Nolte-who plans to use the system in her fall 2022 class on aging and the media-says it has several key advantages, including its templates and organizational approach. Pauk’s system is used by students in high school, college, and beyond. In a 2021 teaching guide offering insights “by grad students, for grad students,” two Cornellians studying psychology (doctoral candidate Julia Nolte, MA ’20, and Hamid Turker, PhD ’22, now a postdoc on the Hill) contributed a section about Cornell Notes. The technique remains flexible and adaptable, Bokaer-Smith says, and is just as useful today for online study and with e-textbooks. It’s used by students in high school, college, and beyond, with free templates available online. (The program evolved into today’s Cornell Precollege Studies program in the School of Continuing Education and Summer Sessions.)īut Cornell Notes remains his most prominent legacy-and for decades, Pauk’s system has been popular across subject areas. In 1958, he created the High School Reading Improvement Program, which brought juniors and seniors to campus for several weeks in summer to help prep them for college by boosting their study skills. In addition to teaching, he served as the University’s reading and study skills center director. Need a Gift for the Alum Who Has it All? We’ve Got You CoveredĬornell Notes is just part of Pauk’s long legacy on the Hill. “It forces them to operate at multiple metacognitive levels.” “To be really successful and engaged, students need to capture the information that a professor says, think about it, and analyze it,” she says. To underscore the technique’s benefits, Bokaer-Smith likes to use the analogy of a TV courtroom drama, in which a stenographer records the proceedings while lawyers analyze the facts and legal concepts. “The utility and longevity of this system are due to the fact that it gets students to be active while taking notes,” explains Jen Bokaer-Smith, MS ’97, senior associate director of Cornell’s Learning Strategies Center, the University’s academic support unit for undergraduates. That aids understanding of the concepts, increases information retention, and informs later study. Professor Walter Pauk, PhD ’55, in How to Study in College Writing questions helps clarify meanings, reveal relationships, establish continuity, and strengthen memory. Students reflect on their own prompts and questions, which they connect to the facts on the right they then summarize the lecture or chapter at the bottom. Writing questions helps clarify meanings, reveal relationships, establish continuity, and strengthen memory.” “But when you review and recite what you’ve jotted down, draw questions from the ideas in your notes and write them in the cue column. “As you’re taking notes, keep the cue column empty,” Pauk wrote. Questions prompted by the material go on the left side-usually written afterward, but when the information is still fresh. Students, whether attending a lecture or reading, record their notes and abbreviated facts in the wider right-hand column. His system divides each notebook page into two unequal columns with a third, “summary” section across the bottom. (The father of two Cornellians, Pauk retired from the University in 1978 and passed away just three years ago-at the age of 105.) It gained national popularity when he promoted it in his 1962 book, How to Study in College-which remains in print, in its 11th edition.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |