MS Seminar Fall 2025: Comprehensive Notes on Academic Success and Resources

Overview of the MS Seminar (Strategies for Academic Success, Fall 2025)

• Purpose: a seminar to provide overviews of university, departmental, and state accreditation requirements; advising related to academic and professional pursuits; and information and resources relevant to all in the program.
• Structure: does not meet every week; this semester (Fall 2025) will likely have the most frequent meetings, with a taper later on.
• Content areas covered:
  • University, departmental, and national/state accreditation requirements
  • Academic and professional advising
  • Resources at departmental, program, school-wide, and university levels
  • Map of the field placement lifecycle and supports to navigate that process
• Team structure: co-facilitated by the academic advising team and the clinical field placement team; today’s presenters are Dominique and Sarah D’Arab from the academic advising team; other team members mentioned: Diana Santana (academic advisor) and Tiff (Student Success Specialist).
• Reference to guidance materials: frequent references to the Speech at NYU Guide; recommended to search using the magnifying glass in the corner of the upper right to quickly find information.
• Quick accessibility note: you don’t have to wait for an email; the guide provides quick answers, but live help is available as well.

Class logistics and materials

• Class requirements:
  • All units are required unless explicitly stated otherwise in the syllabus.
  • Recordings and slides are posted on the syllabus, not Brightspace, within $2$ business days of discussion.
• Absences:
  • An MS Seminar absence form is available for use when you cannot attend a session; complete the form at least $48$ hours in advance where possible.
  • Recordings are posted to ensure you receive the content even if you miss live attendance.
• Unit surveys:
  • During the seminar, complete the accompanying unit survey in Brightspace; it applies whether you attended live or watched a recording.
  • You are still responsible for reviewing the recording and providing feedback based on the recording.
  • The unit surveys are critical; failing to complete them can impact your MS Seminar grade (the course is pass/fail).
  • Guidance for submission: a link is provided in the slides and in the syllabus; you can click to submit, and there are instructions if you have questions.
• Professional issues module: asynchronous content across the course—history of the profession, service provision, accreditations (CAA and your education), and related content for the practice exam (a licensure/certification exam component in many states).
• Practice exam: typically required for clinical licensure and certification in all states; ensure you review the professional issues module and asynchronous content.
• Questions and support: instructors, TAs (if applicable), peers, student success specialists, and academic advisors are all available; the MS Guide and Brightspace are primary self-service resources.

Agreements and classroom norms

• Agreements for a respectful learning environment:
  • Listen respectfully without interrupting; listen actively to understand others’ views.
  • If critiquing, offer constructive ideas rather than attacking individuals.
  • Allow everyone to speak; share space; use the WAIT acronym: Why Am I Talking?
  • Avoid assumptions about any community member; avoid broad generalizations about social groups.
  • Assume good intent; acknowledge impact; allow for mistakes; view faux pas as learning opportunities.
  • Honor confidentiality.
• Opportunity to add to agreements: attendees can suggest additional guidelines or raise concerns.

Team and in-room attendees

• In-session team: Sarah D’Arab (academic advisor) and Dominique (your point of contact from the academic advising team).
• Mentioned teammates: Diana Santana (academic advisor), Tiff (Student Success Specialist).
• Section identification for today’s attendees:
  • MS Seminar Section 800-801: new students in the program who are not entering practicum one next semester.
  • MS Seminar Section 801: students who are entering practicum one next semester.
  • Some students in 800 may be first-term; 801 includes those entering practicum next term; today all attendees are in their first semester.

Initial reflections: differences between graduate program and prior experience

• Group discussion prompt: what are the biggest differences between this graduate program and your prior program?
• Common responses shared in chat and discussion:
  • More asynchronous content and live sessions, with greater flexibility.
  • Increased workload and more opportunities to learn and gain new skills.
  • Condensed foundational coursework (e.g., seven-week blocks) and stronger emphasis on specialization and hands-on experience.
  • Greater motivation and passion in graduate study; progression from foundational coursework to field experiences.
• Takeaway: supportive resources are available across NYU, the program, and peers to help manage the increased rigor.

Ungrading concepts and graduate study strategies

• Core idea: graduate study emphasizes deep understanding, critical thinking, and integration of knowledge rather than simple recognition/memorization.
• Key contrasts:
  • Undergraduate: recognition and regurgitation; memorization; often individual work; cramming tendencies; asynchronous content may resemble binge watching;
  • Graduate level: active learning, metacognition, deeper comprehension, and ability to connect concepts across topics; emphasis on planning, observation, evaluation of study habits.
• Metacognition: methods that empower learning strategies (planning, monitoring, evaluating study habits).
• Cognitive framework: analysis (breaking down information) and synthesis (combining information) to demonstrate full knowledge and understanding.
• Continuous reevaluation: regularly assess whether study strategies are working and adjust as needed; reach out to instructors for alternative approaches.
• Group and teaching opportunities: opportunities to study in groups, distribute workload, and teach one another; distributed practice (spreading study over time) is encouraged; avoid solely last-minute cramming.
• Study tools and strategies:
  • Create your own study guides; instructors can offer guidance on formats; options include compiling chapters, async content, or other materials into a cohesive guide.
  • Blank Page Check-in: write what you know on a blank page to identify gaps; can be used for topics like anatomy or physiology where you fill out blank tables or charts to pinpoint missing knowledge.
  • Foundation course slides: lecturing slides for foundation courses are available on the MS Guide for quick refreshers.

Time management and planning for success

• Planning framework: plan study and learning activities around the term syllabus, including final projects, final exams, quizzes, and ongoing readings.
• Cadence planning: distribute practice sessions ahead of deadlines; identify markers (e.g., when to start studying for each assessment).
• Balancing course workload with other commitments:
  • Consider work, family, and social obligations; grad programs are academically and clinically rigorous.
  • Plan for self-care and breaks; ensure time for personal well-being.
• Practical planning tips shared by students:
  • Use an agenda at the start of the semester to track due dates; color-code calendars; share schedules with family to coordinate commitments.
  • Create to-do lists; meal prepping can be part of a balanced planning routine.
  • Combat procrastination by implementing strategies (Wellness Exchange offers workshops on procrastination and related topics).
• Time-management tools:
  • Calendars and alarms to manage study blocks and reminders (e.g., seminar days).
  • Notifications for class sessions and deadlines.
• Action-oriented prompts: attendees shared concrete actions they take or plan to continue to grow study and time-management skills (e.g., agenda, color-coded calendar, family communication, to-do lists, meal prep).

Getting and leveraging support

• Academic support for courses:
  • Reach out to instructors first (email or schedule meetings); TA sections if applicable; engage peers to build a support network.
• Program support:
  • Contact your Student Success Specialist (Tiffnance) and your academic advisor; you have an assigned faculty mentor (found on the MMS Guide); the clinical field placement team offers placement support.
  • Student Affairs resources for workshops and services.
  • Wellness resources: Wellness Exchange offers 24/7 hotline ($24$ hours) and an app for chat; same-day urgent counseling sessions are available.
• NYU-wide resources:
  • Academic Resource Center (tutoring, time-management strategies, cross-campus advising).
  • Steinhardt Writing Center (drafts, outlines, writing skills).
  • Center for Student Life (Graduate Life Essentials: money management, off-campus living, graduate success series).
  • Wellness Exchange (24/7 hotline and counseling services).
  • Building community via student organizations: Student Ambassadors, NISHA (National Student Speech Language and Hearing Association), BLING (bilingual language and literacy networking group), Center for Multicultural Education and Programs, and NYU Mobile app for events and directory.
• Thesis and research options:
  • If continuing a thesis, steps include joining a lab, defining a project within the lab’s scope, creating a timeline, and submitting a thesis application with a brief proposal.
  • Contact: Dr. Levy (csdhonorsnyu.edu) for general thesis inquiries and joining the lab process; consult your advisor for specifics on adding thesis to your plan of study.
  • Application deadline: $April\, 15$ during the spring term.
• Next steps for thesis and labs: discuss with your advisor, explore lab opportunities, and plan if you want to pursue a lab-based thesis.

Next steps and housekeeping

• Complete the unit survey for today in Brightspace (under the Unit tab).
• Bookmark and consult the Speech at NYU Guide regularly; it’s a central resource with most answers about the CSD program (noting it may cover $99\%$ of questions).
• Review the academic requirements and standards linked in the slide deck (and the MSI resources page).
• Consider whether to join a lab or pursue a thesis, and discuss with your academic advisor.
• Implement a personal strategy to grow this semester with clear, actionable steps.

Syllabus walkthrough and live troubleshooting (Q&A segment recap)

• A participant asked whether to look at the syllabus on Brightspace; sessions included a live screen-share to orient participants:
  • The syllabus includes: final grading, survey submission procedures, pass/fail structure, and where to find unit content (slides and recordings).
  • Each unit has a link to its slides and a recording, posted within the unit section; the unit survey is located beneath the unit content.
  • If a survey is not visible, it may be due to a lag; participants advised to check the site the next day or email CSD Advising for troubleshooting.
• Live troubleshooting note: if surveys do not appear, communicate with CSD Advising (dominique) to troubleshoot; a follow-up announcement may be issued if needed.
• Final encouragement: the presenters express enthusiasm for getting to know students and acknowledge the transition can be challenging, but the program offers substantial support.

Quick reference: key numbers and dates (LaTeX-formatted)

• Post-semester content availability: $2$ business days for recordings and slides after discussion.
• Absence notice lead time: $48$ hours in advance.
• Live session planning and study pacing examples: seven-week foundational blocks referenced as $7\text{ weeks}$.
• Wellness resources: 24-hour hotline: $24\text{ hours}$.
• Typical submission/activation guidance: a maximum of a few minutes per survey attempt; surveys are designed to be quick (on the order of $2\text{ minutes}$ to complete).
• Section numbers for guidance: $800$ and $801$.
• Key deadlines for thesis: $April\ 15$ (spring term).
• Refenced years and percentages: the guide notes information is applicable in “99%” of cases, $99\%$.

Final takeaways for exam preparation

• Understand the role and purpose of the MS Seminar within the NYU CSD program, including its scope across university, program, and accreditation contexts.
• Know the importance of unit surveys, attendance via live sessions or recordings, and the consequences of not completing surveys (pass/fail implications).
• Be familiar with the available support network: instructors, TAs, peers, Student Success Specialist, Academic Advising, Clinical Field Placement team, and NYU-wide resources (Academic Resource Center, Writing Center, Wellness resources, etc.).
• Grasp graduate-level study strategies: metacognition, deep learning, active learning, distributed practice, and blank-page check-ins; differentiate these from undergraduate-style strategies.
• Master time management and planning: use calendars, set reminders, break large tasks into smaller steps, and balance academics with personal life.
• Consider future pathways: thesis option, lab involvement, and the thesis timeline, including deadlines and contact points.
• Be prepared to navigate Brightspace and the NYU Speech Guide to locate essential materials, surveys, and resources.
• Reflect on the social and ethical aspects of professional development and community guidelines (e.g., maintaining confidentiality, respecting others, and fostering an inclusive environment).

If you want, I can reorganize these notes into shorter topic sections or convert specific parts into a study checklist tailored to particular exam prompts.