Study Habits and the Transition from High School to UTD

John Zweck

This document summarizes the results of an informal survey of some students at my former institution (UMBC) about their study habits and on the transition from high school to college courses in science, math, and engineering.

Survey Questions

  1. What study habits/skills have you found most useful at UMBC?
  2. How did you acquire those study habits in the first place?
  3. What are the most challenging things about making the transition from high school math and science courses to those at university?

Demographics of Groups Surveyed

The people who replied to the survey were These students are all highly motivated and currently have good study habits.

Suggestions were also obtained from two Montgomery High School teachers and some Math/Stat graduate teaching assistants who conduct discussion sessions for introductory courses.

Thanks to everyone for their thoughtful comments: Peter Gaultney, Young Song, Robert Dahl, Adrienne Norwood, Philip Graf, Leif Huber, Erika Nesvold, Rebecca Lancaster, Megan Zlock, Julian Withers, Michael Booth-Neades, Austin Rochford, Alex Lewis, John Kloetzli, Michael Lombard, Sherika Sylvester, David Culpepper, and Cathy Cross.

Summary of Responses

1. What study habits/skills have you found most useful at UMBC?

2. How did you acquire those study habits in the first place?

3. What are the most challenging things about making the transition from high school math and science courses to those at university?

A final comment on developmental learning stages from a Montgomery High School teacher.

In the college bound high school students that I teach, there is a mix of those with the ability to use higher order thinking skills and those who have not yet reached that developmental stage. In all cases, they are new to higher order thinking. By higher order thinking in chemistry, I mean the ability to apply a concept in a new situation, or analyze what steps are needed to solve a problem (See Bloom's taxonomy). Specifically, in Advanced Placement High School Chemistry, students are comfortable with a quiz where I ask them to do problems exactly like homework problems. But if I ask them to use their knowledge in a different way, or ask them to combine knowledge from this unit with previous units, they get uncomfortable. My goal is to increase their comfort level using and applying their knowledge. I want them to be able to analyze how to solve a problem they have never seen before, but should know how to do. The AP Chemistry test often asks them to apply knowledge to a unique problem involving chemicals and changes they have never seen.

High school learners are accustomed to teacher produced calendars, which tell them exactly what they will be doing each day. They expect rubrics, where teachers share how an assignment will be graded when they are giving the assignment. They benefit from review sessions in class, and help in figuring out "what they have learned." Providing this structure helps them take their mind off of assignments, due dates and grades and helps to keep their focus on learning the material.

May 3rd, 2006