Go to the course website and print a copy of the chapter outline before the lecture for that chapter. This will make it much easier to follow the lecture. Transfer students should be aware of the computer availability in the library. Make the chapter outline and lecture notes the primary focus of your study time and use the text as a reference for clarification of unclear topics. The information on the internet along with lecture notes will be your most valuable resource.
These are some of the reasons why I failed the first exam and what I did to improve. I feel that little bit from all of the following lead to my low exam score.
LECTURE VS. TEXTBOOK
Newman's Genetics 341 is one of those courses where the textbook is a supplement for the lecture material. I would have to say that 95% of the material on the exam was directly from lecture. It helps to come prepared to lecture with an idea of what will be covered that day.
Problem: By missing just a couple of lectures, I deprived myself of vital information needed for the exam. In addition, I wouldn't get a simple overview of what we were going to cover ahead of time, which often lead to confusion during lecture.
Solution: I attended all of the lectures and came prepared. Just the slightest overview really helped.
RECITATION (RESPIRATION)
In my opinion, recitation was the best format for learning and asking questions. Smaller groups allowed for better instructor-student communication.
Problem: I wasn't coming prepared. I would be scared to ask questions during recitation due to my lack of knowledge. I wasn't taking advantage of this more interactive format.
Solution: I shortly reviewed the current material being covered and wrote down any questions that I had ahead of time. I found that I could accurately follow Br. Newman during recitation and then ask my questions if I still needed to. I came to the conclusion that the stupidest question is the one not asked. and used recitation to make sure I was keeping up with everything.
TECHNOLOGY
This course used the latest technology. It's easier to follow an instructor when they have to physically scroll everything out on a chalkboard. But PSU is slowly weaving technology into the classroom, which leads to more information at a faster rate. Dr. Newman used charts and graphs and figures throughout the course that he created ahead of time. It's hard to hand-copy these and keep up. They are available to view and print out ahead of time.
Problem: I was having difficulty trying to copy all of his notes and keep up during lecture.
Solution: I printed out all of his notes ahead of time and brought them to lecture. Having all of the material that Dr. Newman was lecturing on right in front of me really helped. I could add notes to the drawings and charts and write all of my notes right next to the figures that he was referring to. *side note* using the school's computer lab to do this saved me $$$$ on paper.
THE BASICS
Sometimes lecture seemed a bit basic. But the basics are weaved throughout the entire term. Basic terminology and methods were very important. In my opinion, most genetics problems force you to derive exactly what the problem is asking for. Knowing all of the basic terminology and genetic-jargon really helps interpreting and solving the problems.
Problem: I really wasn't grasping the basics. I knew all of the basic definitions and methods, but when I had to apply them to a problem, I found myself constantly referring back to them and having to review them.
Solution: By forcing myself to really understand the basic principles, I found the problems easier to understand and easier to solve.
WORKBOOK
The workbook was a good way of applying current lecture material to problems, keeping up, and focusing on what will be covered on the exams.
Problem: I wasn't doing the workbook concurrently with lecture. I would do the workbook only a couple of days before the exam, leaving me unprepared and sort of clueless as to what Dr. Newman might ask.
Solution: I started using the workbook concurrently with the lecture material. By applying the current material to the workbook exercises, I obtained a better understanding of the material and felt prepared for the exams.
PUTTING IT ALL TOGETHER
The exam questions were a mix of the material. For example, a question on the exam might incorporate all of these: meiosis, mapping, mutations, sex-linked genes, punnent squares and fraction method. etc.
Problem: I wasn't looking at the big picture of tying everything together. On the exam, I had a hard time solving problems that forced me to use information from multiple areas.
Solution: I started to relate each new subject with the previous one. I asked myself questions of how things were related and applied to each other. For example:
How do the steps of meiosis illustrate independent assortment and equal segregation and how does this lead to the observed F-1 and F-2 genotypes and phenotypes?
How can genetic mapping be applied to solving the F-1 and F-2 ratios?
Asking these basic questions really helped me put it all together.
that's it. Like I said it was a little bit from all of these areas that lead to my poor exam score. But by solving all of my problems, I not only brought my grade up, but I really got a good understanding of genetics.
1. Pay attention to the list of focal areas in the syllabus. The book covers a wider range of subjects, and you'll need to narrow your study focus to those topics covered by Dr N.
2. Find a study partner who:
A) Matches your intellectual level. a Tutor/student combo does little good.B) Has a similar view on genetics as a field... mixing Darwinians and some religious fundamentalists can lead to study sessions that do not focus on the material.
3. Focus on his workbook more than the book problems. The workbook introduces data presentation formats that you will see on tests (for the first time).
The book problems are more complicated, and should be attempted after the associated workbook material is covered.
1. Find a study partner!! Make sure it is not a student/teacher relationship. It should be someone who can discuss the matters of the course with you in a give and take exchange.
2. Use the workbook!! It may seem over-simplified, but spend the time filling it out, it helps a lot in the long run. It also is an indicator of what problems may look like on the test.
3. If you have a question keep asking it until you are satisfied with the answer!!!! Use as sources: Dr Newman, fellow students and other professors, etc.
4. Read the textbook!!! It is a great source of clarification.
The study tool that I found to be the most helpful was the use of old exams. I had several friends who had taken the course in years back, so they let me use their old exams. This was beneficial in that it allowed me to synthesize the new material into the format that it would be tested.
Equally as important was lecture notes. Fortunately I am a good note taker, and I suppose this gives me a bit of an advantage. Going over my notes with friends, to be sure that I understood all the material and had included everything was an invaluable tool.
I found the book and the problems assigned from the book to be helpful but not totally relevant. As you suggested, after lecture when I was pretty sure I understood most of the concepts I read the book to solidify and enhance what I had learned. I found most of the information in the book, either for personal enrichment or just confusing. I used the workbook to, again solidify concepts discussed in lecture and prepare for rescitation quizzes. Immediately following lecture I would do the workbook exercise and review my notes. Thus, I would not need to look at the material until the quiz was handed out in rescitation.
My grade on the quiz would reflect my understanding of the material. All in all, no real secret. I feel that the way in which you conducted the class made it possible for me and other students to perform maximally. Initially I was apprehensive about taking genetics and how well I would do in the class, but I feel that you organized and presented the material in the absolute best way it could have been done. Realistically I don't think that you can do much more to improve the class, it is one of the most fair classes, and I got much more out of it than I thought I would. Thanks again, it's very exciting and rewarding for me to meet professors who are very committed to helping.