This archive is a condensed version of college navigator without paragraph formatting to save space. 

Red Tape

1. This section is more focused on who to know, what to do, and where to go. There are many departments all dealing with different aspects of academic life. 

2. A SYLLABUS You'll need both a bibliographically formatted book list and a schedule for reading its contents. A syllabus is that schedule, but hopefully, includes some focus and guidance along with the assigned reading. I always encourage thinking outside the set terms of your final projects' topics. The professor may have a very specific goal in mind for how to view a text, however, which will guide your paper focuses. Consider: the title of the course, the weekly topics (if present), the order of reading assignments. My proposed course, "Lost in Fairyland; Abducted, Abandoned and Renegade Children," tells the powers that be that I am looking at fairy tales in a slightly dark way with a specific emphasis on child characters with a discussion on the distinction between the three "types" of children. My syllabus starts with a broad overview more common to a 100 or 200 level course because I had no other opportunity to study the background necessary to more in depth topics of the genre. What this means for other syllabi is that its order needs to reflect a progression that will prepare and support the level of research expected of the students. A story needs its beginning, middle, and end made clear to make sense (whether the reader understands it is another matter altogether, example: The Sound and the Fury). The order matters in a syllabus as well. The order and themes will also influence how a work is perceived. Foundation first. Layers of detail next. The final paragraphs in my syllabus include the goals/purpose of the course. This is typical of all syllabi. The second paragraph is there because it is also an explanation in very short proposal form to the faculty responsible for my independent study's approval and would not appear on an ordinary class description.

3. DEADLINES: FORMS Deadlines written in your planner not related to assignments nearly always means there is a form somewhere that needs signing and filing with some administrative office. Scholarships, abroad programs, sports, registration, proof of vaccines...the list goes numbingly on. This is what I mean by "red tape."Luckily, many of these are done electronically, but it is still a paper(less) trail. Some are even exclusively transmitted online. No matter how its done, make absolutely sure your forms have been received, in full, and processed by the stated deadline. Step one, of course, is knowing the deadline. Step two is knowing and collecting all the components. Step three is knowing where to send them. Four, putting them winging to the correct people/office. Look for the answers yourself first! This will put the office employees in a good mood and on your side. Making an effort to lessen their work load shows consideration for their lives. If the forms require any teacher input--recommendation letters, sign off forms, advice--give them enough time to help you! You are asking them a favor. They have a ridiculous amount of work of their own. In the words of Jerry Maguire, help them help you. Being considerate of others will win you friends. Use it all.

Study Resources

STUDY RESOURCES LESSON 1: Talk to your school library's circulation desk employees. Typically, these are graduate students who have lots of experience with the campus and all the best, quiet nooks in which to hide and study. Usually there is a quiet floor (UMASS Boston's is the 6th floor). Check with the desk and consult the library map.

2: HOW TO USE A SYLLABUS Know what is expected of you! If you are unclear, read the course syllabus provided for you by every teacher without fail (it is required of them to provide one). Most of your questions are answerable by looking through that document. Once you have tried to find the answer, if you are still unclear on what the requirements of an assignment or reading are, ask the teacher. Again, it is their job to make things clear so that you may succeed. That does not mean you aren't expected to take care of yourself. Instead of a teacher, I am telling you: Read Your Syllabus and look for the answer yourself FIRST. If you still do not know what is expected of you, it is essential to all of your work that you find out from the teacher. It is always better to admit you are uncertain, with the intention to do well, than to pay for that lack by proving you did not understand.

3. DEALING WITH DEADLINES Since there is a limited time allowed for projects, every moment--true always--is precious. Making research time as productive as possible is a skill that will make meeting deadlines. Librarians are a frequently untapped resource. Most of them are so excited to have students seriously interested in learning and using library skills that they are more than willing to show you the best way to find pertinent articles. There is an unfathomable plethora of information to sift through. A single database on its own holds vast numbers of articles likely containing less than 1% useful for your purposes. Alternately, there may be so many articles on your subject that more specific search words will be necessary within your initial search (Note: if this is the case, it is probably too broad). Librarians--and professors--can direct you, first to the best databases, then teach you the most precise search words. Scan the Abstracts, especially for science/social science topics, and ALWAYS check the "peer reviewed" filter box.