mind and physical wellbeing. Both have a significant influence on your learning and productivity."

Strategy: Set aside specific times for certain kinds of work based on when you function best.

Factor	Example approach
After meals	Make it a habit to do homework every night after dinner if you concentrate better then
Time of day	Some people are more creative during certain hours
Lighting preferences	Some are more comfortable writing with subtle lighting
Physical/emotional state	Avoid trying to learn when exhausted or emotionally upset

Key principle: "It is worth taking the time to find the conditions that work best for you so that you can take advantage of them."

🎯 Conclusion and implementation

The excerpt emphasizes that study space decisions have surprising power to impact academic success. As you settle into your student role, "stay mindful of what honestly works for you and what doesn't." The decisions about where and when you work make a real difference to productivity, making time spent creating the best environment "time well spent."

🧭 Overview

🧠 One-sentence thesis

Academic reading requires multiple strategic approaches—from pre-reading to critical evaluation—to effectively comprehend, question, and engage with sources at the university level.

📌 Key points (3–5)

• Five distinct reading methods: pre-reading, skimming, scanning, detailed reading, and critical reading serve different purposes in academic work.
• Recursive reading is circular, not linear: university-level reading requires going back through texts multiple times to detect emphasis, connections, and what may be missing.
• Primary vs secondary sources require different awareness: primary sources contain original documents that may reflect biases or dated information; secondary sources present another person's perspective on primary materials.
• Common confusion: skimming is not an alternative to deep reading—it's a first step to determine usefulness before engaging more deeply.
• Critical reading demands active questioning: evaluate validity of evidence, identify biases and contradictions, and consider alternative perspectives.

📖 Five ways of reading

🔍 Pre-reading

Pre-reading: the stage where you gather context from covers, front matter, author biographies, and structural features before diving into content.

• Look at the book cover, author biography, and forward to understand context.
• Identify topics through headings (larger, bold font), summary lists, and important quotations.
• Search for the author's other works or use library databases to understand their broader contributions.
• Why it matters: provides framework for understanding the material more fully and placing it within the discipline.

🏃 Skimming

• Not just glancing over words—it's a deliberate technique to capture major points.
• Purpose: determine if a source is useful before committing to deeper reading.
• Spend brief time per page looking at: contents, headings/sub-headings, abstract or intro paragraph, conclusion, important diagrams/graphics.
• End with notes: terms to look up, remaining questions, overall summary.
• Don't confuse: skimming is the first step, not a replacement for thorough reading.

🎯 Scanning

• Reading with a specific purpose: looking for particular information or data.
• Skip irrelevant sections; focus only on material related to your assignment topic or tutorial questions.
• Example: searching for answers to specific questions rather than reading every section.

📚 Detailed reading

• Focus intensely on written material to gather specific information or evidence.
• Provides in-depth understanding of facts, positions, and views on a topic.
• Look for: new information, different perspectives, radical new definitions, connections to other topics/disciplines.
• Consider all possible perspectives and potential for misunderstanding due to personal biases or false information.

🧐 Critical reading

Critical reading: actively engaging with material by questioning and evaluating the quality and relevance of information, including analyzing the author's strategies, methods, and reasoning.

Questions to ask when reading critically:

• Are there contradictions?
• Is an argument developed logically?
• Is the text biased?
• Is there supporting evidence, and how valid is it?
• Are there hidden assumptions?
• Is there an alternative conclusion given?
• What alternative perspectives exist in wider literature?

Why it matters: develops analytical thinking and writing skills essential for university work.

📜 Understanding source types

📄 Primary sources

Primary sources: original documents including letters, first editions of books, legal documents, and other original texts.

• May contain dated material now known to be inaccurate.
• May reflect personal beliefs and biases the writer didn't intend to publish openly.
• May present fanciful or creative ideas that don't support current knowledge.
• Readers must understand the context from which the writer produced the text.

📝 Secondary sources

Secondary sources: scholars' writings about their findings after studying primary sources (e.g., literature reviews).

• Represent another person's perspective on the primary source.
• Readers must watch for potential biases that may influence interpretation of the primary source.
• Best practice: read primary sources in conjunction with secondary sources when possible.

Source type	What it is	What to watch for
Primary	Original documents	Dated material, personal biases, context of creation
Secondary	Scholar's interpretation of primary sources	Author's perspective and biases influencing interpretation

🔄 Recursive reading strategies

🔄 Why reading is circular

• University reading is recursive: far more circular than linear.
• You'll need to go back and re-read passages to determine meaning and make connections.
• Purpose: make sense of text for a specific goal, considering what the writer may not be including and why.

🧠 Accessing prior knowledge

• Think of anything you already know about the topic.
• Ask yourself: Have I watched a documentary about this? Did I study this in another class?
• Active approach: deliberately make yourself aware of this prior knowledge to help make sense of new reading.

❓ Asking questions

• Write down questions as you read (don't just think them).
• Examples: Why is this topic important? What is its current relevance? Was it important historically but irrelevant now? Why did my lecturer assign this?
• Why write them down: creates a record for deeper engagement and follow-up.

💡 Inferring and implying

• Inferring: concluding responses to related challenges from evidence or your own reasoning.
• Implying: information writers suggest indirectly without stating facts directly.
• Example: A student can infer what material will appear on an exam by taking good notes throughout classes leading up to the test.
• Watch carefully for implications—they're indirect but help you comprehend the whole meaning.

📖 Learning vocabulary

Discipline-specific vocabulary: terminology that helps practitioners in a field engage and communicate with each other.

Two strong strategies:

1. Look up words in a dictionary (online or hard copy) to ensure exact meaning for your discipline.
2. Keep a dedicated glossary of frequently seen words with short definitions for quick reference.

Why it matters: as a potential professional, you need to know the terminology of your field.

⚖️ Evaluating

Steps to evaluate a text:

• Scan the title and all headings.
• Read through the entire passage fully.
• Question what main point the author is making.
• Decide who the audience is.
• Identify what evidence/support the author uses—is it valid?
• Consider if the author presents a balanced perspective.
• Recognize if the author introduced biases, contradictions, or assumptions.

Purpose: understand the presented topic in detail in order to engage with it meaningfully.

⏰ Planning for reading

📅 Determine requirements early

• Understand reading requirements and expectations for every class early in the semester.
• Know why you're reading the particular text: close reading for minute details? Skimming multiple sources for familiarity?
• This reasoning helps you decide timing, what notes to take, and how best to undertake the assignment.

🗓️ Schedule reading time

• Create a weekly study timetable that includes dedicated reading time.
• Schedule both active reading sessions and time for recursive reading strategies.
• Avoid feeling overwhelmed by planning ahead.
• Consider: you may need to read primary sources, secondary sources, and current journalistic texts to stay current in local or global affairs.

🚆 Be realistic about conditions

• If planning to read while commuting, remember that unexpected events (delays, cancellations) could impact concentration.
• Choose reading times and locations that support your focus and comprehension needs.

🧭 Overview

🧠 One-sentence thesis

Notetaking is a critical university skill that helps you organize information, enhance memory, and prepare for exams and assignments by actively engaging with content through structured strategies.

📌 Key points (3–5)

• Purpose matters: the type of notes you take should match your goal (exam study, online class notes, or assignment research).
• Three-stage process: effective notetaking happens before, during, and after class—preparation, active engagement, and review are all essential.
• Multiple strategies exist: Cornell Method, linear notes, concept mapping, and sketchnoting each suit different learning preferences and purposes.
• Common confusion: notes are not transcripts—write keywords and short sentences, not every word; handwriting improves retention more than typing.
• Assignment notes need special care: clearly distinguish your own words from direct quotes to avoid plagiarism, and record full source details immediately.

📚 Why notetaking matters

📚 Beyond recording information

• Notes do more than preserve what you read or hear—they help you make meaning out of unfamiliar content.
• Well-written notes serve multiple functions:
  • Organize your thoughts
  • Enhance memory
  • Enable class discussion participation
  • Prepare you for exam success

✍️ Handwriting vs typing

Handwriting your notes has been proven to increase memory and retention.

• The excerpt emphasizes the cognitive benefit of writing by hand.
• Don't confuse: this doesn't mean you can't use electronic tools, but handwriting offers a memory advantage.

🎯 Understanding your purpose

🎯 Match method to goal

Before choosing a notetaking strategy, ask yourself:

• Are you taking lecture notes for exam study?
• Are you taking notes while watching online classes?
• Are you taking notes from books or articles for an assignment?

Key principle: There are no right or wrong ways to take notes, but strategies must be efficient for your purpose.

🕐 The three-stage notetaking process

🕐 Before the class

• Print PowerPoint slides if available (use three-slides-per-page format to leave room for notes).
• Don't rely solely on slides—they usually contain only key points; details come verbally in class.
• Complete set reading or tasks for the week to understand content and make better decisions about what to note.

✏️ During the class

• Actively engage to help concentration.
• Do not try to write down every word—you will miss important information.
• Use keywords, short sentences, and meaningful abbreviations.
• Leave plenty of space for later additions, pictures, or diagrams.
• Remember: most lectures are recorded, so you can check for missed information later.

✏️ Recognizing key information

Pay attention to:

• Numerical lists: "firstly…, secondly", "there are three steps/stages…"
• Signal phrases: "on the other hand", "in particular", "remember/note/look out for", "consequently"
• Examples or hypothetical situations
• Emphasis through tone of voice

If you don't understand: make a note or write a question and follow up in your tutorial or discussion forum.

🔄 After the class

• Re-read notes as soon as possible while content is still fresh.
• Make any additions or clarifications.
• Organize notes throughout the semester (especially for exam courses) to create well-ordered, meaningful notes.
• This saves valuable exam preparation time later.
• Your learning preference will inform which review strategies you choose.

📝 Notetaking strategies

📝 General organization principles

Regardless of method:

• Keep notes organized
• Store notes from the same subject together in one place
• Clearly label each batch with subject, source, and date taken

📋 Cornell Method

The Cornell Method: divide a piece of paper into three sections—summary area, questions column, and notes column.

Structure:

Section	Purpose	How to use
Notes column (right)	Record main points and concepts	Use your own words; skip lines between ideas; use bullet points or phrases; fill in missed details after class
Questions column (left)	Key ideas and cues	Write one or two-word key ideas from the notes column; these serve as memory cues
Summary area (bottom)	Overall synthesis	Summarize the page in two or three sentences

Review process:

1. Read the notes column
2. Quiz yourself using the questions column
3. This helps your memory make connections between notes, textbook reading, in-class work, and assignments

Main advantage: Sets you up with organized, workable notes; useful for exam preparation.

Flexibility: Can be used on paper or adapted to Word or Excel.

📊 Linear notes

A linear style uses numbers or letters to indicate connections between concepts.

Key features:

• Show hierarchy of ideas using headings (capitals, underlined, or highlighted)
• Differentiate ideas within concepts using dot points or other indicators
• Create an outline format with numbering and indenting to show connections between main ideas, concepts, and supporting details

Main benefit: Organization through clear structure.

Example pattern:

• Notetaking continues with numbering and indenting format to show connections between main ideas, concepts, and supporting details

🗺️ Concept mapping

Mapping (also called mind mapping or concept mapping): making connections between main ideas through graphic depiction.

Basic principles:

• Main ideas are circled
• Supporting concepts radiate from main ideas, shown with connecting lines
• Details radiate further from the concepts
• Pictures may be added for clarity

Structure:

• Uses a hierarchical structure
• Consists primarily of text
• Focuses on one main theme
• Shows connections between ideas related to that theme

Appeals to: learners who prefer visual representation of notes.

🎨 Sketchnoting

Sketchnoting: a personalized way of combining words with visual elements such as drawings, icons, shapes, and lines.

How it differs from concept mapping:

Feature	Concept mapping	Sketchnoting
Structure	Hierarchical	Flexible layout
Focus	Primarily text	Picture focus
Theme	One main theme	One or a range of themes

Purpose:

• Maintain engagement
• Enhance understanding
• Retain information from verbal or written content
• Organize ideas and summarize content in a meaningful way
• Help recall information later

Format: Can be created digitally or using pen and paper—choose your style and preference.

🖍️ Annotating notes

🖍️ What annotations are

Annotations: anything you do with a text to enhance it for your particular use (printed text, handwritten notes, or other documents).

Types of annotations:

• Highlighting passages or vocabulary
• Defining unfamiliar terms once you look them up
• Writing questions in the margin
• Underlining or circling key terms for future reference
• Can also annotate some electronic texts

🖍️ Best practices for highlighting

Mantra: "Less is more."

Process:

1. Always read your text selection first before highlighting anything
2. You need to know the overall message before placing emphasis
3. Then highlight or underline significant words or passages

Warning: Neat, organized, and efficient notes are more effective than crowded or overdone notes.

📄 Taking notes for assignments

📄 Avoiding plagiarism

• Be clear whether notes are your own words or a direct quote to avoid accidental plagiarism.
• This distinction must be made during notetaking, not later.

📄 Organizing assignment notes

After taking notes:

1. Look for key themes or ideas
2. Highlight them in different colors
3. This organizes information and helps you see what evidence supports various ideas for your assignment

📄 Recording source details

Record immediately:

• Author
• Title
• Date
• Publishing details
• Relevant page numbers of books and articles

Why: This saves time and avoids errors when referencing.

💻 Electronic notetaking

💻 E-reader and e-book features

• Almost all electronic reading platforms allow readers to highlight and underline text
• Some devices allow you to add written text in addition to marking words or passages
• You can collect these notes at the end of your notetaking session
• Look into the specific tools for your device and learn the features

💻 Notetaking apps

Available tools:

• Microsoft's OneNote
• Google Keep
• Notes feature on phones

Advantage: Relatively easy to use; you may already have free access.

🧭 Overview

🧠 One-sentence thesis

This textbook provides university students with foundational skills and strategies across study management, assessment preparation, academic writing, and career planning to achieve success throughout their tertiary education journey.

📌 Key points (3–5)

• Comprehensive coverage: The book addresses the full student lifecycle from orientation through graduation, including adjustment, study skills, assessment types, and post-graduation planning.
• Practical skill development: Focuses on actionable strategies for time management, note-taking, exam preparation, assignment writing, and presentation delivery.
• Assessment literacy: Detailed guidance on understanding task requirements, using marking rubrics, managing different assignment types (essays, reports, case studies), and preparing for various exam formats.
• Common confusion: Students often conflate "studying hard" with "studying effectively"—the book emphasizes strategic approaches (spacing, interleaving, practice testing) over cramming.
• Professional preparation: Includes chapters on developing employability, building professional networks, and considering postgraduate study options.

📚 Core Structure and Purpose

📖 Textbook organization

The book is divided into five parts:

• Part A: Successful Beginnings – Orientation, mindset, goals, time management
• Part B: Successful Foundations – English, math, technology, information literacy, integrity
• Part C: Successful Study – Note-taking, thinking skills, study spaces
• Part D: Successful Assessment – Managing, writing, and completing various assessment types
• Part E: Successful Futures – Employment preparation, postgraduate study, life after graduation

🎯 Target audience

• Commencing university students (domestic and international)
• Students returning to study after a break
• Those transitioning from exam-based to assignment-based assessment systems
• Students seeking to improve existing academic skills

🗂️ Key Academic Skills Covered

✍️ Assignment Writing

📝 Task analysis fundamentals

Topic words: Concepts you must research and write about. Task words: Directives that tell you how to approach the assignment (e.g., discuss, analyse, evaluate). Limiting words: Define the scope (e.g., Australian context, specific timeframe).

Example breakdown: "Discuss the suggestion that a wide range of skills are required to succeed in the professional workplace. Consider this in an Australian context."

• Task word: Discuss (requires analysis and multiple perspectives, not just description)
• Topic words: wide range of skills, succeed, professional workplace
• Limiting word: Australian context

🏗️ Essay structure

Essays require three main components:

1. Introduction (~10% of word count): Background, thesis statement, structure outline, scope
2. Body paragraphs: Topic sentence, explanation/elaboration, evidence (paraphrased and referenced), concluding sentence linking to overall argument
3. Conclusion (~10% of word count): Restate thesis, summarize key points, final impactful statement (no new material)

Thesis statement: A specific statement that directly relates to the task, does more than restate the question, and indicates your position or main argument. It has two parts: the subject (key content area) and the contention (your position).

🔄 Paraphrasing vs. synthesis

• Paraphrasing: Changing another author's writing into your own words while retaining original meaning, with proper citation. Techniques include using synonyms (except key terms), changing word types, eliminating unnecessary phrases, and restructuring sentences.
• Synthesis: Bringing together multiple sources to strengthen your argument, demonstrating understanding of connections between evidence. More advanced than paraphrasing single sources.

Common mistake: Poor paraphrasing follows the same structure as the original text with only minor word substitutions. Good paraphrasing reconstructs the paragraph using keywords as the basis while significantly changing structure.

📊 Different Assignment Types

📄 Reports vs. essays

Feature	Essay	Report
Structure	Introduction, body paragraphs, conclusion	Sections with headings (varies by type)
Purpose	Argue a position or analyze a topic	Present structured information for decision-making
Headings	Generally not used	Required
Types	Analytical, argumentative	Executive/business, scientific, technical, evaluation

🔍 Case study responses

Structure similarly to essays but must:

• Refer explicitly to case details as evidence
• Apply theory to the specific scenario provided
• Include examples and data from the case alongside academic sources

Common error: Students lose marks by not relating their answer sufficiently to the case details—they write generally about the topic instead of applying concepts to the specific situation.

💭 Reflective writing

Uses frameworks like "What? So what? Now what?" or Gibbs' Reflective Cycle:

• What? Describe the experience (who, what, when, where, why)
• So what? What did you learn? Why does it matter? What was the impact?
• Now what? How will you apply this learning? What will you do differently?

Requires more than description—must analyze, consider learning, and evaluate future impact.

📖 Study and Revision Strategies

🧠 Memory-enhancing techniques

⏰ Spacing

Studying material over multiple sessions with breaks in between, rather than one long session. Works because forgetting and re-learning strengthens long-term retention.

Example: Instead of 7 hours the night before an exam (cramming), study 1 hour per day for 7 days.

🔀 Interleaving

Switching between different topics or subjects within study sessions, rather than blocking (studying one topic completely before moving to the next).

Why it works: Your brain works harder to process "mixed up" information, leading to better long-term learning despite potential short-term forgetting.

Example: In a 2-hour study block, alternate between Chapter 3 concepts, Chapter 5 problems, and Chapter 7 review, rather than spending 2 hours only on Chapter 3.

🔗 Concept association

Linking new information to existing knowledge or memories. Creates multiple pathways for recall.

Example: When learning about nurse communication approaches, connect them to your own experiences being cared for by a nurse, or to general communication principles you already understand.

🧪 Practice testing

Testing your ability to retrieve information, not just re-reading. Methods include:

• Covering material and reciting aloud what you remember
• Creating flashcards
• Designing your own practice tests
• Teaching the material to someone else
• Timed writing practice under exam-like conditions

Why it's effective: Practices the retrieval process you'll need in the actual exam, and identifies gaps in understanding.

❌ Why cramming doesn't work

• Memory works best focusing on one concept at a time with adequate rest
• Brain can only accept limited information before needing rest (like muscles needing rest between lifting)
• Cramming causes stress, memory fatigue, and reduced concentration
• Information "crammed in" is difficult to recall in exams and easily forgotten afterward
• Creates problems for future subjects that build on current knowledge

📝 Exam Preparation and Strategies

📋 Before the exam

Know in advance:

• Date, time, location (campus, online, study center)
• Transport and parking arrangements
• Required identification
• Exam type and duration
• Perusal time availability
• Permitted materials
• Time allocation per question/section

Exam day plan: Create a timeline including arrival, settling in, perusal, answering questions, and review time.

📚 Exam types and approaches

✅ Multiple choice

Myths (all false):

• Don't need to study
• Questions are easy
• Success is just luck
• Take very little time
• Cannot cover complex concepts
• "C" is most likely correct
• Answers follow patterns

Reality: Require preparation, content knowledge, and careful reading. Some questions need calculations before determining the answer.

Strategy: Calculate time per question, answer confident questions first, mark uncertain ones to return to, carefully read all options before selecting.

✏️ Short answer

Focus on key terms, concepts, and relationships between them. May require a sentence, paragraph, or mathematical solution depending on discipline.

Common mistakes: Misinterpreting the question, insufficient answer, no example provided, unstructured response, not showing working (for calculations).

Approach: Read carefully, highlight key words, answer all parts, provide examples where relevant, structure clearly.

📖 Essay exams

Require multiple paragraphs with logical structure. Don't memorize complete essays—learn the information needed and apply to the specific exam question.

Process:

1. Read question carefully and underline key words
2. Brainstorm and plan structure (brief outline)
3. Write introduction with thesis
4. Develop body paragraphs with topic sentences and evidence
5. Write conclusion summarizing argument
6. Review if time permits

🔢 Mathematics exams

Preparation:

• Know what materials are allowed (calculator, formula sheet, etc.)
• Practice using any provided formula sheets
• Work through problems without looking at solutions
• Time yourself under exam conditions
• Get adequate sleep before exam

During exam:

• Read instructions carefully
• Write down anything you're worried about forgetting
• Label each question clearly
• Show all working (markers can't give marks if they can't follow your process)
• If stuck, write down what you know about that type of problem
• Use correct units of measurement
• Check working if time permits

😰 Managing exam anxiety

Strategies:

• Be well-prepared (reduces stress)
• Regular physical activity
• Controlled deep breathing (useful during exam)
• Healthy diet and adequate water
• Sufficient sleep, especially before exams
• Schedule relaxation activities
• Learn relaxation techniques (breathing, visualization, meditation)

When to seek help: If negative thoughts and feelings continue to interfere with daily functioning, access professional support.

🎓 Professional Development and Career Preparation

💼 Building employability while studying

🌐 Professional identity development

Think of yourself as a "professional in training" from day one:

• Demonstrate professionalism in subject interactions, forums, lectures, tutorials
• Develop positive relationships with lecturers (potential referees and industry connections)
• Participate actively in classes and discipline clubs
• For online students: use webcam, dress appropriately, ask questions, consider video background

📱 Professional image management

• Employers often view social media profiles of applicants
• Online posts may be accessible forever, even if deleted
• Consider separate private personal and public professional profiles
• Professional platforms like LinkedIn are valuable

🏛️ Professional memberships

Many organizations offer free or reduced student membership:

• Access to resources and job vacancy listings
• Professional development opportunities
• Mentoring programs
• Networking opportunities
• Demonstrates commitment beyond coursework

Action: Don't just join—participate in activities, attend events, access resources to maximize value.

💡 Work experience opportunities

• Professional placements (formal course components)
• Work integrated learning
• Internships and industry placements
• Paid junior roles
• Volunteer activities

Benefits: Develop discipline skills, expand professional network, gain references, explore career options, potentially lead to ongoing employment.

Don't worry if: Work experience isn't directly related to your field—any employment demonstrating reliability, punctuality, customer service, teamwork, and communication skills is valuable.

📄 Application preparation

📝 Resume/CV development

Prepare in draft form early so you're ready when positions are advertised (graduate programs often have short application windows).

Portfolio development (discipline-specific):

• Creative arts: digital portfolio of work
• Film/TV: showreel
• Education: lesson plan showcase
• Engineering: skills development portfolio

Build gradually throughout studies, incorporating feedback from lecturers who understand employer expectations.

🎤 Interview preparation

Consider:

• Personal presentation and attire
• Body language
• Punctuality (not too early, not late)
• Understanding the employer and business
• Which skills to highlight
• How to answer common interview questions
• Managing nervousness

Resource: University careers and employability teams offer preparation resources and practice opportunities.

🎓 Postgraduate Study Options

📊 Types of postgraduate programs

Program	Duration (full-time)	Focus
Graduate Certificate	4-5 months	Introduction to postgraduate study, explore new topics
Graduate Diploma	~1 year	Middle ground between certificate and master's
Master's by Coursework	~2 years	Classes and course-based assessment
Master's by Research	~2 years	Independent research with limited coursework, produces thesis
Doctorate	3-4 years	Original, significant research contribution; highest academic achievement

🔬 Coursework vs. research

Coursework:

• Similar to undergraduate structure (taking courses to meet unit requirements)
• May include final comprehensive exam, practicum, project, or thesis
• Lecturers serve as mentors and guides
• More structured with defined deadlines

Research:

• Based on producing independent research outcome (thesis)
• Largely independent study with academic supervisors
• Requires high-level organizational and communication skills
• Process: find supervisors, propose original research topic, design methodology, conduct research, possibly publish, write thesis
• Includes Confirmation of Candidature presentation
• May require ethics approval

🚪 Entry pathways

Requirements typically include:

• Successful completion of undergraduate degree
• Grade Point Average (GPA) meeting threshold
• For research programs: prior research experience may be required (e.g., honours degree or research master's for doctorate)
• Recognition of prior learning may be considered

International students: Must apply for student visa; each institution has unique programs, entry requirements, costs, and culture.

💰 Financial considerations

Scholarships:

• External (from organizations/industry) or internal (from university)
• Based on grades, extra-curricular activities, or social activities
• Research through scholarship websites and university pages

Research Training Program: Australian domestic students in Higher Degree by Research may be eligible for federal government scholarship covering tuition fees.

Working while studying: Individual decision requiring careful consideration of:

• Visa conditions (for international students)
• Balancing work and study demands
• Benefits: reduces debt, provides income, develops professional attributes
• Challenges: time management, scheduling conflicts, initial adjustment period

🎯 Managing Assessment Failure

😔 Immediate response

Acknowledge feelings: Anger, sadness, disappointment, shock, worry are normal. Talk with trusted friends/family or access university support services.

Self-care: Do something to give your body and mind a break (exercise, movie, friends, etc.) before taking action.

Critical first step: Check if the university requires any time-sensitive actions (re-sit exam, re-enroll in module, meet with integrity officer, submit "show cause" statement). Missing deadlines can affect academic future.

🔍 Three-step action plan

Step 1: Identify contributors

Review feedback and marking rubric to identify all factors that contributed to failure. Common factors include:

• Didn't understand task requirements
• Misinterpreted the task
• Didn't observe word count
• Left something out or included irrelevant work
• Had errors or insufficient references
• Didn't cite sources correctly
• Didn't refer to case study
• Didn't paraphrase correctly
• Academic misconduct (plagiarism, collusion, contract cheating)
• Poor exam performance or non-attendance
• Technological difficulties
• Inadequate practical skills
• Writing or English language issues
• Math skills or didn't show working
• Personal circumstances
• Time management or procrastination
• Difficulty understanding the subject

Be honest: Self-protection can lead to misdiagnosing the problem. Admitting the real cause to yourself (even if not to others) is essential for effective change.

Step 2: Review and amend

Reflect: Were answers completely realistic and honest, or did you blame others? Ask someone who knows you well if they think you've been objective. Adjust your list to be as accurate as possible.

Step 3: Write actions

For each identified factor, write one of three types of actions:

1. "I can change this next time by..." – Things you can fix yourself
2. "I can seek help to change this by..." – Who can help you learn the skill
3. "I can investigate this situation further by..." – Explore options, services, procedures, or pathways

Example: If you didn't correctly cite sources → "I can seek help to change this by making an appointment with a librarian."

📅 Implementing your plan

• Put plan in a prominent place
• Add reminders to calendar/phone
• Tell someone about your plan for accountability
• Monitor progress regularly
• Stay self-aware: compare what you want to be doing with what you are doing
• If strategies aren't working, look for alternative approaches

🤔 Questioning the grade

If you believe the lecturer made an error:

• Approach respectfully and calmly
• Communicate facts clearly
• Follow formal university procedures
• Be aware re-marking might result in a lower score
• Ensure you're not protecting self-esteem by blaming others—look for objective evidence

Don't confuse: Being close to the next grade or usually getting better marks are not examples of marking errors.

🎯 Review your goals

Use failure as an opportunity to check if you're heading in the direction you really want. Consider:

• Are you happy with your chosen field?
• Is now the right time to be studying?
• Could you be subconsciously self-sabotaging?
• Are other priorities taking precedence?

Options if reconsidering: Switching degrees, changing from full-time to part-time, deferring study temporarily. Seek advice from university support services before making major decisions.

Remember: Your degree is yours for life—doors may reopen when circumstances change.

🎓 Life After Graduation

🎉 Graduation ceremony

• University checks you've met all degree requirements
• Invitation to attend ceremony (wearing academic gown and mortarboard)
• Not mandatory but most find it rewarding and memorable
• Family and friends can attend
• Reserve date well in advance

🤝 Alumni membership

Automatic upon graduation. Benefits may include:

• Access to library resources
• Membership discounts with professional/commercial organizations
• Networking with other graduates
• Eligibility for alumni awards
• Invitations to special events
• Opportunities to mentor new students

Action: Search university website for alumni opportunities; stay connected for potential study or job opportunities.

🛤️ Five post-graduation directions

1. Finding employment

• Use momentum of recent training
• May need to accept work outside field initially to gain experience
• Competition includes applicants with degree plus work experience

2. Creating employment (self-employment)

Advantages: Control over work type and schedule, immensely satisfying

Challenges: Long hours, difficulty taking holidays, administrative tasks, financial stress, legal aspects

Preparation: Enroll in small business courses, access government business development resources and workshops.

3. Taking a break ("gap year")

• Opportunity to rejuvenate and explore
• Particularly appealing to young graduates with few commitments
• Traditionally for travel (subject to world events)

Cautions: Be aware of time limits on converting provisional professional registrations; consider seasonal employment fluctuations; may need to fulfill military service requirements.

4. Further study (postgraduate)

• Certificates, diplomas, master's, professional doctorates, PhDs
• Can change universities or locations
• Popular option after several years in workforce

5. Life events

• Parenting, health concerns, caring for others
• May be by choice or not
• Regard as a "season"—doors may reopen later
• Your degree is yours for life

Flexibility: Options can be combined (e.g., part-time work with part-time study, self-employment while caring for relatives).

🚧 Common challenges

Feeling lost or overwhelmed: Absence of university structure can be disconcerting. Stay connected with peers, alumni, family, friends. Seek professional help if mental health is affected.

Starting with debt: Student loans (e.g., Australian HECS) begin repayment once income reaches threshold. Seek help from financial advisors or budgeting experts to create a management plan.

Unemployment: Job market can be unpredictable. Can impact self-esteem and identity. Use networks to stay connected to opportunities; review employment preparation strategies; seek support if mental health declines.

Balancing life: Multiple roles (working while parenting, business while studying) make work-life balance difficult. Recognize the challenge, stay tuned to successful moments, remain open to readjustment, view as temporary season, know you can change direction if needed.

🔄 Lifelong Learning

Learning continues after graduation in both formal and informal ways:

• Formal: Postgraduate study, employer training courses
• Informal: Documentaries, conversations, reading

Key insight: Achieving academic success at university prepares you for successful learning throughout life—the benefits keep flowing.

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Final thought: Academic success is achieved through managing adjustment, connecting with resources and people, building foundational knowledge, developing essential study skills, applying them to assessment with integrity, and preparing for the future. It is the passport to continued success in every direction in life.

🧭 Overview

🧠 One-sentence thesis

Effective assessment management at university requires understanding task requirements, careful planning, engaging with feedback, and maintaining academic integrity to reduce stress and improve outcomes.

📌 Key points (3–5)

• What assessment management involves: analyzing task sheets and rubrics, planning your approach, finding information, writing, reviewing, and using feedback.
• Why planning saves time: breaking tasks into manageable sections, staying focused, and keeping within word limits prevents wasted effort.
• How to use rubrics and feedback: marking criteria show what markers look for; feedback identifies strengths and areas for improvement in future work.
• Common confusion: word count rules vary—check whether citations, references, tables, and appendices are included, and whether there's a firm limit or a range.
• Academic integrity matters: honest, ethical behavior includes proper attribution, avoiding plagiarism and collusion, and following university AI policies.

📋 Understanding assessment requirements

📄 Task sheets and their components

Task sheet (also called assignment information sheet, assessment outline, or task brief): provides key information required to undertake your assessment.

Three types of words to identify:

Word type	Purpose	Example
Topic words	Concepts you must research and write about	"skills," "professional workplace"
Task words	How to approach and structure the assignment	"discuss," "analyze"
Limiting words	Define the scope	"Australian context," specific timeframe

• Read the task sheet carefully before starting research or writing.
• Use topic words and synonyms to develop targeted search keywords.
• Example: "Discuss the suggestion that a wide range of skills are required to succeed in the professional workplace. Consider this in an Australian context."
  • Topic words: skills, professional workplace, succeed
  • Task word: discuss
  • Limiting words: Australian context

📊 Assessment style and specifications

Key details to check:

• Style: essay, report, presentation—determines structure and required sections.
• Word count: indicates depth of coverage needed; significantly under suggests incomplete coverage, significantly over may mean too much information or unclear writing.
• File requirements: type and size for online submissions.
• References: number, type (e.g., peer-reviewed), and recency (e.g., last eight years).

Word count considerations:

• Is there a firm maximum/minimum or a range (e.g., 1500 words ±10%)?
• What's the penalty for exceeding the limit? (Markers may stop reading at the limit or deduct marks.)
• Does the count include in-text citations, reference lists, figures, tables, appendices?

Don't confuse: different assignments have different word count rules—always check the specific requirements for each task.

📐 Marking rubrics

Marking rubric (also called marking sheet, criteria sheet, or scoring sheet): provides an overview of each marked component and shows what markers look for.

How to use rubrics:

• During planning: understand what's required for each grade level.
• During writing: ensure you address all criteria.
• Before submission: use as a checklist to verify you've included all key information.
• After receiving feedback: compare your work against the criteria to identify improvement areas.

Example: A rubric might show that for 9-10 marks out of 10, you need to "demonstrate a sophisticated understanding...with no gaps or misunderstandings," while 8 marks requires "very good understanding...with a few minor gaps only."

• The marks allocated to each criterion indicate its relative importance.
• Higher-weighted criteria deserve more attention and development in your work.

⚖️ Assessment weighting

Weighting: the proportion that each assessment mark contributes to your final grade.

Why weighting matters:

• Shows how your final grade is calculated.
• Helps you allocate time appropriately across different assessments.
• Example: Don't spend 80 hours on a 5% annotated bibliography if it leaves only 5 hours for a 20% presentation.

Example calculation: If an essay is weighted at 25% and you score 80/100, it contributes 20 marks to your final grade (80/100 × 25% = 20).

🗺️ Planning and preparation

🧩 Breaking down the task

Planning helps you:

• Break the task into manageable sections.
• Keep study time focused on what needs achieving.
• Stay within word limits.

Steps to begin planning:

1. Brainstorm key ideas related to the topic.
2. Organize ideas using a concept map, table, or visual organizer.
3. Determine the structure, including definitions and terms for the introduction.
4. Identify key points that will become topic sentences for paragraphs.

🗺️ Concept mapping

A concept map gives an overview of your ideas and their relationships.

How to use concept maps:

• Start with the main topic in the center.
• Branch out to related concepts and subtopics.
• Show connections between ideas.
• Use the map to decide on key points for each paragraph.
• Result: more coherent writing with clear structure.

Don't confuse: A concept map is a planning tool, not part of your final submission—it helps organize thoughts before writing.

🔍 Finding information

• Find credible information after understanding task requirements.
• Keep reference information with your notes for proper citation.
• Use your topic analysis to develop effective search keywords.
• Focus on information relevant to your limiting words (e.g., Australian context only).

✍️ Writing and reviewing process

📝 Writing your assignment

Key strategies:

• Refer to your original assignment plan and key points.
• Revise your plan if you find new relevant information during research.
• Focus on writing each planned paragraph or topic to stay on track.
• Concentrate on what the task requires to avoid going off-topic.

🔍 Revising and reviewing

Why review matters:

• Finds and fixes small errors that could lose marks.
• Ensures ideas are fully explained and linked to the assessment task.
• Checks that all requirements are met.

Best practices:

• Leave your writing for a couple of days before reviewing to see it with "fresh eyes."
• Review at multiple levels: sentences (punctuation, length, spelling), paragraphs (topic sentences, evidence, citations), and document structure.
• Use the marking rubric and task sheet as checklists.

Checklist items:

• Correct referencing style used
• Required number of credible sources cited
• All aspects of assignment task covered
• Required headings and formatting applied
• Within required word count
• Previous feedback addressed

📤 Submitting

• Don't forget to actually submit your assignment.
• Check that online submissions are accepted.
• Keep a copy of submitted assessments.
• Plan to reward yourself after submission—choose something meaningful to you.

💬 Engaging with feedback

📊 What feedback is

Feedback: information about how well you have performed a task; a key tool to promote student development.

Forms of feedback:

• Informal verbal: in class, study groups, practical settings, conversations with lecturers or peers.
• Informal written: comments on discussion forums, class activities.
• Formal written: assessment comments from lecturers, sometimes from other students.

🧠 Preparing to receive feedback

Three essential mindsets:

1. Keep an open mind: Feedback may be critical but is constructive, not personal—be prepared to consider it.
2. Be reflective: Think about how to use the information to improve your work.
3. Get ready to change: Feedback is only effective if you act on it; unwillingness to change limits its positive impact.

Don't confuse: Feedback is about your work, not about you as a person—try not to take it personally.

🔄 Using feedback effectively

Feedback helps you:

• Improve your work and/or practice.
• Develop your skills.
• Improve your marks.

Questions to ask when reviewing feedback:

• What did I do well?
• What can I improve for next assessment?
• What information or support do I need to develop those skills?
• What did I get partial or no marks for? (These are areas for improvement.)

Strategy example: If you received 8/10 for "Literacy and written communication skills" with feedback noting "minor errors in vocabulary, grammar, punctuation," compare the criteria for your mark against full marks. Additional editing and proofreading time may be needed for improvement.

😤 Dealing with negative feedback

• Everyone makes mistakes and has areas for improvement—don't be too hard on yourself.
• Put feedback in perspective; remember it's not personal.
• Use feedback to your advantage and learn from it.
• Ask for assistance—resources and people are available to help.
• Seek clarification from your lecturer or tutor if you don't understand feedback.

If you suspect a marking error:

• Markers are people and occasionally make mistakes.
• Most errors are caught in moderation, but some slip through.
• Respectfully contact the course examiner with clear, factual information.
• Don't contact while angry or upset—ensure communication is respectful.
• Allow appropriate time for marks to be reviewed.
• Note: Being close to the next grade or usually getting better marks are not marking errors.

🎓 Academic integrity

🤝 What academic integrity means

Academic integrity (TEQSA, 2022): the expectation that teachers, students, researchers, and all members of the academic community act with honesty, trust, fairness, respect, and responsibility.

Why it matters:

• Shows you are honest, trustworthy, and responsible—critical for future professional roles.
• Means you are not engaging in academic misconduct.
• May contribute to your overall assessment mark (e.g., marks allocated to proper referencing).

⚠️ Academic misconduct examples

Actions inconsistent with academic integrity:

• Plagiarism: not attributing the work of others.
• Collusion: working with other students to write and use an assignment inappropriately.
• Contract cheating: asking or paying others to complete your assignment.
• Inappropriate use of artificial intelligence: check your university's specific policies.

Consequences:

• Universities have formal investigation processes.
• Range of penalties may be applied when misconduct occurs.
• Can affect your academic record and future opportunities.

Best practice:

• Check your university guidelines on academic integrity policies.
• Understand policies on artificial intelligence use.
• Properly acknowledge all sources of information.
• Engage in honest, ethical behaviors in all academic work.

🧭 Overview

🧠 One-sentence thesis

Successful assignment writing at university requires systematic task analysis, academic writing conventions, evidence-based argumentation, and careful revision to demonstrate understanding and critical thinking.

📌 Key points (3–5)

• Task analysis is foundational: breaking down assignment questions into topic words, task words, and limiting words ensures you understand what to research, how to approach it, and the scope required.
• Academic writing has specific conventions: formal tone, third-person voice, logical structure, evidence from scholarly sources, and proper referencing distinguish academic from non-academic writing.
• Paraphrasing and synthesis demonstrate understanding: paraphrasing rewrites one source in your own words; synthesis combines multiple sources to strengthen arguments—both are valued more highly than direct quotes.
• Common confusion—editing vs proofreading: editing addresses big-picture issues (content, structure, style, sources); proofreading fixes fine details (spelling, grammar, punctuation, formatting).
• Arguments require evidence + reasoning: a strong academic argument combines a clear position, supporting evidence from credible sources, and explanation of why that evidence matters.

📋 Understanding assignment requirements

📋 Task analysis: three types of words

Assignment questions contain three key word types that guide your approach:

Word type	Purpose	Example
Topic words	Concepts you must research and write about	The main subject matter
Task words	How to approach and structure the assignment	Discuss, analyse, evaluate, compare
Limiting words	Define the scope and boundaries	Australian perspectives, specific timeframe, relevant codes

Why this matters: Identifying these words before you begin research makes your process more efficient and ensures you address all requirements.

🎯 Common task words decoded

Task words tell you the type of thinking and structure required:

• Analyse: Break into components and show how they connect; be logical and methodical.
• Discuss: Provide analysis with evidence; include different perspectives (more than description).
• Evaluate/Assess: Judge strengths and weaknesses; make an overall determination of value or usefulness.
• Compare: Show both similarities and differences; provide balanced response.
• Critically (+ another word): Give a balanced account of strengths and weaknesses; does NOT mean "criticise."
• Explain: Describe and clarify; may include processes, cause and effect, or outcomes.

Don't confuse: "Describe" (thorough account without judgment) vs "Discuss" (analysis with evidence and perspectives) vs "Evaluate" (judgment of worth with supporting evidence).

📄 Using criteria sheets

The criteria sheet (marking rubric) shows how your assignment will be marked and should serve as a checklist. It also specifies:

• Due date and word limit
• Referencing style and research expectations
• Formatting requirements

Example: A rubric might allocate five marks specifically to referencing application, making proper citation essential to your grade.

✍️ Academic writing conventions

✍️ Academic vs non-academic tone

Academic writing	Non-academic writing
Clear, concise, well-structured	Verbose, uses more words than needed
Formal (writes numbers under 20 in full)	Uses numerals and symbols like "&"
Reasoned and supported (logically developed)	Uses humor, puns, sarcasm
Authoritative (third person: "This essay argues...")	First person ("I think," "I found")
Uses discipline-specific language	Uses colloquial language (e.g., "mate")

How to learn academic style: Read broadly in your discipline area—course readings and scholarly sources show you the language and structure conventions of your field.

📐 Thesis statements

A thesis statement tells the reader your purpose, argument, or direction for answering the assignment question.

Characteristics of effective thesis statements:

• Directly relates to the task (may contain key words or synonyms from the question)
• Does more than restate the question
• Is specific and uses precise language
• States your position or main argument
• Usually has two parts: subject (content area) and contention (your position)

Where it appears: The thesis statement guides your entire essay structure—it appears in the introduction, is supported in body paragraphs, and is restated in the conclusion.

Note: Not all assignments require a thesis statement; check with your lecturer if unsure.

🏗️ Structuring your assignment

🏗️ The 2-3-1 drafting approach

Rather than writing start to finish, consider this sequence:

1. Body paragraphs first (2): Develop your main arguments and evidence
2. Conclusion second (3): Summarize what you've actually written
3. Introduction last (1): Accurately preview the content you've created

Why this works: You know what your assignment actually covers, making it easier to write an accurate introduction and avoid mismatches between what you promise and what you deliver.

🚪 Writing introductions

An effective introduction (approximately 10% of word count) provides four elements:

1. Brief background/context on the topic
2. Thesis statement (if required)
3. Outline of essay structure (what you'll cover and in what order)
4. Parameters/scope (what will/won't be covered, e.g., "from an Australian perspective")

Example structure: Background sentences → scope indication → structure outline (First... This will be followed by... Considerations will then... The final section...) → thesis statement.

🚪 Writing conclusions

An effective conclusion (approximately 10% of word count) should:

• Restate your thesis/argument from the introduction
• Summarize key points used to prove the thesis
• Present implications or recommendations (if required by task)
• End with a strong final statement (your key take-away)
• Never introduce new material or direct quotes

Don't confuse: A conclusion that merely repeats the introduction vs one that synthesizes your argument by showing how the evidence presented supports your thesis.

📦 Paragraph structure

Each body paragraph should follow this progression (general to specific):

1. Topic sentence: Main idea that relates to your overall argument
2. Explanation/Elaboration: Explain and develop the main idea; think critically, don't just describe
3. Evidence: Paraphrased information from credible sources with proper references
4. Concluding sentence: Explain why this paragraph matters to the assignment question; link to the next paragraph

Paragraph checklist:

• Clear main idea?
• Everything relates to that idea?
• Idea adequately developed?
• Sentences flow smoothly?
• Evidence included?
• Connected to overall topic?

🔗 Sentence quality and transitions

Complete sentences: Must contain a verb; avoid sentence fragments (incomplete ideas) and run-on sentences (two clauses without proper punctuation).

Transitions: Use linking words and phrases to connect ideas between paragraphs and make writing flow. The order of ideas should reflect the structure outlined in your introduction.

🔄 Paraphrasing and synthesis

🔄 Paraphrasing techniques

Paraphrasing: Changing another author's writing into your own words while retaining the original meaning; you must cite the original author.

Why paraphrase:

• Regarded more highly at university than direct quoting
• Helps you better understand the material
• Demonstrates you've understood what you read

Six-step paraphrasing process:

1. Ensure you understand the reading (look up keywords)
2. Record source details for correct citation
3. Identify words to change to synonyms (keep key/topic words)
4. Change word types (noun to verb or vice versa)
5. Eliminate unnecessary words/phrases
6. Change sentence structure (break long sentences into shorter ones or combine short ones)

Quality indicator: A good paraphrase uses keywords as the basis to reconstruct the paragraph with significantly different structure from the original—not just synonym substitution with the same sentence order.

🔗 Synthesis techniques

Synthesizing: Bringing together more than one source of information to strengthen your argument.

Why synthesize: Demonstrates understanding and ability to show connections between multiple pieces of evidence; a more advanced academic skill than paraphrasing single sources.

Four synthesis techniques:

1. Learn how to reference multiple authors correctly in one citation
2. Organize research notes by themes to keep similar ideas from different authors together
3. Identify similar language and tone to group ideas
4. Synthesis can group similar ideas OR contrast different ones to strengthen arguments

Example pattern: Topic sentence → paraphrased evidence from Source A → paraphrased evidence from Source B supporting similar point → critical thinking connecting the sources → concluding statement linking back to topic.

💪 Building arguments

💪 What an academic argument means

In academic writing, an "argument" means taking a position on a topic and justifying it with evidence—not having a disagreement.

Formula for a good argument:

• Your position/claim + Evidence from credible sources + Reasoning (why the evidence supports your position) = Strong argument

💪 Skills needed for arguments

1. Read critically to find evidence
2. Plan your argument structure
3. Think and write critically throughout to enhance the argument

💪 Language for expressing arguments

Purpose	Example phrases
Introducing your argument	"This paper will argue/claim that..."; "...is an important factor to consider because..."; "...will be argued in this paper"
Introducing evidence	"Smith (2014) outlines that..."; "This evidence demonstrates that..."; "According to Smith (2014)..."; "Research provided by Smith (2014) indicates..."
Explaining importance	"Therefore this indicates..."; "This evidence clearly demonstrates..."; "This is significant because..."; "This data highlights..."
Concluding a point	"Overall, it is clear that..."; "Therefore, these reasons should be considered because..."; "The research presented indicates..."

🔍 Revision process

🔍 Editing (big picture)

Editing considers the overall focus and larger issues. Review four main areas:

Content: Does everything relate to the assignment task? Is there enough credible, scholarly evidence?

Structure: Is the organization appropriate for the assignment purpose?

Style: Is the tone objective and formal? Written in third person? Avoided emotive and informal language?

Sources: Are there appropriate in-text citations? Are all citations included in the reference list with full details?

🔍 Proofreading (fine details)

Proofreading catches specific errors:

Word choice: Correct words used (e.g., "from" vs "form"; "trail" vs "trial")? Australian spelling applied? Appropriate discipline-specific language? Avoided discriminatory language and slang?

Grammar and spelling: Accurate throughout?

Sentences: Complete? Make sense? Contain only one idea? Elements agree (subject-verb-noun-pronoun)? Not too long or complicated?

Conciseness: Removed words that don't add meaning?

Punctuation: Correct throughout? No unnecessary commas?

Referencing: Formatted correctly according to guidelines?

Don't confuse: Editing (big-picture revision of content, structure, style, sources) happens first; proofreading (fixing spelling, grammar, punctuation, formatting) happens second—they are separate processes.

🎓 Academic integrity considerations

🎓 Why integrity matters

Academic integrity involves honest, respectful, and ethical behaviors. It affects:

• Whether academic misconduct has occurred
• Your overall mark (e.g., marks allocated specifically to referencing application)

🎓 Key practices

• Appropriately acknowledge all information sources with in-text citations and references
• Check your university's policies on artificial intelligence use to avoid misconduct
• Apply the skills from each chapter to adopt practices consistent with academic integrity

Resource reminder: Every chapter in the source material provides information to help you maintain academic integrity; specific guidance appears in the "Integrity at University" and "Working with Information" chapters.

🧭 Overview

🧠 One-sentence thesis

Recognizing different assignment types and understanding their specific purposes allows students to direct their writing skills effectively to meet task requirements across various university assessments.

📌 Key points (3–5)

• Core principle: Different assignment types (essays, case studies, reports, reflective writing, annotated bibliographies, literature reviews) each have distinct structures and purposes.
• Essays come in two main forms: analytical essays examine topics thoroughly from multiple angles, while argumentative essays require taking a clear position with a thesis statement.
• Structure matters across all types: Most assignments require an introduction (≈10% of word count), body paragraphs, and conclusion (≈10% of word count).
• Common confusion: Case study responses vs essays—case studies require explicit examples and data from the case itself as evidence, not just general theory.
• Reflective writing is more than description: It requires analysis, critical thinking, and evaluation of how experiences impact future thinking and actions.

📝 Essay Assignments

📝 Core components of essays

An essay is a common form of assessment that uses formal but reader-friendly language and has a clear and logical structure, incorporating research from credible academic sources.

Breaking down the word allocation:

• Introduction: approximately 10% of total word count
• Conclusion: approximately 10% of total word count
• Body paragraphs: remaining 80% divided among content sections
• Use task and criteria sheets to determine what content to cover

🎯 Effective essay introduction

An essay introduction must accomplish four tasks:

Task	Purpose
Engage and provide background	Draw reader interest and contextualize the topic
Provide thesis statement	State the position or argument (when required—check with tutor)
Outline structure	Preview how the essay will unfold
Indicate scope	Clarify what will and will not be covered

🧱 Effective body paragraphs

Each body paragraph should follow this structure:

1. Topic sentence: State the main point (should relate to thesis statement if present)
2. Expand the idea: Define terminology and explain concepts in depth
3. Support with evidence: Paraphrase and reference credible sources appropriately
4. Demonstrate critical thinking: Show your "student voice" by asking "So what?" and discussing how evidence relates to your topic
5. Conclude and link: Wrap up the idea and transition to the next point

Don't confuse: Including evidence vs. analyzing evidence—you must interpret and discuss the relevance of your evidence, not just present it.

🔚 Effective essay conclusion

A conclusion must:

• Summarize main points using past tense
• Provide an overall conclusion relating to the thesis statement or position from the introduction
• Not introduce any new information

🔍 Analytical vs Argumentative Essays

🔍 Analytical essays

Analytical essays demonstrate your ability to examine a topic thoroughly by looking carefully at various components in a methodical and logical way to create understanding.

Key characteristics:

• Provide background description of relevant theory, situation, problem, or case
• Go deeper than description by considering different sides
• Compare and contrast various theories
• Examine positives and negatives of the topic
• Your position may be clear but a thesis statement is not necessarily required (check with tutor)

Example: If task words include "analyse," "examine," "discuss," "determine," or "explore," you are writing an analytical essay.

🎯 Argumentative essays

Argumentative essays require taking a position on the assignment topic, expressed through a thesis statement in the introduction.

Key characteristics:

• Must present and develop arguments throughout the body
• Use logically structured paragraphs
• Each paragraph needs a topic sentence relating to the thesis statement
• Must reach a conclusion based on evidence presented

Example: If task words include "argue," "evaluate," "justify," or "assess," you are writing an argumentative essay.

Don't confuse: Both essay types require analysis and critical thinking, but argumentative essays explicitly require a stated position (thesis statement) while analytical essays may not.

📋 Case Study Responses

📋 Common mistakes to avoid

Students typically lose marks for:

• Not relating answers sufficiently to case details
• Not applying critical thinking
• Lacking clear structure
• Using inappropriate or insufficient sources
• Using inaccurate referencing

🔗 Structure and integration

Key principle: Structure paragraphs similarly to essay paragraphs but include examples and data from the case as additional evidence.

Paragraph structure breakdown:

• Topic sentence (introduces the main point)
• Explanations using paraphrased evidence with in-text references
• Critical thinking (asks "So what?" to demonstrate student voice)
• Case application (relates theory back to specifics of the case)

Example: The case becomes a source of examples as extra evidence to support the points you are making—not just background context.

Don't confuse: Case studies vs. general essays—in case studies, you must explicitly connect theoretical concepts to specific details, examples, and data from the case provided.

📊 Reports

📊 Purpose and audience

Reports are written to present information in a structured manner and are used widely in business, government, scientific, and technical occupations.

Key considerations:

• Written for different audiences (clients, managers, technical staff, senior leadership)
• Structure varies depending on professional requirements and aims
• Format choice depends on the ultimate purpose of the report

📊 Types of reports

Report Type	Purpose
Executive or Business Reports	Convey structured information for business decision-making
Short form or Summary Reports	Abbreviated structures for focused, concise information delivery
Scientific Reports	Document scientific research results, experiments, or research problems
Technical Reports	Communicate technical information for decision-making, including problems and solutions
Evaluation Reports	Present results or proposals for evaluation of policies, programs, processes, or services

🪞 Reflective Writing

🪞 What reflective writing involves

Reflective writing helps you explore feelings, experiences, opinions, events, or new information to gain clearer and deeper understanding of your learning.

More than description: Requires you to:

• Analyze a situation, problem, or experience
• Consider what you have learned
• Evaluate how this may impact your thinking and actions in the future
• Apply critical thinking and good quality research
• Demonstrate understanding or learning from a situation

Why it matters: Reflective practice skills developed at university are vital in the workplace for using feedback for growth and continuous improvement.

🔄 What? So What? Now What? model

Stage	Questions to address
What?	Describe the experience—who, what, why, when, where?
So what?	What have you learned? Why does it matter? What impact on you? Connections to coursework, current events, past experiences?
Now what?	What will you do as a result? How will you apply learning in the future? Critical questions to pursue? Action plan?

🔁 Gibbs' Reflective Cycle

This model encourages considering your feelings as part of the reflective process through six specific steps. It is popular in Health disciplines.

Key principle: Following the model carefully and being clear on requirements of each stage helps focus thinking and reflect more deeply.

🎓 The 4 R's of reflective thinking

This model was designed specifically for university students engaged in experiential learning, including practice-led activities, placements, and internships. Common in Creative Arts, Health, and Education.

📚 Annotated Bibliographies and Literature Reviews

📚 Annotated bibliography

An alphabetical list of appropriate sources on a topic, accompanied by a brief summary, evaluation, and sometimes explanation or reflection on their usefulness or relevance to your topic.

Purpose: Teach you to:

• Research carefully
• Evaluate sources
• Systematically organize your notes

What to include when choosing sources:

• The specific topic and question you are investigating
• The type of sources required
• Whether sources are reputable and high quality

What to evaluate:

• Is the work current?
• Is the work relevant to your topic?
• Is the author credible/reliable?
• Is there any author bias?
• Strengths and limitations (may include research methodology evaluation)

📖 Literature reviews

Literature Review	Systematic Literature Review
Analyzes and synthesizes literature on your research topic in a systematic (clear and logical) way. May be organized conceptually, chronologically, or methodologically.	A much larger, more complicated research project following a clearly defined research protocol to remove reviewer bias. Each search step is documented to ensure replicability.

Don't confuse: A literature review done "in a systematic way" (organized and logical) vs. a "systematic literature review" (a complex advanced research methodology). As a commencing undergraduate, you are unlikely to be expected to complete a systematic literature review.

🎯 Key approach for literature reviews

Not like annotated bibliographies: You do not summarize and evaluate each resource individually.

Instead: Analyze and synthesize common ideas from multiple texts into key themes relevant to your topic.

Organization tip: Use a table or spreadsheet to organize information and record full reference details—this saves time later when compiling your reference list.

🧭 Overview

🧠 One-sentence thesis

Effective presentations at university require understanding the type of presentation required, thorough preparation through structured steps, and deliberate delivery strategies that engage the audience and communicate ideas clearly.

📌 Key points (3–5)

• Three main types: formal (prepared in advance with visual tools), informal (impromptu talks), and group (collaborative, planned).
• Preparation is key: following structured steps (understanding task, audience, topic, structure, practice) increases confidence and effectiveness.
• Structure matters: like written assignments, presentations need logical flow (introduction, body, conclusion) so audiences can follow.
• Delivery techniques: voice control, body language, attitude, and visual design all contribute to how well your message is received.
• Common confusion: not all strategies apply to every presentation—choose approaches that fit your specific task, audience, and format.

📋 Types of presentations

📋 Formal presentations

Formal presentations: instances where you are required to prepare in advance to deliver a talk.

• Used for assessment pieces, interviews, conferences, or projects.
• Likely to use some form of visual tool to deliver information.
• Require prior planning and practice.

💬 Informal presentations

Informal presentations: occasions where you may be required to deliver an impromptu talk.

• May occur in tutorials, meetings, or gatherings.
• Less structured than formal presentations.
• May not require visual tools.

👥 Group presentations

Group presentations: normally formal and require you to work collaboratively with your peers in delivering information.

• Similar to formal presentations in requiring prior planning and practice.
• Done for assessment pieces, projects, or conferences.
• Some visual tools may be used.

🛠️ Preparation steps

🛠️ Why preparation matters

• Preparation ensures you are heading in the right direction from the start.
• Increases confidence in completing the presentation.
• Applies regardless of presentation type.

📝 Key preparation steps

The excerpt provides a structured approach:

1. Understand the task or topic you are presenting.
2. Identify your audience.
3. Research and understand your topic thoroughly.
4. Create a structure for your presentation.
5. Practice your delivery.

Why this works: These steps allow you to create tailored presentations with directed content addressing a specific topic or task, enabling you to engage your audience and deliver your message effectively.

🏗️ Presentation structure

🏗️ Why structure is crucial

• Similar to written assignments, creating a structure is crucial to delivering your presentation.
• Benefits: your presentation will flow in a logical manner and your audience will be able to follow and understand the information.
• Structure may vary depending on whether you are presenting in a group, presenting informally, or presenting a poster.

📐 Sample structure components

The excerpt suggests considering:

• Platform and technology: what tools you will use (e.g., PowerPoint for formal, handwritten notes for informal).
• Setting: formal vs informal determines structure complexity.
• Standard elements: introduction, body, and conclusion (check your lecturer's task sheet for specific requirements).

Don't confuse: The structure varies by context—informal presentations may not require technology, while formal settings typically benefit from visual equipment.

🎤 Delivery strategies

🎤 Five ways to improve delivery

The excerpt emphasizes that delivering your work is one of the hardest aspects but is achievable with the appropriate approach, including prior planning, practice, and confidence.

Key elements mentioned:

• Plan in advance.
• Practice multiple times.
• Be confident in your abilities.

🎯 Staying on track

The excerpt provides reminders about:

• Audience: keep them in mind throughout.
• Structure: follow your planned structure.
• Focus: address the overall task and objectives.

Why this matters: These elements prevent you from wandering off-topic and ensure your presentation meets its objectives.

🗣️ Voice and body language

🗣️ Voice control elements

Voice is more than the sum of the noises you make as you speak.

Inflection:

• The change in pitch or loudness of your voice.
• Can be deliberately used to make a point, get attention, or emphasize importance.

Volume:

• Speak too softly → people think you are shy or unwilling to share.
• Speak too loudly → people think you are shouting.
• Control volume to fit the audience and venue size.

Speed:

• Some people rush through presentations when nervous, making it difficult for audiences to follow.
• Control speed so everyone can listen comfortably.
• Time yourself when preparing and practicing.
• If exceeding time limit, you may be speaking too quickly or have too much content.

Conversational tone: Use a friendly, natural speaking style to add to listener comfort.

🧍 Body language components

Stance, gesture, and eye contact—in other words, overall body language.

What to avoid:

• Moving around and fidgeting.
• Looking down at the ground or staring at note cards.
• Chewing gum.
• Sticking hands in and out of pockets nervously.

What to do:

• Make eye contact with your audience as often as possible.
• Stand in a comfortable manner without fidgeting.
• Use gestures sparingly to make certain points.
• Be comfortable knowing you have practiced and know your topic well (this helps calm nerves).

💡 Additional presentation elements

😊 Attitude matters

Attitude is everything.

• Your enthusiasm for your presentation will prime the audience.
• If you are bored by your own words, the audience will be yawning.
• If you are enthused by what you have to offer, they will sit up and listen intently.
• Be interested in your audience—let them know you are excited to share ideas with them.

🖼️ Visual elements

Three elements to consider: design, method, and function.

Design includes:

• Size, shape, color, scale, and contrast.
• Vast array of options for designing backgrounds or structuring visual parts.

Method considerations:

• Drawing a picture, including a photograph, using clip art, or showing a video?
• Range of colors or shapes?
• Literal presentation (photograph) vs. abstract (artistic rendition)?
• Example: a picture of a pond surrounded by tall trees may symbolically represent the concept of a calm person.

Function (purpose of visuals):

• Telling a story?
• Communicating a message?
• Creating movement for the audience to follow?
• Summarizing an idea?
• Motivating people to agree with an idea?
• Supporting and confirming what you are telling your audience?

Best practice for slides: Minimal words or pictures on the screen—just enough to illustrate the information conveyed in your oral presentation.

🎨 Choosing strategies

Important reminder: Not every strategy is applicable to all presentations or to every individual.

• Choose strategies that work for you and meet your presentation objectives.
• Relate strategies to your audience.
• Address the overall task.
• Consider designing a learning map of the tips you need to remember.

✅ Key takeaways

✅ Essential actions

1. Understand the type of presentation you are asked to deliver.
2. Start preparing in advance and adopt a structure.
3. Know your topic well and your audience.
4. Practice different strategies, tools, and speaking approaches well before your presentation; ensure it is within the allocated time limit.
5. Be confident in yourself, your presentation skills, and follow the plan you have developed.

🔄 The practice principle

The excerpt emphasizes repeatedly: practice, practice, and practice!

This repetition underscores that rehearsal is fundamental to effective presentation delivery, helping with timing, confidence, and smooth execution of all the strategies discussed.

🧭 Overview

🧠 One-sentence thesis

Effective exam preparation relies on consistent planning, memory-enhancing revision strategies, and understanding exam requirements rather than last-minute cramming.

📌 Key points (3–5)

• Core revision strategies: spacing (when you study), interleaving (what you study), and practice testing (how you study) all work by making your brain work harder, which strengthens long-term memory.
• Why cramming fails: your brain can only accept limited information at once and needs rest between study sessions; cramming causes stress, memory fatigue, and makes information harder to recall both during and after the exam.
• Memory foundations: adequate sleep, exercise, healthy diet, regular breaks, and managing anxiety all improve your ability to remember and retrieve information.
• Common confusion: open book exams seem easier but actually require deeper understanding, complex application, and well-organized materials—not just fact recall.
• Exam day success: knowing logistics (location, time, allowed materials), having a time-allocation plan, and using all available exam time (including review time) maximizes performance.

🧠 Memory-based revision strategies

⏰ Spacing (when you study)

Spacing: studying with breaks or spaces between study sessions to help retrieve information through repetition over an extended period.

• Why it works: giving yourself time between sessions allows you to forget information, and each time you forget and then relearn, your brain works harder, improving understanding, retention, problem-solving, and application.
• How to apply: instead of cramming seven hours the night before, study a little each day over multiple days.
• Example: for a Biology exam, study 1 hour per day for seven days rather than 7 hours in one night.
• Don't confuse: forgetting is beneficial here—it forces your brain to work harder when retrieving, which strengthens long-term memory.

🔀 Interleaving (what you study)

Interleaving: switching between study topics or subjects within each study session.

• Why it works: your brain must work harder to process "mixed up" information; this may cause short-term forgetting but leads to better long-term memory and learning.
• How to apply: within each study block, mix up the content—revisit material from a previous chapter, alternate between different types of problems, or switch between subjects.
• Example: in a single study session, spend time on Chapter 3, then switch to Chapter 5, then review a problem set from Chapter 2.
• Use interleaving with spacing: alternate topics within each daily study session.

🧪 Practice testing (how you study)

Practice testing: rehearsing your ability to retrieve information from memory, not just rereading content.

• Why it works: you practice retrieving information (the skill needed in exams) and think about material in more depth, creating more connections to existing memories.
• How to apply:
  • Read a section, cover it, ask yourself "What was the main idea?", recite or write your answer, then check.
  • For maths: write down the example question, cover the working, try it yourself, then check your answer and working.
  • Create flashcards or design your own test.
  • Teach the material to someone else (friend or family member).
  • Practice under timed conditions similar to the actual exam.
• Example: for a history exam requiring essay responses, set a timer and practice writing within that time limit.
• Create a safe environment for mistakes: take practice quizzes on your own or with a partner where errors are expected and used for learning.

🧩 Association and connection techniques

🔗 Concept association

Concept association: linking new information you are learning with information you already know.

• Why it works: linking new material to existing knowledge and memories increases your ability to recall information later; the more pathways you create, the more likely you can retrieve the information.
• How to apply: connect new material to your own experiences, observations, or existing understanding.
• Example: learning about nurse communication approaches → recall your own experience being cared for by a nurse → consider which approaches the nurse used and whether they were effective.
• You don't need direct experience: you can link to similar situations you've observed, or to your general understanding of good communication.
• Bonus: thinking about how information relates to your experiences also deepens your understanding of the topic.

🎵 Using mnemonics

Mnemonics: using letters or phrases as a form of association to help remember things.

• Why and how they work: when you are unfamiliar with foundational concepts, mnemonics help you recall information quickly, especially for lists or processes with multiple steps.
• Examples from the excerpt:
  • Music: "Every Good Boy Deserves Fruit" = EGBDF (notes on the music staff)
  • Compass: NEWS = North, East, West, South
• Caution: don't make your mnemonic so complex that it's harder to remember than the original information.
• Once you're more familiar with your discipline, you probably won't need mnemonics, but you'll likely always remember them.

🧶 Generating idea clusters

Idea clusters: linking new material with unrelated but well-remembered information (stories, songs, movie lines).

• How it differs from mnemonics: you link new information to more complex known material (not just simple phrases or words).
• How to apply: connect new information to a well-remembered story, situation, song lyrics, or movie lines.
• Example: Andrea (a knitter) remembers a complex delicate stitch by associating it with Red Riding Hood—the stitch looks like part of it is hiding, which reminds her of the character, helping her recall the exact order of steps.
• When to use: useful for remembering a series of steps or more complex information, and when you have time to practice the association.
• Requirement: you must be able to link the new information to something you remember very well.

⚠️ Why cramming doesn't work

🚫 The problem with cramming

Cramming: attempting to cram all required exam information into memory in a very short period.

• Why it fails:
  • Your memory works best when you focus on one concept at a time and spend time linking it to what you already know.
  • Your brain needs rest—it can only accept so much at once, just as muscles need rest between lifting heavy weights.
  • Cramming does not allow time for this rest.
• Negative consequences:
  • Causes stress, memory fatigue, and affects concentration.
  • Makes it harder to recall information during the exam.
  • Information recalled in the exam is more likely to be forgotten later.
  • May create problems in future subjects that build on this knowledge.
  • You'll likely need this knowledge in your future career.

🆘 If you must study in a short time

• Adapt the strategies: even with limited time, you can maximize effectiveness.
• Allocate time to all subjects (don't focus on just one).
• Use mini-interleaving: alternate study time across multiple subjects.
• Use mnemonics to assist memory.
• Monitor your concentration levels and take breaks to maintain focus during study blocks.

📋 Exam day preparation and execution

🗓️ In the lead-up to your exam

Know the logistics:

• Date, location, and time (campus, online, or study centre)
• Transport and parking arrangements, costs, payment options
• Required identification (student ID, driver's license)
• Type of exam and completion time
• Whether there is perusal time before the exam starts
• What you are allowed to take into the exam
• How much time to allocate to each question or section

For online exams:

• Ensure reliable device (laptop/computer) and internet connection
• Have required hardware (printer, scanner)
• Test all devices and equipment beforehand
• Prepare required items (calculator, translation dictionary)
• Test comfort levels (lighting, temperature, seating)
• Remove distractions (turn off phone, TV)

Create an exam day plan: outline how you will use your exam time effectively (see Table 22.3 in the excerpt).

📝 On the day of your exam

Arriving / preparing to start:

• Arrive in plenty of time (or be ready to start online) so you don't feel rushed
• Don't let other students interrupt your thinking; avoid comparing what you've learned with others
• Get to your designated place, organize allowed materials, calm your mind

Taking the exam:

• Listen carefully to verbal directions or read online instructions carefully
• As soon as you receive the exam, scan quickly and familiarize yourself with requirements and any choices (use perusal time if available)
• Read instructions carefully—note any options to choose questions (e.g., two from four short-answer questions); answering more than necessary wastes time and gives no extra marks
• Decide how to allocate your time for each section (from your exam plan)
• Answer every required question—even partial answers may receive some marks (find out beforehand if partial marks are given)
• Answer questions you're most confident about first

At the end of the exam:

• Use all available time—don't leave early
• Review your answers: check maths calculations, review essays for grammatical and content errors, answer difficult multiple choice questions you skipped
• Verify you've completed the entire exam: check backs of pages, confirm you have an answer for every question section

😰 Managing exam anxiety

🧘 Strategies for managing exam stress

• Be prepared: knowing you're prepared reduces exam stress
• Physical activity: incorporate regular exercise in your schedule
• Controlled deep breathing: take deep, slow breaths to help you focus (particularly useful during exams)
• Healthy diet and water: what you eat influences how you feel (but don't suddenly increase water intake the night before)
• Sleep: get enough sleep, especially in the lead-up to exams
• Relaxation activities: schedule things that help you relax (music, walking, going to the beach)
• Relaxation techniques: learn controlled breathing, visualization, and meditation (can help during the exam itself)

🆘 When to seek support

• If your coping strategies are not working
• If exam stress is affecting your ability to undertake your studies
• Contact your university for additional support

♿ Special accommodations

• Most universities provide reasonable adjustments for students who meet disability support or equity criteria
• May include: additional time, assistive technologies, furniture adjustments, alternative locations
• Aim: provide equitable exam experience and opportunities for success
• Contact your university for information about specific services and support

🚨 When things go wrong

• Sometimes things don't go to plan (illness, computer issues during online exams)
• Universities have processes for managing these circumstances
• Time limits often apply: contact your university as soon as practical when you realize you can't undertake your exam
• For online exams: know in advance how to contact your university for support during the exam, so you're prepared if something unexpected happens (e.g., internet connection cut)

📚 Types of exams overview

🔒 Closed exams

• What you can bring: only writing and drawing instruments
• Formula sheets may or may not be provided (for maths/statistics exams)

📄 Restricted exams

• What you can bring: only specific things (e.g., single page of notes, calculator, formula sheet for maths)
• You may be required to hand in your notes or formula sheet with your exam paper

📖 Open book exams

• What you can bring: any printed or written material and calculator (if required)
• If online: may also access online resources
• Emphasis: conceptual understanding and application of knowledge, not just recall of facts

🎭 The open book exam myth

Myth: Open book exams are easier because you can have all your study materials.

Reality:

• Require preparation, good understanding of content, and effective organization of notes
• You must find relevant information quickly during the exam
• Generally require more detailed responses
• You must demonstrate knowledge, understanding, and ability to find and apply information
• Questions often require complex answers with reason and evidence to support responses
• The more organized you are, the more time you have to answer questions (less time searching)

Tips for preparing materials:

• Organize notes logically with headings and page numbers
• Use different colors to highlight and separate topics
• Be familiar with book layouts; use sticky notes to mark important information
• Use learning objectives from each week/module to determine what's important (likely to be on the exam)
• Create an alphabetical index for important topics

🧭 Overview

🧠 One-sentence thesis

Different exam formats—closed, restricted, open-book, take-home, multiple-choice, short-answer, essay, case-study, and maths—each require specific preparation strategies and understanding of what materials are allowed, so students can maximize their performance by tailoring their study approach to the exam type.

📌 Key points (3–5)

• Exam categories by materials allowed: closed (writing instruments only), restricted (specific items like one page of notes), and open-book (any printed/written materials).
• Common confusion about open-book exams: students often think they will be easier, but they actually require deeper understanding, complex answers, and well-organized materials to find information quickly.
• Multiple-choice myths: contrary to popular belief, multiple-choice questions are not easier, do not follow patterns like "C is always correct," and require thorough content knowledge and preparation.
• Maths exam working: always show your calculations and process, as markers award marks for understanding the method even if the final answer is incorrect.
• Preparation must match exam type: each format (essay, case study, short answer, etc.) demands different study strategies and response approaches.

📚 Exam categories by access to materials

🔒 Closed exams

Closed exams: exams that allow you to bring only your writing and drawing instruments.

• Formula sheets may or may not be provided (especially for maths and statistics).
• Require memorization of key concepts and formulas.
• For maths closed exams: know what will and will not be assessed; practice using any provided formula sheet beforehand.

🔓 Restricted exams

Restricted exams: exams that allow you to bring in only specific things such as a single page of notes, or in the case of maths exams, a calculator or a formula sheet.

• You may be required to hand in your notes or formula sheet with your exam paper.
• For maths restricted exams: practice using the formula sheet while studying to familiarize yourself with it and quickly find what you need.

📖 Open book exams

Open book exams: exams that allow you to have access to any printed or written material and a calculator (if required) during the exam.

• If completing online, you may also access online resources.
• Emphasis is on conceptual understanding and application of knowledge rather than recall of facts.
• Generally require more detailed responses and complex answers supported by reason and evidence.

Why open-book doesn't mean easy:

• Require preparation and good understanding of content.
• Need an effective system for organizing notes to find information quickly.
• More time spent searching = less time answering questions.

🏠 Take-home and open-book exam strategies

🏠 Take-home exams

Take-home exams: a special type of open book exam where you are provided with the exam paper and are able to complete it away from an exam centre over a set period of time.

• Can use whatever books, journals, websites you have available.
• Usually require more exploration and in-depth responses than other exam types.
• Risk: spending too long researching and not enough time planning and writing.

Preparation tips:

• Arrange a quiet, organized space.
• Inform family/housemates you need cooperation.
• Know the correct submission date.
• Do preliminary research and bookmark useful websites or download relevant journal articles.
• Organize and classify notes in logical order before receiving the exam topic.

📋 Organizing materials for open/restricted exams

Strategy	Purpose
Organize notes with headings and page numbers	Quick navigation
Use different colors to highlight topics	Visual separation
Mark important sections with sticky notes	Fast reference
Create alphabetical index with page numbers	Locate topics quickly
Write summary page with definitions, formulas, rules	One-stop reference
Use learning objectives to determine importance	Focus on likely exam content

📝 Three-step process for open-book and take-home exams

1. Read the question carefully and identify what is being asked.
2. Find relevant information in your organized materials.
3. Answer the question using the information you found.

✅ Multiple-choice exam strategies

🎯 Preparing for multiple-choice questions

• Prepare as you would for other exam types (see general exam preparation).
• Find past or practice exam papers and practice doing multiple-choice questions.
• Create your own multiple-choice questions to think about material more deeply.
• Complete any course quizzes (multiple attempts help build skills).
• Calculate time allowed per question before the exam.

🧩 Format of multiple-choice questions

Component	Description
The question/statement	Analyze carefully; key words give information to determine correct answer; watch for qualifiers like "not," "only," "today"
Possible answers	Usually 3-5 options including incorrect answers and one or more correct answers (one being most accurate or complete)

During the exam:

• Consider time allocated per question to guide time use.
• Don't spend all time on one question, leaving others unanswered.
• Carefully mark responses and ensure answer matches question number.
• Review answers if time permits after completing all questions.

❌ Common multiple-choice myths (all FALSE)

• You don't need to study for multiple-choice tests.
• Multiple-choice questions are easy to get right.
• Getting questions correct is just good luck.
• Questions take very little time to read and answer.
• Cannot cover complex concepts or ideas.
• "C is most likely correct."
• Answers follow a pattern (e.g., badcbadcbadc).
• Alternating answers gets more correct.

Reality: Multiple-choice questions may appear short with the answer provided, but some require thought and further calculations before determining the answer.

✍️ Short-answer and essay exams

✍️ Short answer exams

Short answer exams: exams that focus on knowledge and understanding of terms and concepts along with the relationships between them.

• Depending on study area, could require a sentence, short paragraph, or solving a mathematical problem.
• Check expectations with lecturer/tutor prior to exam.

Preparation strategies:

• Concentrate on key terms and concepts.
• Do NOT prepare and learn specific answers (may not get that exact question).
• Learn similarities and differences between similar terms and concepts.
• Learn relevant examples or supporting evidence to demonstrate application and understanding.

Common mistakes to avoid:

• Misinterpreting the question.
• Not answering the question sufficiently.
• Not providing an example.
• Response not structured or focused.
• Wasting time on questions worth fewer marks.
• Leaving questions unanswered.
• Not showing working (if calculations required).

📄 Essay exams

• Require a response with multiple paragraphs, logical and well-structured.
• Preferable NOT to prepare and learn an essay in anticipation.
• Better to learn the information needed and apply it to the specific question on exam day.
• For handwritten exams: ensure writing is legible (no marks if marker can't read it).

Three tips for essay exams:

1. Plan your response before writing.
2. Structure your answer with clear paragraphs.
3. Leave time to review your work.

📊 Case study and maths exams

📊 Case study exams

• Often quite complex with multiple details (deliberate to allow demonstration of problem-solving and critical thinking).
• Require applying knowledge to real-life situations.
• May include information in various formats: scenario, client brief, case history, patient information, graph, or table.
• May require answering a series of questions or conducting an analysis.

Three tips:

1. Read the case carefully and identify key information.
2. Apply your knowledge to the specific scenario.
3. Refer to the case in your response.

🔢 Maths exams

Types and materials allowed:

Exam type	Materials allowed	Study tips
Open	Any printed/written material and calculator	Avoid too much information; organize with tabs; summarize and highlight key points
Restricted	Only specific items (calculator, sometimes formula sheet)	Practice using formula sheet while studying to familiarize yourself
Closed	Only writing and drawing instruments	Know what will/won't be assessed; practice with any provided formula sheet

🧮 Maths exam preparation tips

• Review spaced practice information (see general exam preparation).
• Do NOT start studying the night before—cramming doesn't work as well as regular study.
• Review notes and make concise list of important concepts and formulae.
• Know formulae and how to use them.
• Work through tutorial problems again without looking at solutions.
• Work through practice or past exams with time limits, without notes/books.
• Get a good night's sleep before the exam.

✏️ Answering maths questions

For short answer maths questions:

• Read each question carefully (a couple times).
• Ask: What is the question asking? What information are you given? Is there anything else needed (multi-step)?
• Highlight/underline key words.
• Draw a picture if possible to visualize the problem.
• Show all working—markers cannot give marks if they cannot follow your working.
• Check your work.
• Ensure work is clear and readable.

Exam day strategies:

• Read exam instructions carefully; clarify queries with supervisor.
• During perusal time, write down anything you're worried about forgetting.
• Read each question carefully, look for key words, make notes, write formulae.
• Prioritize questions: do most comfortable first; spend more time on questions worth more marks.
• Label each question clearly for the marker.
• If stuck, write down anything you know about that question type—could earn marks.
• The process is important—show you understand the process even if numbers don't work out.
• Don't spend too long on one question if really stuck.
• Draw pictures where possible.
• Avoid whiteout; use single line to cross out incorrect working.
• Use correct units of measurement.
• If time permits, check working and review once all questions answered.

🎯 Key takeaways

📝 General principles across all exam types

• Know your exam type and practice answering those types of questions.
• Understand requirements for your specific exam type (closed, restricted, open-book) and what materials you can use.
• Practice under exam conditions to become comfortable with the format.
• For handwritten exams, write legibly so your marker can read your work.
• Time management is crucial—allocate time based on marks available per question.

🔍 Format-specific reminders

• Multiple-choice: read response options carefully.
• Short answer: double-check you've answered all parts of the question.
• Essay: practice writing essay responses under timed exam conditions.
• Case study: ensure you refer to the case in your response.
• Maths: include your working for all calculations.

🧭 Overview

🧠 One-sentence thesis

Failing assessment at university is a common experience that, when approached with honest self-reflection and a structured action plan, can become a powerful pathway to future academic success.

📌 Key points (3–5)

• Purpose of assessment: Universities use assessment to verify that students have acquired the required knowledge and skills for their qualification.
• Emotional response is normal: Failing evokes strong feelings (anger, sadness, disappointment) that need acknowledgment and management before productive action can occur.
• Immediate action required: Check for time-sensitive university requirements (re-enrollment, show cause statements, exam re-sits) within the first day or two.
• Honest self-diagnosis matters: Accurately identifying why you failed—rather than protecting self-esteem by blaming external factors—is essential for changing the right things.
• Common confusion: Students often misattribute failure to external factors when honest self-examination would reveal personal contributions; distinguishing genuine external causes from self-protective thinking is critical.

😔 Understanding emotional responses

😔 Normal feelings after failure

Failing assessment triggers intense, uncomfortable emotions that can affect confidence, self-esteem, motivation, and mood simultaneously.

• You may experience anger, sadness, disappointment, shock, worry, distress, and anxiety all at once.
• These feelings are particularly strong when you invested significant time and effort.
• The first few hours or day feel especially raw and can consume your thinking.

Don't confuse: Experiencing strong emotions with being unable to move forward—feelings are normal and manageable, not permanent obstacles.

🛡️ Self-care strategies

Taking time to manage emotions is not about eliminating them but finding a place where they don't block progress toward a positive future.

Helpful activities include:

• Physical exercise or sport
• Watching a movie
• Eating comfort food
• Socializing with friends
• Playing games

Why this matters: Self-care gives your body and mind time to return to a healthier state where they can function better, and prevents rash actions driven by anger or sadness.

🆘 When to seek professional help

If negative thoughts and feelings continue to interfere with everyday life and well-being, access healthcare workers (psychologists, counselors) as soon as possible.

University services available:

• Academic learning advisors
• Psychologists
• Other healthcare professionals

⏰ Critical first actions

⏰ Time-sensitive requirements

Within the first day or two of receiving failure news, check for any university-required actions with deadlines.

Important action: Look for notifications, emails, and instructions from your lecturer or university about required responses to failing.

Examples of time-sensitive requirements:

• Re-sitting an exam next month
• Re-enrolling in a compulsory training module next week
• Meeting with an academic integrity officer within eight weeks
• Submitting a "show cause" statement within a fortnight

Why this matters: Missing these deadlines can critically affect your academic future; responding promptly and appropriately makes a significant difference.

📧 Clarification and follow-through

If instructions are unclear, make enquiries immediately to understand what you must do.

Example: A student receives notice to submit a show cause statement but doesn't understand what that means → contact the lecturer or student services immediately for clarification rather than waiting.

🔍 Diagnosing the failure

🔍 The challenge of honest self-examination

Self-examination is personally confronting and uncomfortable because human nature drives us to defend weaknesses and shift blame to protect self-esteem.

Self-examination: The process of objectively analyzing your own contribution to failure, which can be uncomfortable but leads to learning and growth.

The protective mind trap: Your desire to protect your reputation can reduce willingness to admit objectively if you contributed to your failure.

The key skill: Being able to distinguish when an external factor genuinely caused failure versus when your mind is being overprotective.

🎯 Why accurate diagnosis matters

If you don't admit truthfully why you failed, you may try to change the wrong things.

Misdiagnosis	Consequence
Blame external factors when personal factors were responsible	Change things that won't improve results
Protect self-esteem over honesty	Miss the real problem
Tell others a different story than yourself	Actions don't address root causes

Essential principle: Being honest with yourself is essential even if you don't wish to tell others—it ensures you change things that will actually make a difference.

📋 Using feedback effectively

Refer to feedback you received about your performance to establish why you failed.

Sources of diagnostic information:

• Written comments from markers
• Marking rubrics showing where points were lost
• Meetings with lecturers, tutors, or learning advisors to interpret feedback

Don't forget: Feedback may include what you did well—congratulate yourself on successes rather than focusing only on negatives.

📊 The three-step action plan

📊 Step 1: Identify contributors

Think about one specific assessment task or exam you failed and identify all factors that contributed to the result.

Common contributing factors include:

• Didn't understand or misinterpreted task requirements
• Didn't observe word limits or left something out
• Had errors or insufficient references
• Didn't cite sources correctly or paraphrase properly
• Academic integrity issues (claiming others' work as your own)
• Poor exam performance or inadequate preparation
• Non-attendance at exams or classes
• Technological difficulties
• Inadequate practical or writing skills
• Personal circumstances (health, safety, finance, caring responsibilities)
• Time management problems or procrastination
• Difficulty understanding the subject

Process: Place a tick beside every factor that contributed—tick as many as apply, and add factors not listed.

🔄 Step 2: Review and amend

After completing the initial list, reflect on whether your answers were completely realistic and honest.

Questions to ask yourself:

• "Were my answers completely realistic and honest, or did I try to protect myself by blaming something or someone else?"
• Could another student, close friend, or relative identify factors I missed?

Why this matters: People who know you well may identify factors you overlooked; the more accurate your list, the more likely you'll fix the right problem.

✅ Step 3: Write actions

Identify and write what action you can take in the future to produce a different result.

Three types of actions:

Action type	When to use	Example
Change yourself	You feel confident you can fix it independently	Lost marks for exceeding word limit → pay close attention to word count next time
Seek help	You need to learn a skill or get assistance	Didn't reference correctly → find a librarian to teach referencing skills
Investigate options	Something beyond your control stopped success	Missed exam due to illness → investigate procedure for re-sitting with medical certificate

Sentence stems to use:

• "I can change this next time by..."
• "I can seek help to change this by..."
• "I can investigate this situation further by..."

🚀 Implementation and follow-through

🚀 Putting the plan into action

Taking action makes you feel better about failure because you're already on the path to a better future.

Strategies for staying on track:

• Put your plan in a prominent place as a reminder
• Add it to a visible spot on your electronic device
• Tell someone else about your plan to make yourself accountable
• Put reminders in your calendar or phone as checkpoints
• Meet periodically with another student, mentor, or friend to discuss progress

Timeline awareness: Some actions are quick and easy; others take longer and involve multiple steps.

🔁 Staying self-aware

Monitor what you want to be doing and compare it with what you are actually doing.

Self-awareness: Monitoring your intended behaviors against your actual behaviors to ensure you're implementing your plan.

If strategies aren't working: Look for alternative approaches to try rather than giving up.

Remember: Universities are well equipped with people and resources to help students succeed—your priority is to take action and find what you need.

🤔 Questioning the grading

🤔 When lecturers make errors

It is possible you failed because a lecturer or tutor marked your work inaccurately or unfairly—teachers do make errors.

Possible marking errors:

• Miscalculated final total grade
• Ambiguous instruction on exam paper
• Contradiction in assignment task that misdirected you

🗣️ Approaching staff respectfully

If you wish to investigate the possibility that an error produced your failing grade, approach staff calmly and respectfully.

How to proceed:

• Communicate the facts of the situation clearly
• Follow any formal procedures set out by your university
• Adopt an open, non-aggressive outlook
• Discuss sensitive issues objectively

Important warning: If you ask for re-marking by another examiner, the second examiner may score it lower than the first.

🛡️ Self-awareness check

Before proceeding, make sure you're not questioning the grade to protect your self-esteem by blaming something or someone else.

When to proceed: If you can see objective evidence suggesting something went wrong in how you were examined, then investigate calmly and respectfully.

Support available: Your university may have a student advocacy group to assist in this process.

🎯 Reviewing life goals

🎯 Opportunity for reflection

An experience of failure is an opportunity to review your life goals and priorities and double-check that you're heading in the direction you really want to go.

Questions to consider:

• Am I still on the pathway I want?
• Am I studying what I actually want to study?
• Is this the right time in my life to be studying?

🚧 Subconscious self-sabotage

Sometimes failing can be a subconscious way of telling yourself you're not happy about something.

Examples of underlying issues:

• "Actually, I don't like nursing. I want to study engineering."
• "I'm studying because I'm expected to. What I really want to do is travel right now, then study after that."
• "I want to keep my tennis coaching business growing" (prioritizing other interests over study).

When this might apply: Students can deliberately or unknowingly self-sabotage their assessment results when they're unhappy with their direction.

Support available: Make an appointment with a counselor or psychologist to explore your feelings and make decisions about the direction you wish to take.

🔀 Considering alternatives

Changing direction with university study is a major decision with significant consequences for time, finances, and academic future.

Before withdrawing: Seek advice from university support services to be well-informed of consequences.

Possible alternatives to consider:

• Switching degrees
• Changing from full-time to part-time study
• Putting study on hold temporarily (deferment)

Outcome: With a few changes, you might discover you are happy to continue studying after all.

💪 Path forward

💪 Reframing failure

In the big scheme of life, failing something at university is probably a smaller event than you think.

Key perspective: No grade, however bad, defines who you are—you've had lots of successes in your life too.

What matters: It matters less that a failure happened, and more that you can use it to get where you want to go.

🌱 Growth mindset approach

Approached with a growth mindset, failure may be just what you needed to put you on a path for academic success.

Failure as opportunity:

• Check your goals
• Tweak your methods for reaching them
• Learn how to succeed
• Find motivation for change
• Experience a catalyst for growth

Final message: Failing an assessment task can feel like a catastrophe, but it can be a valuable step towards achievement.

🧭 Overview

🧠 One-sentence thesis

Students should begin building their employability while still studying by developing professional skills, expanding networks, and strategically positioning themselves for post-graduation careers.

📌 Key points (3–5)

• Start early: Career preparation activities can begin at any stage of study and many also enhance learning in your field.
• Professional identity: Think of yourself as a "professional in training" from day one, demonstrating professionalism in all university interactions.
• Multiple strategies: Employability involves networking, work experience, professional memberships, extra-curricular activities, and maintaining a professional image.
• Common confusion: Students often wait until graduation to prepare for employment, but building career readiness throughout your degree is far more effective.
• Practical preparation: Having a clear career plan, a professional resume, and understanding your target profession makes job applications more successful.

🎯 Career planning foundations

🎯 Understanding your target profession

• Having a clear picture of your future career makes it easier to develop the skills and attributes employers seek.
• Some students have clear career goals; others need guidance from Career Practitioners (Advisors/Counsellors).
• Most universities provide free access to expert careers advice.
• You don't need to lock yourself into one path, but clarity helps focus your preparation efforts.

🎓 Professional in training mindset

Professional in training: viewing yourself as developing your professional identity from the moment you start university, rather than just being a student.

• This mindset shift happens from day one of your university experience.
• You demonstrate professionalism (or lack of it) in all interactions: forum posts, lectures, tutorials, and submitted work.
• Example: A student who engages thoughtfully in class discussions and submits quality work is building their professional reputation.
• Don't confuse: Being professional doesn't mean study can't be fun—it means avoiding inappropriate behavior or creating negative impressions.

🤝 Building professional networks

🤝 Connecting with lecturers

• Lecturers often have connections with employers in your discipline.
• They can share knowledge of employment practices and opportunities.
• Many graduate programs require academic references—lecturers need to know who you are to be your referee.
• Ways to connect: participate actively in classes, engage in subject forums, join discipline clubs (e.g., Engineering Club).

🌐 Online vs on-campus networking

Different approaches work for different study modes:

Study Mode	Networking Strategies
On-campus	Attend live classes, participate in discussions, join clubs, meet lecturers in person
Online	Use webcam in live lectures, dress appropriately, ask questions during sessions, consider video background, engage actively in forums

👔 Professional memberships

• Many professional organizations offer free or reduced-cost student memberships.
• Benefits include: useful resources, graduate programs, job vacancy listings, professional development, mentoring programs.
• Membership helps you meet people, develop networks, and become familiar with your profession.
• Important: Don't just join—participate in activities to demonstrate genuine engagement to employers.
• Your university website, lecturers, and career practitioners can advise on relevant organizations.

🖼️ Professional image and presence

🖼️ Social media considerations

• Many employers view applicants' social media pages.
• Your online behavior and image reflects on potential employers.
• Anything posted online may be accessible forever, even if you delete the original.
• Strategy: Consider having separate private personal and public professional profiles.
• Platforms like LinkedIn are specifically designed for professional networking.
• Don't confuse: You can still have personal opinions and share with friends/family—just be strategic about what's public.

📋 Accreditation bodies

• Many professions require or offer optional registration.
• Accreditation bodies oversee registration processes (e.g., Queensland College of Teachers for teachers, Engineers Australia for engineers).
• Review the competencies and skills required for registration—these align with what employers seek.
• Prepare your registration application early; don't miss job opportunities because registration isn't finalized.

💼 Gaining practical experience

💼 Work experience opportunities

Types of experience available while studying:

• Professional placements (formal components of studies)
• Work integrated learning
• Internships and industry placements
• Paid junior roles

Benefits:

• Develop discipline-specific skills
• Expand professional network
• Gain professional references or recommendations
• May lead to ongoing employment
• See what working in your profession is actually like

💼 Other employment value

Even work outside your field demonstrates valuable qualities:

• Punctuality and reliability
• Appropriate presentation
• Customer service experience
• Working with others
• Written communication skills
• Managing budgets
• Following policies and procedures

Example: Managing your cricket club newsletter demonstrates written communication, working with contributors, software skills, and graphic design.

🎭 Extra-curricular activities

Universities offer opportunities like:

• Student representation positions
• Peer assisted learning
• Sporting clubs
• Debating clubs

Benefits:

• Develop and demonstrate employer-sought skills
• Show life balance beyond being "just" a student
• Example: Team sports indicate ability to work with others and general fitness; student representation develops leadership skills.

📄 Application preparation

📄 Resume and portfolio development

• Prepare your resume or CV now, at least in draft form.
• Graduate employment programs are often advertised six months or more in advance.
• Application windows may be short—be ready.
• Your resume highlights your skills, experience, abilities, and why you're desirable.
• A poorly prepared resume suggests you're a poorly prepared professional.

📄 Professional portfolios

Some disciplines require portfolios during studies:

• Creative arts: digital portfolio of paintings
• Film and television: showreel
• Education: showcase portfolio of lesson plans
• Engineering: skills development portfolio

This is an opportunity to gradually build evidence of your skills and professional learning. Pay attention to feedback—lecturers know what employers seek.

📄 Application components

Applications often require multiple documents:

• Cover letter
• Statement of claim
• Selection criteria statement
• University transcripts
• Referee reports
• Work samples

Your university careers and employability team has resources to help prepare comprehensive applications.

🎤 Interview and event preparation

🎤 Interview readiness

Things to consider for maximizing interview success:

• Personal presentation (what you wear)
• Body language
• Punctuality (not too early, not late)
• Understanding the employer and business
• Knowing which skills to highlight
• How to answer interview questions
• Managing nervousness

Resources: University careers teams offer preparation resources and may provide practice interview opportunities.

🎤 Industry events on campus

• Potential employers may attend university events (on campus or virtually)
• Careers fairs: employers from various professions discuss recruitment and provide organizational information
• Information sessions: specific employers offer recruitment information at key times
• Treat these as mini job interviews—make a positive impression
• The people you meet may formally interview you for jobs later

🛠️ Skills beyond technical knowledge

🛠️ Transferable skills employers seek

Employers look for more than just discipline knowledge:

• Clear communication
• Working with others
• Problem-solving
• Time management
• Initiative and adaptability
• Leadership

Consider how you will demonstrate these skills in applications and interviews.

🛠️ Developing a skills checklist

When you know what employers want, you can plan to acquire missing skills.

Information sources:

• Job vacancy listings
• University careers and employability teams
• Professional bodies
• Accreditation or registration bodies

Strategy: Review skills, training, and experience requirements in relevant job vacancies to build your personal development checklist.

🏫 University support services

🏫 Careers and employability teams

Most universities offer services including:

• Promoting job vacancies
• Resume and application writing support
• Careers advice
• Internships and mentoring programs
• Programs to assist with employability

These teams are experts in employment, career development, and employability. Their services are usually free to students—make the most of this resource. They can help if you're unsure about helpful activities, relevant professional organizations, or available job opportunities.

🎓 Conclusion

Career preparation is a journey that starts when you commence university studies. By developing professional skills, gaining experience, building networks, and strategically preparing application materials, you improve your readiness to enter your profession and ease the transition from student to professional. Universities offer numerous opportunities—take advantage of them to build a comprehensive portfolio demonstrating your career readiness and suitability.

🧭 Overview

🧠 One-sentence thesis

Postgraduate study in Australia offers diverse pathways—from graduate certificates to doctorates—that enhance professional skills, employment prospects, and personal growth through either coursework or research-focused programs.

📌 Key points (3–5)

• What postgraduate study includes: graduate certificates, graduate diplomas, master's degrees (coursework or research), and doctorates, each with different time commitments and structures.
• Three main benefits: development of professional skills, increased employment opportunities, and personal growth including confidence and critical thinking.
• Coursework vs research distinction: coursework involves structured classes and assessments similar to undergraduate study; research involves independent investigation producing original contributions (usually a thesis).
• Common confusion: choosing between coursework and research—coursework suits those who prefer guided learning and firm deadlines, while research suits self-directed learners comfortable with fluid structures.
• Pathways and planning: entry typically requires a good undergraduate GPA; research degrees may also require prior research experience; planning during undergraduate study helps identify suitable pathways.

🎓 Types of postgraduate programs

📜 Graduate certificates

• Shortest postgraduate option: four to five months full-time study.
• Purpose: add credentials to your resume or explore a new topic/passion.
• Good entry point for testing postgraduate study without a large time commitment.

📋 Graduate diplomas

• Middle ground between certificate and master's: approximately one year full-time.
• Covers similar course options to certificates but extends into further study.
• Offers similar content to master's programs without the full commitment.

🎯 Master's degrees

Two distinct types exist:

Type	Structure	Duration	Focus
Master's by coursework	Attending classes, completing course-based assessments	~2 years full-time	Applying existing knowledge to your context
Master's by research	Limited coursework; mostly independent research	~2 years full-time	Producing original research (usually a thesis)

• Master's by research serves as a stepping-stone toward doctoral study.
• Both build upon existing knowledge from undergraduate degrees.

🔬 Doctorates

Doctorate: the highest academic program achievement at university, focusing on developing significant, original research.

• Duration: three to four years full-time study.
• Goal: make an original and significant contribution to existing knowledge in a specific field.
• Involves independent research, critical thinking, and producing a substantial thesis.
• Often required for academic/research employment at universities and career advancement in certain fields.
• Represents the pinnacle of intellectual achievement and expertise.

💼 Benefits of postgraduate study

🛠️ Professional skills development

• Exposure to the skillset of practicing professionals in your field.
• Example: journalism students gain newsroom experience, press writing skills, and relevant technology; history students learn archival and primary source research.
• Enculturation into the profession's culture and specialized language/jargon.
• Particularly valuable if you lack prior professional experience.

📈 Employment opportunities

• Results in additional career options, promotion opportunities, and greater advancement.
• Builds specialized expertise exceeding undergraduate-level knowledge.
• Common pathway: working within universities (research-focus and service-focus align with postgraduate study content).
• May incorporate internships, industry placements, and networking opportunities that enhance employability.
• Can lead to promotions and new pathways in already-established careers.
• Prepares you to critically think, analyze, and lead.

🌱 Personal growth

• Career progression may become less central; personal benefits take priority over time.
• Increased self-confidence, problem-solving abilities, and critical thinking skills.
• Motivations exist on a continuum related to life course and context.
• Builds upon your perception of self, especially concerning future employment pathways.
• Develops skills usable in both personal and professional life.
• Don't confuse: initial motivation (often career-focused) with evolving motivation (often personal growth-focused) during the journey.

🔀 Coursework versus research pathways

📚 Postgraduate coursework basics

• Similar to undergraduate: achieve degree by taking courses until required units are met.
• May require a final assessment: comprehensive exam, practicum, project, or thesis.
• Tests content learned and skillset necessary for the specific field.

Lecturer relationships:

• Lecturers serve as mentors guiding you on specific pathways/specializations.
• Provide guidance and assistance throughout your program lifespan.
• May develop mentor/mentee relationships that help with industry employment, research degrees, and other opportunities.

🔬 Postgraduate research basics

• Based on producing a research outcome (independent thesis), though may contain some courses.
• Includes research master's degrees and doctoral degrees.
• Undertaken as independent study with assistance from at least two academic supervisors/advisors.

The research process:

1. Source supervisors
2. Propose a research topic (original and significant contribution)
3. Design research methodology
4. Plan and undertake research with supervisors
5. Possibly produce research publications
6. Write a thesis

Key milestones:

• Confirmation of Candidature: present preliminary proposal to a panel of experts (typically in first third of degree).
• Ethical approval: facilitated by university ethics office to ensure ethical conduct.

Skills required:

• High-level organizational and communication skills.
• Self-advocacy: clearly explain needs to labs, archives, government offices, etc.
• Time management: organize daily research tasks and meet university milestones.
• Positioned at intersection of research teams, university, and outside stakeholders.

🤔 Choosing between coursework and research

Consider these questions during undergraduate study:

Question	Coursework indicator	Research indicator
Learning approach?	Prefer guided learning	Prefer self-directed investigation
Structure preference?	Prefer firm deadlines set by lecturers	Prefer fluid structure
Knowledge engagement?	Apply existing knowledge to your context	Add to existing body of knowledge
Project style?	Shorter projects, collaborative thinking	Independent work, long-term focus

Example: If you enjoy structured environments with clear deadlines and collaborative work, coursework may suit you better. If you prefer exploring solutions independently and engaging deeply with scholarship, research may be more appropriate.

🚪 Pathways and entry requirements

📝 Application process

1. Decide degree level: certificate, diploma, master's, or doctorate.
2. Choose discipline: social sciences, engineering, education, arts, law, science, business, etc.
3. Check entry dates: institutions use different calendar models (semesters, trimesters, blocks).
4. Review prerequisites: each institution has specific requirements.

📊 Entry requirements

• Undergraduate entry (for comparison): based on secondary education rank, possibly with interview/audition/folio.
• Postgraduate entry: based on Grade Point Average (GPA) from undergraduate studies.
• Research programs: may require prior research experience (e.g., honours degree or research master's for doctoral entry).
• Recognition of prior learning: may be considered under certain circumstances.
• Different universities have different requirements—check with your intended institution.

🔄 Flexible pathways

• Many universities offer options to stop and start at your own pace.
• May exit a master's program early with a graduate diploma qualification.
• Flexibility accommodates busy schedules, especially for students working and studying simultaneously.

🌏 International students

• Australian postgraduate programs are attractive for biology, engineering, chemistry, mathematics, social sciences, and medical fields.
• Each institution has unique programs, entry requirements, costs, and culture.
• Consider: supervisory relationships, communication ability, engagement with Australian community/culture.
• Requirement: apply for student visa through relevant Australian government department.
• Thorough research into ideal institution and destination is vital.

⚖️ Practical considerations

💼 Working while studying

Benefits:

• Reduces or negates student debt.
• Provides disposable income for supplies, emergencies, travel, savings.
• If working in your field, you can practice what you're studying.
• Develops professional attributes valuable in the classroom.

Challenges:

• May struggle to balance work and studies, especially in first semester.
• Can impact results and ability to make connections with peers/mentors.
• Difficult to schedule work around courses (coursework students).
• Research process can be intense initially (research students).

Solutions:

• Use university resources for time management.
• Discuss with specialist advisors and supervisors.
• Develops organizational, time-management, and communication skills.

Don't forget: International students must consider work conditions of their student visa.

💰 Finances and scholarships

• Plan funding as soon as you decide to pursue postgraduate study.
• Scholarships: awards for achievements (grades, extra-curricular activities, social beliefs/activities).

Scholarship type	Source	How to find
External	Organizations or industry	External scholarship websites
Internal	Your university	University scholarship webpages
Research-based	Professional/student organizations	Seek opportunities through organizations

Research Training Program (RTP):

• Federal government scholarship for Australian domestic students.
• Covers tuition fees for Higher Degree by Research (most doctorates and research master's).
• Available for stipulated duration of degree.

🎯 Planning during undergraduate study

📅 When to start thinking about postgraduate study

• May seem far off during early undergraduate years.
• Important to be aware of possibilities and opportunities early.
• Careful consideration during undergraduate studies enables identification and planning of successful pathways.

🔑 Key actions

• Maintain a strong GPA—it's important for postgraduate entry.
• Gain research experience if considering research pathways.
• Explore different opportunities at university to understand your preferences.
• Connect with lecturers who can become mentors.
• Investigate scholarship opportunities early.
• Reach out to student support teams at intended institutions for guidance.

🧭 Remember

• Not everyone's pathway is the same.
• Some pursue postgraduate study immediately after undergraduate completion.
• Others start after time in the workforce.
• Both pathways are valid—choose what suits your circumstances and goals.

🧭 Overview

🧠 One-sentence thesis

Graduation marks a transition point where students apply their academic skills to diverse life paths—employment, entrepreneurship, further study, or personal commitments—while navigating new challenges and continuing lifelong learning.

📌 Key points (3–5)

• What graduation offers: completion of degree requirements, ceremonial recognition, and automatic alumni membership with potential networking and resource benefits.
• Five main directions: finding employment, creating self-employment, taking a break (gap year), pursuing postgraduate study, or managing life events (parenting, caregiving).
• Flexibility in pathways: these directions are not mutually exclusive and can be combined (e.g., part-time work with study) or revisited at different life stages.
• Common challenges: feeling lost without university structure, managing study debt, facing unemployment, and balancing multiple roles simultaneously.
• Lifelong learning continues: academic success skills (critical thinking, research, argumentation) remain valuable throughout life in both formal and informal contexts.

🎓 The graduation milestone

🎓 Ceremony and recognition

• Universities check that all degree requirements are met before confirming eligibility to graduate.
• Graduation ceremonies are traditional events where students wear academic robes and mortarboards and walk across a stage.
• Attendance is typically optional—you receive your degree regardless—but most students find it rewarding and memorable.
• Family and friends can attend to share the celebration.
• Practical details: ceremonies occur at different times depending on the university; students may need to hire gowns and should reserve the date well in advance.

🤝 Alumni membership

Alumni: a term meaning past students of a university.

• Membership is automatic upon graduation and requires no action.
• Potential benefits include:
  • Access to library resources or special membership rates
  • Discounts with professional or commercial organizations
  • Networking opportunities with other graduates in the same field
  • Eligibility for alumni awards and invitations to special events
  • Opportunities to mentor new students or take active roles at the university
• Staying connected through alumni networks may lead to further study or job opportunities.

🛤️ Five pathways after graduation

💼 Finding employment

• Many graduates aim to transition quickly into paid work in their field.
• Advantages of immediate job seeking:
  • Use the momentum of recent study
  • Leverage the recency of training
• Reality check: not all new graduates secure jobs that perfectly match their qualifications immediately.
• Competition may come from applicants with both degrees and work experience.
• Consider accepting work outside your field initially, with a view to gradually moving into your preferred profession.

🚀 Creating employment (entrepreneurship)

• Self-employment allows tailoring a job to your specific skills.
• Examples from the excerpt: film/television graduates becoming freelance photographers; education graduates working as private tutors.
• Advantages: control over work type and schedule; can be immensely satisfying.
• Challenges to prepare for:
  • Long work hours
  • Difficulty taking unpaid holidays
  • Considerable administrative tasks
  • Financial stress
  • Legal aspects of business management
• Preparation recommendations: enrol in small business management courses; access free government resources and workshops on business development.

🌍 Taking a break (gap year)

• Opportunity to rejuvenate after years of study and explore other life aspects.
• Particularly appealing to young graduates with few financial or family commitments.
• Traditionally used for travel, though natural disasters, disease, or border closures may limit this.
• Important cautions:
  • Be aware of time limits on converting provisional professional registrations to full registrations (e.g., teaching, health services).
  • Consider seasonal fluctuations in employment demand in your field.
  • Some countries have military service requirements to fulfill.
  • A "gap year" doesn't need to be a full year—plan the best time to return to job searching.

📚 Further study (postgraduate)

• Graduation opens access to postgraduate options: certificates, diplomas, masters, professional doctorates, PhDs.
• Offers a chance to extend knowledge and expertise further.
• Students may change universities to find appealing courses or experience new locations (different city, state, or overseas).
• Also popular for those with several years of workforce experience who want to return to student life and delve deeper into their field.

👨‍👩‍👧‍👦 Life events

• Life circumstances may steer you away from work, travel, or study pathways, whether by choice or not.
• Examples: parenting children, personal health concerns, becoming a carer for impaired or elderly persons.
• These events can be welcome or frustrating changes.
• Helpful perspective: regard life events as a "season"—they will pass.
• Your university degree is yours for life; doors to career, travel, or further study may reopen when circumstances allow.

🔄 Flexible combinations

• All five directions can be experienced at different life stages.
• Multiple options can be pursued simultaneously:
  • Full-time worker undertaking part-time postgraduate study at night
  • Parents balancing family responsibilities with part-time work
  • Caregivers choosing self-employment for flexible hours while working from home

⚠️ Navigating post-graduation challenges

😵 Feeling lost or overwhelmed

• Why it happens: lectures, assignments, and exams provided clear structure and expectations; their absence can be disconcerting.
• Initial freedom may feel exhilarating but can lead to feeling lost or overwhelmed by an unknown future.
• Coping strategies:
  • Stay in active communication with university peers for mutual support
  • Use alumni organization resources and suggestions
  • Stay connected with family and friends to minimize social isolation
  • If struggles impact mental health or functioning, seek help from health professionals

💳 Starting out with debt

• Many countries require loans to pay for university courses.
• Example from excerpt: Australian HECS (Higher Education Contribution Scheme)—a government loan repaid after graduation once income reaches a threshold.
• Additional post-graduation expenses: transport, accommodation, food, job-related costs (equipment, uniforms, professional registrations).
• Management approach: research or seek help from financial advisors or budgeting experts to construct a debt and expense management plan.

🚫 Unemployment

• The job market can be unpredictable and fragile, especially after global crises.
• Some professions have high demand; others face unwanted unemployment periods.
• Impacts beyond finances: can affect self-esteem, sense of identity, and cause anxiety.
• Positive steps:
  • Use student and university networks to stay connected to new opportunities
  • Review employment preparation strategies
  • Communicate with family and friends about difficulties
  • Seek help from health professionals if mental health declines or functioning is affected

⚖️ Balancing life

• Filling multiple roles simultaneously (e.g., working while parenting, running a business while studying part-time) makes managing time and priorities difficult.
• The more components you juggle, the harder it is to maintain balance.
• Approach:
  • Recognize this is not easy; do your best for your specific needs and priorities
  • Remain open to readjusting balance as things change
  • Notice and replicate moments when balance works successfully
  • View challenges as being "only for a season"; keep the finish line in sight
  • Remember you can stop and change direction if challenges become unworkable

🌱 Lifelong learning and continued success

🎯 Skills that transfer beyond university

• Academic success equips you with abilities valuable throughout life:
  • Think critically about information
  • Find information from credible sources
  • Synthesize evidence
  • Build arguments supporting your position
  • Communicate effectively
• These skills serve as a "passport to continued success in every direction in life."

📖 Formal and informal learning

Learning type	Examples from excerpt
Formal	Enrolling in postgraduate study at university; attending training courses with a new employer
Informal	Watching a documentary at home; having interesting conversations with friends

• Opportunities to expand knowledge and challenge ideas will always exist.
• Achieving academic success at university prepares you for successful learning throughout life—"the benefits keep flowing."

🧭 Overview

🧠 One-sentence thesis

The Academic Success video collection comprises five short, student-created skits that illustrate key university experiences and were produced collaboratively by students and university staff.

📌 Key points (3–5)

• What the videos are: five short, comical skits about student experiences included in the Academic Success resource.
• Who created them: concepts, scripts, and acting by two university students; filming and production by University of Southern Queensland staff.
• How they're organized: each video links to its script PDF and the relevant book chapter where it appears.
• Licensing: all videos are licensed under CC-BY-NC-SA (Creative Commons Attribution-NonCommercial-ShareAlike).
• Common confusion: these are supplementary videos embedded in a larger Academic Success ebook, not standalone content.

🎬 Production and authorship

🎬 Student-led concept and performance

• Two university students chose and developed the concepts for all five skits.
• The same students wrote the scripts and acted in the productions.
• This student involvement ensures the content reflects authentic student experiences.

🎥 Professional production team

• Filming and production handled by talented staff at the University of Southern Queensland.
• The production team included specialized roles: director/editor, cinematographer, animator, audio specialists, and behind-the-scenes crew.
• Example: Brad Wall served as director, editor, and music composer; Michael Fleming handled cinematography and color grading.

📹 The five video skits

📹 Skit titles and durations

The excerpt lists five skits with their running times:

Skit Title	Duration
"As a Matter of Fact"	2:06
"Working Hard or Hardly Working"	3:04
"Feedback Can Make Us Bitter or Better"	3:16
"Failing to Prepare is Preparing to Fail"	3:01
"It's the End of the World"	2:23

🔗 Access and resources

• Each video includes three types of links: to the video itself, to a PDF script, and to the relevant book chapter.
• Scripts are also available as downloadable PDFs in the appendix.
• The videos are embedded in the online version but excluded from this text version (noted as "interactive elements excluded").

🎭 Credits and collaboration

🎭 Key contributors

The excerpt provides a full credits list showing collaborative production:

• Writers and lead actors: Nicholas Hargreaves and Cody Hargreaves (the two students).
• Lead editor of the Academic Success ebook and actor: Dr Wendy Hargreaves.
• Technical crew: includes director, cinematographer, animator/assistant director, location audio, behind-the-scenes camera, and audio post-production specialists.

📜 Licensing note

• All videos produced by the University of Southern Queensland are licensed under CC-BY-NC-SA.
• This license allows sharing and adaptation with attribution, for non-commercial purposes, under the same license terms.
• Don't confuse: the license applies to the videos themselves; the excerpt also mentions an image by Amy Knie used under the same license type.