Profs give tips to first-years

For many students at Oberlin, an A can be an elusive prospect. Prepared to confront the wily A, over 35 students filed into Peters Hall room 130 to attend a panel discussion entitled "How to get an A at Oberlin."

The panel was made up of professors from all the divisions of the College: Rudd Crawford from the Math department, Richard Levin from the Biology department, Paula Richman from the Religion department, Steve Mayer from the psychology department, and Linda Gates from the Office of Student Academic Services. Each professor spoke briefly to address different aspects of academic success at Oberlin.

Gates spoke first, emphasizing the general principles of time management and balance. Going to class, getting enough sleep, eating well, making time for fun, and getting some exercise were her key strategies for maintaining that balance. Going to class, she said, was the most important thing a student can do. "Even if you are unprepared," said Gates, "Go anyway. If you are embarrassed about not being prepared, it is okay to tell your professor that you didn't prepare, but you came, and it won't happen again . . . because if you miss, you miss something important, and it undermines your confidence."

Professor Levin underscored Gates' advice about time management. He also emphasized the importance of a well-rounded curriculum. "In sciences, it is important to realize that there is more to life than just science," said Levin, citing the 434 recitals sponsored by the conservatory last year. "If you don't avail yourself or these things while you are here, you are robbing yourself of the Oberlin experience."

Mayer talked about a balanced course load as well, but addressed more specifically his Introductory Psychology course, a class that many students find difficult. "It's only fifty to sixty-five pages a week," he said, "but it's like reading an encyclopedia."

He suggested a consistent approach to the reading, a schedule that would help students tackle the reading in manageable increments.

Mayer also talked about the importance of the teaching assistants and professors as important resources, citing his own experience as an example. "I was not one to ask a question in class," he said, "but I would go to office hours. Once I asked the same professor the same question three times until I understood it."

Moving away from the sciences, Paula Richman gave five pieces of advice that she says she gives to her advisees every year. "If you get overwhelmed," she said, "break whatever the task is down into small, manageable increments, and do the first one right away."

Her second pearl of wisdom regarded reading. "When you read, don't be a passive reader. Figure out what you are reading for and make it into something you care about," she said.

Richman then addressed one of the greatest fear of students: what to do if you fail a paper or an exam. "Separate the person from the product, bad paper does not equal bad person. And take that opportunity to have a conversation with your professor or your writing tutor." She then advised students to ignore the advice of college seniors who know how to "play the game," and invited the audience to get regular exercise.

Crawford addressed math phobia. "In this country, it's okay to say you are bad at math," he said. "But you have to confront your fears, because when you can't do the problem, your energy comes back to you and you feel defective."

Crawford told the group that he has his math students connect how they feel with the math problems so that the experience is more personal. He read some of the feelings his assignments had generated. Many of them drew laughs from the audience, including the student who wrote, "When I looked at this problem, it is safe to say, Mr. Crawford, that being in my presence was hazardous to your health."

Levin jumped in to reaffirm the importance of quantitative skills. "You have to be able to evaluate data," he said.

The students responded positively to the seminar. "It seemed like their goal was to take pressure off students," said Ariel Goldstein, a first-year student who attended the seminar.

"I liked that they wanted students to talk to them about their level with the class, but I wonder if that's true for all professors."

"I'll be more realistic about telling my teachers that I do care, but that I need help," she said. "I'll also try to schedule my reading and break it down more."