Course Notes: SEL, Study Skills, and Cornell Notes for University Success

SEL Overview

• Social emotional learning (SEL) skills are described as soft skills: self-management (emotion regulation), social awareness (awareness of others), relationship skills, responsible decision making, and goal setting/achievement.
• Definition: SEL is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand emotions, set and achieve positive goals, and show empathy for others.
• Question posed: Does SEL matter to race? The presenter notes decades of research in schools evaluating (a) whether SEL can be taught and (b) whether it makes a difference.
• Evidence base: over 300 studies involving over 320{,}000 students.
• Outcomes reported: SEL skills can be taught; SEL skills lead to a decrease in depressive and anxious symptoms, a decrease in behavioral problems, and an improvement in academic success.
• Practical course aim: If you learn study skills and maximize SEL skills (stress coping, regulation), you’ll perform better academically.
• Course plan: Study skills are taught first to build efficiency and effectiveness; in the second half, the course shifts toward social-emotional learning, relaxation, breathing, and mindfulness. Data cited: test anxiety is among the top nine predictors of academic success; better test anxiety management correlates with better outcomes.
• Interactive prompts: Audience questions about worrying on tests (e.g., thoughts like “I’m going to fail”).
• Core message: The course blends study skills with SEL to improve overall performance.

Course Vision: Coaching Analogy and Structure

• Analogy: The course is like a sport coached to help you reach your personal best; coaching involves teaching skills and motivating athletes to push toward improvement.
• Sports/fitness parallel: Just as people plan workouts, students should show up with a plan for studying; planning increases performance.
• Instructor’s role: Teach skills, provide opportunities to learn, motivate, help identify strengths and weaknesses, and align activities with strengths.
• Fun fact: According to the Oxford Dictionary, the first use of the term “coach” occurred in 1830 at Oxford University (as a tutor carrying a student through an exam); the relation to sport arose in 1861.
• Coaching metaphor takeaway: A coach carries you across the finish line through your exams; you are responsible for applying the skills.

Course Evaluation and Points System

• Evaluation components: multiple parts including homework, exercises, a paper, quizzes, and a final reflection.
• Homework points: complete homework earns 1 point; incomplete or late submission earns 0 points.
• Overall homework scoring: 20 points max for timely submissions; late submissions within 24 hours earn 0.5 points; more than 24 hours late earn 0 points; multiple opportunities exist to max out the 20 points.
• Homework schedule: most assignments are due on Wednesdays.
• First major assignment: a five-page paper. Students must develop and find their voice; the paper will cover the elements learned and be refined before reading week.
• Paper process: students assemble all required elements into a coherent paper, receive grading, and then have a chance to improve upon it.
• Emphasis on skill-building and iteration: if you don’t do well initially, you have a chance to fix and improve.

Quizzes, Exams, and Absences

• Quizzes: there will be four quizzes; each quiz has 15 questions (multiple choice) and one short answer question.
• Scoring policy: the instructor takes the best 3 out of 4 quizzes.
• Preparation guidance: to do well, engage in note-taking, make flashcards, and practice short-answer responses.
• Absence policy: these quizzes are not exams, and there is no option to defer an absence for the quizzes; there is a separate policy for the midterm.
• Midterm policy: if you tank on the midterm, you can go to the office (Third Floor of the FSS Building) to declare an absence, which means the midterm won’t count; you must rewrite it. This option is strategic and not a loophole.
• Absence trend example: a recent summer course saw about 50\% of students declare an absence around the midterm, which delayed much of their work rather than easing the load.
• Accommodations: accommodations remain available (e.g., testing in an accommodation center); if more than 2 quizzes are missed due to medical reasons, arrangements will be discussed.
• Final exam: there is no final exam; instead, a reflection is required to summarize the skills learned.

Attendance, Data, and Incentives

• Attendance weight: attendance accounts for 5\% of the grade.
• Attendee vs. performance data: a study of 1{,}000 first-year students tracked midterm attendance and final grades; class-skipping patterns predict final grades.
• Attendance distribution (hypothetical breakdown): never miss a class (~26\%), about once a month (~40\%), about once a week (~22\%), more than once a week (~7\%), and rarely attend (~4\%).
• Predictive finding: missing class about once per week or more is associated with worse end-of-semester grades across the first term; early attendance patterns predict second-term performance.
• Incentive to attend: a sign-up sheet used to award up to 5\% for attendance, with a tiered payoff (e.g., 3/4 attended yields full 5%).
• Planning choice: students must decide which “bin” they will be in by reading week.
• Rationale: attendance is a strong predictor of success and is used as a behavioral lever.

Time Management, the Flipped Schedule, and Grade Trends

• Flipped classroom concept: in high school, ~30 hours in class existed; in this course, class time is reduced to ~15 hours, shifting more work outside the class. The ratio of time outside to in-class time is commonly discussed as ~2:1 (two hours outside per one hour in class) but some suggest a 3:1 or other estimates; the overarching point: a substantial time commitment is required outside class.
• Total time estimate: roughly a 60-hour per week commitment (depending on efficiency).
• First-term grade drop: average first-term grade across the University of Ottawa is around 65\%, a decline of about 20\% from prior expectations; this is not universal but illustrates a common transition challenge.
• Reassurance: the drop is not inevitable; learning how to do university can mitigate it.
• Support: office hours offered weekly; the instructor encourages students to drop by after class (Banyang 4024) and notes office hours last from 10:00 to 11:30, with availability by appointment; overflow covers until 11:30.
• Help-seeking: students are encouraged to ask for help early; many do not ask due to fear or embarrassment; school is framed as a team sport requiring asking for help.
• Brightspace: the course uses Brightspace for announcements, grade tracking, and submission; students should engage with Brightspace and reset expectations accordingly.
• Accessibility: two teaching assistants support grading and student inquiries; emailing the TAs is encouraged for questions about grading.

Brightspace, TA Support, and Submission Details

• Brightspace page contains overview, grade tracking, and submission portals.
• TAs handle homework grading and some paper grading; the instructor may grade some assignments as well.
• If you have questions about grading or submissions, email the TA first.
• The syllabus and additional resources (e.g., a sample paper, a paper-writing checklist) are posted on Brightspace.
• Homework submission workflow: download or access a Word worksheet, complete the worksheet, and upload it to Brightspace.
• The first homework assignment involves creating a Cornell note on the lecture and a reading (PDF) about well-being.
• Brightspace includes step-by-step instructions for submission; if anything is unclear, time is set aside next Monday to address questions.

Cornell Notes: Purpose, Format, and Rationale

• Primary skill: taking notes fast and effectively; extracting information of value from lectures and readings.
• Know the difference between two types of knowledge:
  • Declarative knowledge: facts, concepts, theories (e.g., prevalence of ADHD in students or intrinsic vs extrinsic motivation).
  • Procedural knowledge: skills and processes (e.g., how to bake a cake, evaluating a mental health condition, analyzing data, writing a paper).
• Rote vs applied learning:
  • Rote learning focuses on memorization of information; applied learning involves using knowledge to solve problems and transfer to new contexts.
  • The material asserts a balance of both; over-emphasis on rote can lead to rogue learning (knowing facts but not applying them).
  • Meaningful learning involves both possessing knowledge and applying it to solve problems and transfer to new situations (Carla vs Becky examples).
• Note-taking goal: extract information of value from each lecture or reading; not everything is equally important; you must decide what to retain.
• Note-taking data: memory and retention data support the importance of active note-taking and reviewing, rather than passive listening.
• Cornell notes structure: three parts
  • Left column: concepts, definitions, key ideas; extract main ideas (e.g., intrinsic vs extrinsic motivation, SEL concepts).
  • Right column: paraphrase in your own words; explanations and interpretations; fill in during or after the lecture.
  • Bottom section: summary; a synthesis of what the notes mean and why they matter; makes deep learning and connections.
• What makes Cornell notes effective: translate concepts into your own words; facilitate self-explanation and retrieval practice; supports deep learning and preparation for applied questions.
• Historical note: Cornell notes originated in the 1940s by Walter Paush (Cornell University) as a system for taking, organizing, and reviewing notes.
• Commonplace books: a precursor data-collection method dating back to the early 1600s; used by intellectuals to collect quotes, facts, and ideas for productive conversation and memory.
• Digital tools: Obsidian (2020) created by two University of Waterloo graduates (Erica Zhu and Chigaloo) as a modern approach to extracting and retaining information of value.
• PDF slides and notes: Cornell notes can be created on Brightspace (download blank templates) or on paper; both are acceptable.
• Practical design of a Cornell note: left column (concepts), right column (paraphrase), bottom (summary) with a left-to-right workflow (extract concepts, paraphrase, summarize).
• Example prompts for Cornell notes in this course: identify concepts like intrinsic motivation, extrinsic motivation, definitions of SEL, and other key ideas; paraphrase in your own words; create a succinct summary that contextualizes the material.
• Evidence about note-taking efficacy: handwritten notes are often more effective than typed notes; some studies show that taking notes helps maintain focus and prevents forgetting; excessive transcription word-for-word is discouraged; instead, focus on extraction and paraphrase.

PERMA, Well-Being, and Motivational Frameworks

• PERMA model: introduced as a framework for well-being (Positive emotion, Engagement, Relationships, Meaning, Accomplishment); the course will touch on PERMA and how to apply it to student life and learning.
• Intrinsic vs extrinsic motivation: intrinsic motivation is driven by love of learning; extrinsic motivation is driven by grades and future job outcomes; both have roles in student learning and behavior.
• Models of well-being: the course introduces multiple models of well-being and requires students to identify which model best explains engagement and happiness in different contexts.
• Application to clinical psychology: PERMA and well-being concepts are used in interviewing and assessing clients to identify missing domains of well-being and to inform interventions.

Applied Learning vs Rote Learning: Examples and Implications

• Example contrast:
  • Becky: has relevant knowledge but cannot apply it to solve problems; exhibits rogue learning.
  • Carla: has knowledge and can apply it to solve problems; demonstrates meaningful learning and transfer.
• The course emphasizes both types of knowledge: you need to memorize definitions and concepts and also learn how to apply them in new situations.
• In assessments, you will encounter straight recall questions (e.g., “Who is the author of PERMA?”) and applied questions that require applying concepts to scenarios.
• Practical aim: to ensure students can transfer knowledge to real-world contexts, not just recall facts.

Study Skills and Note-Taking: Practical Strategies

• Note-taking beliefs: 95% of students take notes, but only about 9% believe that note-taking is essential for doing well; the point is not whether you take notes, but how you take them.
• Note-taking effectiveness: most information from instructors is conveyed verbally and not all content is on slides; efficient note-taking helps retention and later review.
• Forgetting curve: in one hour, you may forget about 44\% of what you were taught unless you recap or rewrite notes.
• Key strategies:
  • Three main Cornell note strategies: left column (concept extraction), right column (paraphrase), bottom (summary).
  • Distinguish important information from less important facts; focus on concepts, theories, definitions, and essential ideas that will be tested.
  • Use the left column to extract a list of emphasized concepts (e.g., PERMA, intrinsic/extrinsic motivation, SEL definitions).
  • Use the right column to paraphrase and explain the concepts in your own words, enabling deeper understanding.
  • Use the bottom summary to reflect on why the material matters and how it connects to other ideas.
• Historical context: Cornell note system was designed to help students extract and organize information for review and deeper understanding; the method promotes deep learning through self-explanation and interrogation.
• Evidence on note-taking methods: practice testing and spaced repetition are among the most effective studying strategies; rereading and excessive highlighting are less effective; summarizing notes in your own words improves retention.
• Practical guidance for this course: start Cornell notes on the current lecture; extract key concepts from the slides and reading PDFs; upload a photo of your Cornell notes to Brightspace; begin this practice this week rather than waiting until next Wednesday.

The First Homework: Cornell Notes on the Lecture and Reading

• Homework assignment clarity:
  • Complete a Cornell note on the lecture (this document) and the PDF reading on well-being (which introduces PERMA and related concepts).
  • The Cornell note should capture left column concepts and right column paraphrase plus a bottom summary; emphasis on extraction of information of value.
  • The instructor will provide a blank Cornell note template on Brightspace or students can create their own; the left column should contain concepts (e.g., SEL definitions, intrinsic vs extrinsic motivation, PERMA components, procedural vs declarative knowledge).
• Submission: take a photo of your Cornell notes and upload to Brightspace.
• Rationale: This exercise is designed to teach you how to extract information of value, how to organize it, and how to use it as the basis for later discussion and testing.
• Monday follow-up: there will be a class discussion about what concepts were considered valuable and why; not all content from the slides or reading is equally important; the goal is to decide what is most important for exam preparation.

Practicalities and Student Expectations

• The course emphasizes efficiency and effectiveness in learning: a flip in the classroom design requires students to manage more outside-class work; time-management strategies are essential.
• The course expects students to allocate substantial time outside of class (~2:1 or more; some estimate up to 3:1 depending on efficiency).
• The instructor stresses the importance of asking for help early and often; there is a belief that many students avoid asking questions due to fear, embarrassment, or concerns about being judged.
• The “team sport” metaphor is used to encourage students to engage with coaches (the instructor and TAs) and peers to improve.
• Brightspace usage is essential for announcements, assignments, and grades; students should monitor it regularly.
• The class includes an opportunity to discuss accommodations with the TAs and the instructor; attendance and course engagement are linked to performance outcomes.
• The course encourages reflective practice: at the end of the term, students will complete a reflection describing what they learned and how they applied it to their lives.

Key Numbers and Formulas (LaTeX)

• Evidence base: 300 studies involving over 320{,}000 students.
• Quizzes: 4 quizzes total; each with 15 multiple-choice questions and 1 short answer.
• Best-of policy: take the best 3 out of 4 quizzes.
• Paper length: 5 pages.
• Homework points: up to 20 points for on-time submissions; 0.5 points for late within 24 hours; no points beyond that.
• Attendance: 5\% of the grade.
• Time management estimates: roughly a 60-hour workweek; 1 hour in class typically requires 2–3 hours of work outside class depending on efficiency.
• Grade data: average first-term (first-year) grade around 65\%; the typical drop from high school to university is about 20\%, though this is not universal.
• Sign-up incentive: up to 5\% for attendance based on a sign-up sheet completion (3 out of 4 gives full credit).
• ADHD prevalence note: 5\% of adults have ADHD (as a factual data point used in discussion about prevalence).
• Historical note: the term coaching’s first use in 1830; sport coaching use emerged in 1861.
• Commonnote efficiency data: handwritten notes tend to be more effective; approximately 11\% of important information is recorded by first-year students in some studies, though this varies by study.

Real-World Relevance and Ethics

• The SEL framework is presented as having broad relevance for well-being, mental health, behavioral adjustment, and academic success; the data suggest that SEL skills can be taught and that effective management of test anxiety is a key predictor of success.
• The course emphasizes ethical and practical implications of learning: promoting inclusivity, ensuring accommodations, encouraging help-seeking, and recognizing the diverse needs of students.
• The coaching metaphor emphasizes personal responsibility while recognizing the value of institutional support, mentorship, and collaborative learning.
• The note-taking framework (Cornell notes) is presented not only as a technique for exams, but as a lifelong skill for organizing information, promoting critical thinking, and enabling transfer to real-world problems.

Quick Recap: To-Do List for Students (Early Weeks)

• Start Cornell notes on today’s lecture and the PDF reading; identify and extract the most valuable concepts.
• Upload a photo of your Cornell notes to Brightspace.
• Review Brightspace resources: syllabus, sample papers, and checklists for the paper.
• Attend office hours (Wednesday after class in Banyang 4024; 10:00–11:30, with additional time by appointment) to discuss questions or concerns.
• Prepare for the flipped schedule: plan to allocate approximately two extra hours of study for every hour in class; plan a weekly schedule that aligns with due dates and quizzes.
• Engage with the TA for assignment questions and clarifications about grading; use Brightspace to track progress.
• Practice asking questions in class and seek help early when unclear; remember there are no stupid questions and asking benefits the whole class.