As the semester quickly comes to an end, there is one thing on every student’s mind – FINALS. It’s that special time of year when stress increases and sleep decreases. But it doesn’t have to. Knowing how to study can make all the difference.

Make a Plan & Prioritize

 
It is always important to have a plan. An architect wouldn’t begin building a house without blueprints, and you shouldn’t start studying without a finals game plan – set aside certain days and times for certain subjects – and prioritize study time for tougher subjects; make sure you have a nice, relaxing place to study; and find a study buddy. You can even use the calendar on your phone to set up alerts and reminders to help keep you on schedule. And when it comes time to actually study, it is important to know how to prioritize information.

Don’t try to just cram everything into your study session. Think about those key points that will DEFINITELY be on the test and focus on them first, followed by that information you think MIGHT be on the exam. That way, if you run out of time, you know you at least have the basics nailed.

Repetition is Important

 
Read it. Write it. Say it. As you initially read through your notes, pull out key points and re-write them onto a study guide. Then say them out loud. This simple repetition will help you recall important information during your exams.

Ask Questions

 
Remember, it never hurts to ask:

1. If you need clarification on a particular topic, just ask. Your professors and TA’s are there to help!
2. Ask your professors if they have a study guide for the exam.
3. Ask your professor if they can tell you the style of the exam – multiple choice,  short answer, essay, etc.
4. Ask your professors if they will share copies of previous finals so you can see what might be covered or how questions will be phrased.

Your professors want to see you succeed and are often more than happy to provide additional information when asked. They love to see their students take the initiative.

Take Breaks & Get Sleep

 
While it may seem like a good idea to pull an all-nighter, a good night’s sleep can work wonders the night before an exam. Based on a 2008 study by Pamela Thacher, Associate Professor of Psychology at St. Lawrence University, all-nighters impair reasoning and memory for as long as four days. This is why the American Academy of Sleep Medicine (AASM) recommends at least nine hours of sleep every night.

And even the occasional study break can really help relieve stress and put you back on track. Studying in 20-50 minute increments and giving yourself 5-10 minutes in between is more beneficial than cramming.

GOOD LUCK WITH FINALS!

“The American Dream is a term that is often used but also often misunderstood. It isn’t really about becoming rich or famous. It is about things much simpler and more fundamental than that.”

– Marco Rubio, U.S. Senator from Florida

What does it mean to live like an American? And how does the rest of the world view typical day-to-day American life?

Keurig. Fitbit. Netflix. Pinterest. Consumable objects and activities like these carry images of an American “good life” recognized around the world, shaping and reflecting the complex technological, political, and economic dynamics associated with globalization. How do these ideas and images shape individual consumer identities around the world? How do other societies adapt to and alter American consumer goods? And what are the ecological and economic impacts for the countries that produce and dispose of iPhones, Nikes, and other iconic objects of desire?

In AMST 352 – American Culture in Global Perspective, we’ll explore these issues as we analyze the carefully designed campaigns that communicate branded ‘lifestyles,’ trace the production processes behind coveted labels, and investigate emerging forms of commodity activism.

AMST 352 is a hybrid course taught at the Shady Grove Campus in Rockville, Maryland. AMST 352 counts towards the Arts and Humanities GEP and Culture GEP requirements. Recommended preparation includes one lower-level social sciences or humanities course focused on American society or culture.

“My best teaching memories involve students writing or visiting after graduation, to talk about life, how their learning stuck, or changed their thinking in salubrious ways.”

– Dr. Robert Anderson

I began teaching in 1975 and have been at UMBC since 1987. I would describe my teaching style as collaborative, focusing on personal understanding, critical thinking, and real life application.  I strive to create a classroom environment that is engaging, scholarly, and real, encouraging critical thinking about everything.

Winter Session 2018

 
At just four weeks, winter session is a challenging format for student and professor, but can also be very rewarding.  Students in my classes probably return for other classes as much as they do because, in addition to disabusing themselves of popular misconceptions, they tend to grow in dialectical thinking and personal values clarification, which is very rewarding for everyone.

“Students should understand that Winter Session is one-third the time of a regular semester, yet we cover the same material – so demands are intense, requiring substantial diligence and commitment to attending every class.”

 
This winter I am teaching PSY 285 – Abnormal Psychology, which offers a unique collaborative learning experience with lots of personal and clinical examples, and clinical and real-world applications.  PSYC 285 fulfills the Social Sciences GEP.

Throughout history, mental illness has been conceptualized in a wide variety of ways, often strange or humorous in retrospect – divine retribution, demonic possession, witchcraft, astrological influences, and imbalanced humors.  Patients were feared, shunned, banished and subjected to bizarre, often abusive treatments which nonetheless stemmed from accepted conceptualizations of the time – like exorcism, cold baths, centrifugal devices, and medical purges.

Most of these archaic treatments have been abandoned by now, as better theories and newer treatments have been informed by science and clinical developments in the field.  We understand psychopathology in very different ways: i.e. stemming from multifactorial interactions of nature, nurture, individual differences, and context.

PSYC 285 – Abnormal Psychology provides a fascinating overview of abnormal behavior, thinking, emotion, and personality in clinical and everyday contexts.  Develop your sensitivity to the complexities and controversies of conceptualizing deviance, while learning to distinguish between normal and abnormal.  The course presents history, theory, causes, diagnostic criteria, and scientific and therapeutic approaches to psychopathology.  Class discussion is vibrant, focusing on personal understanding, dispelling popular misconceptions, and real-life applications.  

PSYC 285 is a 4-week course offered during Winter Session 2018, with a required prerequisite of PSYC 100. Effective time-management, commitment to a collaborative learning process, and attendance are essential.  Students should bring to class a full measure of curiosity about complexities of the human condition, philosophical underpinnings of mental illness theory and treatments, and practical aspects of mental health education, prevention, and care.  

“I think it is fair to say that I am quite enthusiastic about what I teach.”

– Dr. S. Peter Resta, UMBC Department of Psychology

The first psychology course I ever taught was circa 1981 and I have been teaching at UMBC as an adjunct assistant professor for the UMBC Department of Psychology for about 10 years now. I received my bachelor’s degree in Behavioral Sciences from Mt. St. Mary’s University; master’s degrees in Clinical Psychology and Clinical Social Work from Loyola University and University of Maryland, Baltimore; and my Ph.D. in Human Development from the University of Maryland, College Park.

Life Lessons in the Classroom

 
I frequently have been sent emails from past students who are in graduate school & have told me that what they learned proved to be a real asset in their graduate studies (in sociology, psychology & social work). Perhaps the primary skill I hear about relates to CRITICAL THINKING, which I always emphasize in all of my courses! 

I try to include some relevant content about which students may otherwise be unaware. Whenever appropriate, I include personal anecdotes from various clients & patients with whom I have worked over the years.

Winter Session 2018

 
Winter session is incredibly time effective and convenient. My course only lasts about a month!

I am teaching PSYC 345 – Introduction to Clinical Psychology and Psychotherapy. This course focuses on clinical interviewing; intellectual and personality assessment; the diagnosis and classification of psychopathology; and theories, techniques and research concerning a variety of therapeutic approaches, including psychodynamic, Gestalt, person-centered and cognitive/behavioral.

“This course will prepare students for later graduate work in clinical psychology”

Every day, thousands of paramedics, Emergency Medical Technicians (EMTs), and other healthcare workers nationwide provide emergency and primary healthcare to patients outside of a hospital environment. Working in a high-stress and fast-paced environment, the level of medical care, staff qualifications, type and condition of ambulances and supplies are all important aspects of what goes into Emergency Health Services.

This winter, students have the opportunity to explore the intricacies of the emergency medical field in EHS 200 – Concepts of Emergency Health Services. Learn about the operation of emergency health service systems, the history of EMS, the interface of public and private organizations, and review of the various personnel who constitute these systems.

“The major benefit of taking the course is that after taking the course, the student will have an overview of how EMS systems work so it builds a set of background knowledge for students pursuing a major or minor in Emergency Health Services.”

– Professor Jaeyoung Yang, Department of Emergency Health Services

“For non EHS majors and minors, it gives students knowledge about the the systems side of medicine that is usually not known or seen by the public.” 

“Winter courses tend to be slightly ‘off-the-wall-er’ than those offered in Spring and Fall, so they ought to appeal to students motivated by curiosity above and beyond the obvious goal of satisfying degree requirements.”

– Greg Ealick, UMBC Department of Philosophy

Philosophy Shapes Young Minds

Winter Session 2018

“Science is not some monolithic world view that comes complete with a creed. It’s a process, and we’ll appreciate it better if we can understand the process better.”

There is nothing quite like curling up in front of the television and watching your favorite team play. But have you ever stopped to think about what goes on behind the scenes, both leading up to and during the broadcast?

“The five P’s of sports television: Prior Preparation Prevents Poor Performance.”

– Mark Wallace, Television Sports Director

There is a lot that goes into every television broadcast. It takes a small army of hard-working individuals to pull off a successful show- camera operators, sound technicians, broadcasters, sideline reporters, and, of course, a director. Television sports production is difficult, and ever-evolving along with technology.

“Some day we’re gonna have interactive television where you can pick the shot that you want. Because right now, the only thing that you watch is what the producer or director decides to show you.”

– John Madden, Former NFL Broadcaster

What does the future of sports production have in store? Get an inside look and learn the ropes on broadcasting, marketing, and visual production behind collegiate sports in MCS 370 – Sports Production. Students will have the opportunity to assist in the production and direction of game broadcasts on ESPN3, learn about camera operations, work in-game marketing entertainment, observe the facilitation of sponsorship’s, and contribute to the creation of post-game highlight packages, among other tasks.

“Not many 18-22 year olds get the chance to work an ESPN broadcast.”

– Zachary Seidel, MCS 370 Professor

“Students are getting real hands on experiences working broadcast TV. The standards for ESPN3 are the same as any Disney television platforms and our crew has excelled in multiple areas.”

– Dustin Roddy, UMBC New Media Studio

MCS 370 counts towards the New Media and Applied Communication elective for MCS majors and may be repeated for up to a total of 6 credits.

Successful completion of MCS 222 is recommended before taking MCS 370.

“I was a stand-up comic in San Francisco in the early 1980s, and once got bumped off the stage by an unexpected appearance by the late Robin Williams at the height of his fame! So, I bring a humorous and absurdist point of view to the contradictions that are sometime inherent in American culture, especially our often over the top popular culture.”

– Professor Michael Hummel

I’ve been teaching 22 years, the last 16 at UMBC. I have an M.A. in English Literature from the University of Arkansas, and a Ph.D. in American Studies from the University of Maryland, College Park.

I love teaching at UMBC. The students are a special group—hard-working, committed, well-rounded and diverse. This may sound corny, but I also think UMBC students are among the nicest students I’ve ever worked with. They are respectful of each other and of their professors and really work well together. It’s always fun to listen in on my student’s group discussions.

From Stand-Up Comedy to the Classroom

As I already mentioned, I was a stand-up comic in the early 1980s, so I bring a humorous and absurdist point of view to my lessons. However, I also encourage students to take these issues seriously and try to make connections between media and contemporary, real-life issues.

I find my students are also very witty and have many interesting stories to share that illustrate key issues we are discussing. They are often aware of new media trends before I am, so I think we learn from each other. There are almost too many funny moments to recount, but I also find that when we talk about our personal experiences of what it means to live in America, the honesty and self-awareness of students can be really powerful.

Getting Personal

My other interests include news media, ethnicity and gender in media, and ethnography. I am also a singer-songwriter, so I’m also a creative artist and bring that lens to my analysis of popular culture. I respect the creative process even as I analyze it. I’m not a media critic who hates media.

I also have two young daughters who keep me up on the latest media trends, whether it’s harassing me to finally get an iPhone, making me take them to the latest animated movie, or getting me to watch a cutting edge show like Steven Universe (I’m at 95 episodes and counting). As with my students, we learn from each other!

AMST: Life Skills that Go Beyond the Classroom

I think AMST can make those in science, math, and technology add an ethical dimension to their thinking. My students come away from my classes with a number of important life skills – critical thinking, self-awareness, organizational skills, ability to make connections across disciplines. If you are going into education, psychology, marketing, law, journalism, business, game design, or really any field, the ability to see connections between and among supposedly separate concepts (like gender and ethnicity and consumerism) will make you a better teacher, therapist, lawyer, marketer, salesman, etc.

No one is just their ethnicity or just their gender or just their age or job, and cultural studies gives us a way to allow people to express their own point of view about the complexity of American life.

Winter Session 2018

During the regular semester, people are juggling so much—work, internships, family, AND a full schedule (not to mention the many student athletes who have their own special workloads and pressures). I find students do better work in winter, when they have less to distract them. Plus, we are meeting longer and more often; the ideas are easier to retain when you get such concentrated reinforcement. There’s also a nice camaraderie that builds up when you work together so much for a short time.

This winter, I am teaching AMST 100 – Introduction to American Studies. It’s a fun course that deals with a lot of different ways American culture can be analyzed. If you want to have a good overview of various flashpoints of American culture—personal identity, ethnicity, gender, sexuality, globalization, social class, popular culture, news media, sports, etc.—AMST 100 is the place where you can learn about many of these hot button topics and the various ways they’ve been analyzed and if you like one of them, you can then find other courses in AMST that focus particularly on one aspect or another.