Frequently Asked Questions


Yes. Just go to the All Checklists page and adjust the "Re-Assign to Week" values so that your holiday weeks are free.

Because the student life needs flexibility.

Have you ever had a hard day and just not been able to focus on that tough philosophy reading? Have you ever gotten a last minute call for an extra shift at work? Have you ever spent the afternoon hanging out with a new boyfriend when you should have been doing homework? (I know you have...)

The email reminder is an option for you to receive a reminder about that particular task three (3) days ahead of the deadline. It's another line of defence against our tendency to procrastinate.

I don't recommend checking the reminders for everything, though, because you'll be inundated with emails and start to ignore them. So check only a few key tasks, spaced throughout the semester.

To set up your email reminders, just go to the Add/Re-schedule page, click on each class and check off the tasks you want reminders for.

Yup. You can go to the Add/Re-schedule page when you need to add an assignment to your current planner.

Yup. Just leave it blank.

Probably because it's also taking into consideration your other assignments.

You can adjust the plan by either:

  1. going to the Add/Reschedule page and setting the deadlines you want for the paper steps and checking off the "Fixed Date" box and then re-scheduling, or
  2. you can just move them with the "Re-assign to Week" drop down boxes in the All Checklists page.

You can use the paper category and adjust one of the steps so that it includes practice speaking, or you can use a custom project and set up the steps for planning, writing, and practicing your presentation.

Choose the Weekly Assignment category, and use as the deadline the last date that a weekly assignment/lab is due.

The planner will schedule time each week for your assignments.

Choose the Participation category, and put the last day of classes as your deadline.

The planner will schedule in time each week that you can use for class prep.

No. You have a few options for how you can enter that.

1. Use the Weekly Assignment category option, and the planner will schedule weekly time each week, which you can just use for reading for that class.

2. You can keep using the Reading category, but just total up the pages to read before the test, and enter that as one reading assignment. The planner will break it down into 2-hour reading portions and schedule it into the weeks before the test. Then when you are taking time to do, say, History reading, you can check your notes for the exact pages you need to read.

Nope. I, for one, like to see a nice list of completed work. Not to assume you are compulsive like me, but… it does feel nice, doesn’t it?

So, if it's checked "Done" it just shows up with a line through it, and it isn't included in any re-scheduling.

If it's checked off as "Remove" then it will be completely removed from the planner.

No problem.

Just go to your All Checklists page and use the "Re-Assign to Week" drop-down lists to move it to your preferred week.

Or you could also go to the Add/Re-schedule page and be sure the deadline is in the week you want, and then check the "Fixed Date" box so that it is guaranteed to be scheduled in that week from now on.

Be sure to save your changes and update the planner.

Just go to the Add/Re-schedule page and change them, then be sure to save and update your planner.

Yup.

Just go to the View you want (one week, whole semester, or calendar) and either click the print icon or right click to get your browser's print option.

Yes.

If you want to do more homework on Reading Week (or less, if you’re hitting the beach or the slopes), just go to your All Checklists page and change the “Week Assigned” numbers to shift your assignments into earlier or later weeks.

"Studies suggest that psychological distress among university students is significantly higher than among the general population, and even among students working peers." (p. 184)

"Negative associations have been found between degree of stress experienced from combined sources and academic performance." (p. 184)


Quoted in:
Vaez, Marjan, & Laflamme, Lucie. (2008). Experienced stress, psychological sumptoms, self-rated health and academic achievement: a longitudinal study of Swedish university students. Social Behaviour & Personality: An International Journal, 36(2), 183-195.

A 2006 study in Basic & Applied Social Psychology showed that students who participated in a regular program of study through their year at college had noticeably better mental focus under stress, as well as greater ability to be self-controlled in other areas of their life.

The study followed one group of students with a regular study program and one without (control group), testing them at the beginning and end of the semester. The tests included a visual tracking test (to determine mental focus), and questionnaires about perceived stress, and their habits related to: alcohol, tobacco, and caffeine consumption; emotional control; healthy diet; maintenance of household chores (laundry and dishwashing); attendance to commitments, and monitoring of spending.

“According to recent studies, about 70 percent of college students say they typically procrastinate on starting or finishing their assignments. Researchers say academic procrastination raises students' anxiety and sinks their self-esteem. The behavior also correlates with some of higher education's thorniest problems, including depression, cheating, and plagiarism among students.”

The context for rampant procrastination is set by the college environment of lots of free time, long-term deadlines and extracurricular activities.


Quoted from:
Hoover, Eric. (2005). Chronicle of Higher Education, 52(16), A30-A32.

According to the August 2007 Pan-Canadian Study of First Year Students (sponsored by the Association of Canadian Community Colleges), almost 66% of college students do not participate in orientation programs.



Quoted from:
Pan-Canadian Study of First Year Students

An Australian study on the effect of a regular homework program on student self-control (more found here), has shown that students with poor study habits use significantly more alcohol, cigarettes and caffeine to overcome the stress of exam periods.

See some interesting charts here.

Joseph Ferrari, a psychology professor at DePaul University and editor of Counseling the Procrastinator in Academic Settings, found in one study that "students who engaged in academic procrastination said more than 70 percent of the excuses they gave instructors for not completing an assignment were fraudulent (the lies were most prevalent in large lecture classes taught by women who were "lenient")."

Quoted from:
Hoover, Eric. (2005). Chronicle of Higher Education, 52(16), A30-A32.

Sue Porter (a school counsellor at the Windsor School in Massachusetts) has noted that stress has a sort of cultural currency within education.

"Stress is one of the few, and, in some school communities, the only emotional experience that gets discussed in any detail. It's okay to be stressed; in fact, it's a point a pride. To talk about that stolen moment of peace is akin to admitting weakness or dereliction of duty.

In this way, I believe stress has become an important part of the cultural currency of independent schools, and, perhaps, of the culture at large. For some, a stressful community equals a productive one. To be not stressed in our culture suggests we aren't fulfilling our potential...."

According to a study by D.H Schunk and F. Pajares titled The development of academic self-efficacy, students "who feel efficacious for learning participate more readily, work harder, persist longer when they encounter difficulties, and achieve at a higher level."


As cited in:
Tang, Natalia Yuen Yi., & Westwood, Peter. (2007) Worry, General Self-Efficacy and School Achievement: An Exploratory Study With Chinese Adolescents. Australian Journal of Guidance & Counselling, 17(1), 68-80.

Referring to:
Schunk, D.H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wingfield & J.S.Eccles (Eds.), Development of achievement motivation (pp. 15-31). San Diego, CA: Academic Press.

The National Survey of Student Engagement (in the US) has found that students spend an average of 13-14 hours per week on homework, which is far less than the 25 hours per week that college professors say is required for achievement.

In Canada, the Pan-Canadian Study of First Year College Students (Aug 2007) reported that 75% of students spent less than 15 hours per week studying.


Quoted from:
Mark Bauerlaein article in the Chronicle of Higher Education

National Survey of Student Engagement

Pan-Canadian Study of First Year Students

There are approximately 22,000 high school grads in BC each year, with 14,600 of those in Metro Vancouver.

1,400 in Capilano region
3,500 in Douglas region
1,200 in Fraser Valley region
5,000 in Kwantlen region
3,500 in Vancouver/Langara region
= 14,600 from Metro Vancouver high schools



Quoted from:
BC Government Student Transitions Project

BC has over 433,000 post-secondary students.

That's how many students were enrolled in BC's public post-secondary institutions in 2006-07. (This includes part-time, full-time and continuing education students, as well as apprentices.)

There are 29 major colleges and universities in BC, as well as 526 private career training institutes registered with PCTIA (with an unknown number of students attending those).


Quoted from:
BC Government Media Room

Education Planner

pctia.bc.ca

Metro Vancouver has 12 major degree-granting institutions, serving over 160,000 students.

1,372 Emily Carr
3,500 TWU
4,200 VCC
5,000 Columbia
5,000 Douglas
6,700 Capilano
10,000 UFV
16,000 BCIT
17,000 Kwantlen
23,000 Langara
25,000 SFU
43,579 UBC
160,351



Quoted from:
These numbers taken from university websites, or directly from the school's communications officer.

Canadian post-secondary enrolment will increase by 9-18% in the next 10 years, according to an AUCC 2007 report on trends in enrolment.

From 2001-2006, enrolment increased by 31%.


Quoted from:
http://www.aucc.ca/_pdf/english/publications/trends_2007_vol1_e.pdf

According to the 2007 Trends in Enrolment report by Association of University and Colleges of Canada (AUCC), there are 1.08 million post-secondary students in Canada.



Quoted from:
http://www.aucc.ca/_pdf/english/publications/trends_2007_vol1_e.pdf

It's really just making a master plan for how and when you'll do homework. Academia has its own set of skills, and with a small investment in learning those strategic skills, your study time can become much more focused and effective.

You can start with some ideas here and, of course, the Homework Planners.

More on the benefits of homework planning can be found here, and on specifically how the Homework Tree Planners work here.

If you come across some great ideas during your time at school, or if you have more questions, post them on the forum here.

Yup. Try here.

If you come across some other good ideas during the course of your studies, post them on our forum here.

Writing really is a skill, and we have some strategies here to help you improve.

Best of luck. If you come across some helpful writing practices elsewhere, let us know by posting them to our forum, found here.

Yup. You can start here.

And we hope to post more information in this area in the next few months.

If you come across some helpful strategies elsewhere, post them on our forum by going here.

Yup. Try here.

If you come across some other helpful strategies in the course of your studies, post them to our forum here.

May the force be with you!

Actually, we have some thesis resources here, and the writing resources here may also be helpful.

We have lots more thesis stuff that we hope to add in the next few months, so keep checking in. Best of luck.

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