Reflecting on, fleshing out, interrogating, and conveying your positionality relative to a research orientation is critical to ensuring the validity of your research stance. After all, no one can be 100% objective. The researcher’s beliefs, values systems, and moral stances are as fundamentally present and inseparable from the research process. In fact, even the most passive methods of data collection and quantitative analysis have some interactional aspects, and it is impossible to absolutely control for and ensure the unobtrusiveness of research applications and interventions. Power dynamics flow through every vein of the research process; therefore, it is our ethical duty to intentionally and mindfully attend to our role(s) in the contextual power interplay of the research process.

In addition to the technical qualitative and quantitative research methods for ensuring validity, a preemptive and fundamental step in attending to the ethics of the research process is to critically reflect on, flesh out, interrogate, and state one’s positionality. A great place to labor with and develop one’s positionality is in a researcher reflection memo, which provides a safe, brave, intentional, self-reflexive, and critical space to consider and respond to questions about one’s positionality:

• How do my personal, professional and/or intellectual positionalities (identities, contexts, experiences, and perspectives) cohere with or diverge from my research inquiries?
• What legacies (personal, communal, societal, national, transnational and/or global) inform the social constructedness of my positionality?
• In what ways, or not, am I conscientiously, or not, reifying, resisting, disrupting, and/or changing the constructs of my positionality through this research process?
• How has my own positionality changed, or not, over time, and why? In what ways has it remained static, and why? In what ways has it been dynamic, fluid, emerging and/or generative, and why?
• How does my positionality recognize, honor, and/or problematize intersectional notions of difference (politics, economic class, race, ethnicity, nationality, citizenship, legality, age, ability, education, sexuality, gender, and/or religion?) as a conceptual praxis of analysis for my research context?

For more support come into Weingarten to meet with a learning instructor during an individual consultation on any and all undergraduate and graduate research or join our working group series called Dissertation Bootcamp.

Staff Writer: Min Derry, Learning Instructor and Research Fellow

“And there’s a hand, my trusty fiere!

            And gie’s a hand o’ thine!

And we’ll tak a right gude-willie waught

            For auld lang syne.”

~  Robert Burns

Have you ever wondered why, when the ball drops at midnight, nobody seems to know all the words to the song, other than the pressing question of whether or not the auld acquaintance should  be forgot, and that bit about the auld lang syne?  Well, now you know.  Above is the 5^th verse (yes, really, there are five verses) in all of its Scots glory, which now allows you to feel better about New Year’s Eve, and which now allows me to type the phrase “right gude-willie waught” one more time and drive spell check into wiggly red underscore frenzy.

Go ahead:  sing the 5^th verse.  You know the melody.  Give it spin.  I’ll wait here.

Fun, huh?

Anyway, now that we got the melody looping in your head for the rest of the day, let’s talk Resolutions.

The problem with most resolutions, especially those of the improving-my-academic-performance variety, is that our planning can be overly ambitious.  It’s like resolving to whip yourself into shape by adopting a plan where you work out three hours a day, seven days a week and, falling short of the lofty goal, abandon the initial resolution for yet another shameful period of slothful anti-health.  It’s supposed to be a resolution, not a guise for self-punishment.

If you’re looking to post better grades and/or learn more, start with small, simple strategies.  Let’s get back to basics:

• Review your lecture notes after class within 24 hours. This needn’t require a massive amount of time; 20 to 30 minutes max.  Couldn’t get to the notes in 24 hours?  Don’t abandon the resolution, adjust the plan and get to them in 48.
• Go to class.   Even if you think you don’t get anything out of lecture because A) I hate the professor  B) The lecture makes no sense and I just get more confused  C) Life is so much better in bed  –  lecture is still three hours a week with the course material.  At the very least, if you’re not replacing missed class time with study time, you’re falling further behind.
• Read more, especially if it seems like you don’t read at all. I’m not saying read everything.  Remember the whip yourself into shape thing earlier?  Same principle.  Start with Power Point slides, or chapter summaries.  And don’t just read for the sake of reading, think about what you’re reading.
• Come to Weingarten. Our friendly learning instructors know their way around all kinds of academics-related resolutions.  At least one of us knows what a right gude-willie waught is.

Now sing the fifth verse of Auld Lang Syne one more time.

– Pete Kimchuk, Senior Learning Specialist

Have you ever felt “stuck” conceptualizing and fleshing out your thesis and related research question?

At any point in the writing process and the academic calendar, but especially relevant during the semester-end stretch when final papers are due, you may find yourself interrogating the premises of or struggling to develop or refine the research question itself.

One way to mindfully deliberate on the research question and release the conceptual flow of writing is to PAUSE and REFLECT on the “story” of the research question itself. This can be done by writing a brief reflective memo, which may or may not be integrated into the paper itself, but will probably prove to be quite cathartic and clarifying.

Taking license to be free and unrestrained, write as if journaling to yourself, and reflect on any one or combination of the following prompts relative to your research question:

• What is the (background) “story” of (behind) the research question?
• What has been the developmental trajectory or building blocks of the research question?
• How did I become interested in this question?
• Why is this question significant to me?
• What do I find most compelling about my question?
• In what ways do I connect with this question? What are my points of reference for contextualizing the research question – in my own life, practice, field, and/or in the world?

For more strategies, come to Weingarten, collaborate with a learning instructor, and get tailored feedback through an individual consultation. Also, consider registering for our Dissertation Bootcamp!

By Staff writer: Min Derry, Learning Fellow & Instructor

So it’s that time of the semester that we all forgot about-final papers/project season. You know, because we were surviving it week by week, midterm by midterm, page by page of mostly monotonous readings? It can be daunting to begin tackling a huge and cumulative assignment when you have no idea where to even begin. Here are some strategies to get started:

1.  Chunking: Ever get this feeling that you are so overwhelmed by the task that no matter how much time you devote to sitting down at your desk, you just are too paralyzed to start? Don’t start off thinking you are going to do it all in one sitting. Begin by breaking down the assignment into different stages and assign yourself goals. Perhaps start off with re-reading major concepts of the course since that might inspire a certain topic or focus for your paper. Then, on another day or week, move on to researching and making connections to texts covered in the class. The point is to establish tasks that are realistic bite-sized chunks.
2. Concept Mapping: Having a whiteboard (or blank paper) and some different colored markers (different color= different theme/connection) help to get all your ideas out there without the pressure of writing full-on paragraphs or pages. Brainstorm with drawing if you have to! Jot down ideas and key concepts and this way, you can also work towards clarifying your arguments.
3. Come into Weingarten: Learning instructors here at Weingarten have various academic backgrounds including and ranging from doctoral students, research assistants, social scientists, and academics. Having another person to help you “talk through” your scholarly ideas is a great way to learn. What it comes down to is really cliche but hey, it works: “Two heads are better than one!”

Staff writer: Victoria Gill

It has been known through surveys that the population fears public speaking more than death (Croston, 2012).  How do we reconcile this when, in some cases, 15%-40% of your grade can depend on this category called “class participation”? Some classes are now being “flipped” in that the professor facilitates conversation and guides the classroom discussion. This style of instruction is so that students can learn from each other instead of blankly and passively receiving knowledge from a teacher. Here are some simple strategies that may alleviate the reluctance to participate in class.

Before Class:

1. Be prepared: This means doing the readings and familiarizing yourself with the syllabus and course materials. Each week there usually is a theme or concept being covered in class, so make sure to engage with that topic through the readings and assignments.
2. Make notes: during the readings or homework, try to explicitly make connections and link the main ideas of the week. Write down anything you found interesting enough to react to, agree with, disagree with, or have questions about.

During Class:

1. Engage in the Discussion: get involved when someone asks a question, or ask a question yourself, or provide a comment. If you’re really nervous, try to say something at the beginning of class so you don’t get more anxious as time passes.
2. Make your comments brief and to the point. It’s better to be clear than attempt to sound “smart” by being long-winded.
3. Direct your comments to the class instead of a particular individual. Democratic discussions aren’t about attacking individuals, but rather collectively interrogating ideas.
4. Jot down notes during the discussion, that way you can relate to what is being said and organize your thoughts and comments accordingly. You may even use those notes for an exam or paper later in the semester, or even perhaps continue the conversation with the professor or TA in office hours.

Sources: 

Classroom participation tips adapted from K. T. McWhorter (1986) College Reading and Study Skills.

Croston, G. (2012). The thing we fear more than death. Retrieved from https://www.psychologytoday.com/blog/the-real-story-risk/201211/the-thing-we-fear-more-death.

Staff Writer: Victoria Gill 

Address: 220 S 34^th St. (Just on the other side of Locust Walk from Van Pelt, adjacent to College Hall)

Hours: 9am-5pm (Summer) 8:30am-12am (Starting Fall Term 2016)

Noise Level: Very low

Perks: Some of the prettiest architecture on campus. Has been compared to Hogwarts. Access is open to all Penn students.

Fisher Fine Arts Library is one of my favorite spots on campus. While Fisher is hardly a secret, it is less frequented than Van Pelt and typically has open study space available. Unlike Van Pelt, which can be brimming with activity and a decent amount of noise at any given time in the semester, Fisher is very quiet. The library is so quiet on most days that you can hear a pin drop. Located just on the other side of Locust Walk from Van Pelt, Fisher is a must see and great study space. It is particularly great for reading and there’s no shortage of tables for study space here. 

One thing to be aware of if you’re planning to study in Fisher is to be prepared to charge any devices you might need for studying beforehand. The only drawback to studying in Fisher is that it is so gorgeous, you might be too busy gawking at the architecture to concentrate on your work. If you haven’t been to Fisher yet, definitely check it out.

If you’ve been to Fisher before and have any thoughts or feedback, or other great study spaces students should know about, feel free to comment below and we may just highlight one of them in the next blog post!

Staff Writer: Randall Perez

Have you ever received a writing assignment and felt “frozen”? Have you known you need to write but gotten stuck staring at a blank screen? You’re not alone—everyone has experienced writer’s block, from John Steinbeck to J.K. Rowling to leading scholars in many fields. Fortunately, there are techniques for overcoming writer’s block that will help you submit that term paper or finish your dissertation.

Causes of Writer’s Block: One of the most commonly held beliefs about writer’s block is that it’s a sign of laziness or lack of preparation. Nothing could be further from the truth;
writer’s block often affects students who have high expectations for themselves. According to Keith Hjortshoj, author of Understanding Writing Blocks (2001), it is very common in people making transitions and adjusting to new writing formats. This category includes first-year college students, new graduate students, undergraduates moving to more advanced levels of study, and writers completing high-stakes projects.

Strategies for Moving Past Blocks

1. Free Writing: One of the biggest things you can do to combat writer’s block is freewriting. Freewriting means you sit down and write what comes to mind about your topic without stopping to read what you’ve written. Simply keep going—nobody will see your writing yet, and you will have a chance to revise later. Freewriting will allow you to write and think more fluidly, help you process information, and get text onto the page that you can shape into your finished product. Many students find it useful to brainstorm by writing what comes to mind in the form of a list or diagram. You might even find that you can generate text by pretending you’re writing about your topic in an email to a friend.

2. Free Form: Don’t feel like you have to write from the beginning of your paper to the end; you can choose the section you’re most confident with and start there. Bracket things you’d like to change and come back to them during revision.

3. Writing Groups: Lastly, avoid isolation with the task of writing. Seek out connections with other writers, whether they’re in your class or fellow graduate students in the grad student center.

Analyzing Your Writer’s Block: Here are some of the questions that Hjortshoj recommends for better understanding your writer’s block:

• • What kind of writing are you trying to do?
  • At what point does progress end?
  • What do you do up to that point?
  • When you reach it, what do you do next, and why?

Note the answers to these questions, determine the changes you need to make and ask which strategies will help you write through the block. You may have to try several strategies before finding one that works, just like you might in a science experiment. Deliberately keep yourself from doing things that you suspect are causing your writer’s block. No matter what, don’t give up! For more support and strategies for writing, come to Weingarten! 

Staff writer: Brenna Swift

Looking for a new place to study for your final exams or write those final papers? Never fear – I’m here to help you find a location for success!

3501 Sansom St.

Hours: 7:30 a.m. – 11:45 p.m. through May 5, 8 a.m.-7:45 p.m. daily through May 10th

Noise level: Low

Perks: Quiet outdoor space with tables and chairs where you can enjoy the warm weather

If you’re trying to avoid the hustle and bustle of Van Pelt during finals week, you should definitely check out the Biddle Law Library. The Law Library is beautiful, well-lit, and extremely quiet. The library itself has two levels, with the main level serving as a more public and collaborative space. Head upstairs for more isolated study time at individual tables and carrels. If the weather is nice, make sure to visit the outside tables and chairs that are a perfect change of scenery from the stacks of books inside.

The Law Library also has an extensive collection of over one million primary and secondary sources. Its archival collection houses personal papers from famous lawyers and judges. This library is an excellent research site for Law students, but also for undergraduate students who are studying Political Science, PPE, or History.

The Biddle Law Library is a great destination for Quakers who crave a quiet study atmosphere. If you’re unable to make it over there before the end of the semester, it is certainly a place to check out when you get back to campus in August!

Staff Writer: Cassie Lo

Want to keep your sanity during finals week? So you have 5 classes this semester with at least 3 final exams and 2 final projects or papers. Need to accomplish them all in 7 days? No problem. There’s a process you can use to deal with this situation that seems to always sneak up on us every semester.   Here’s a suggested step-by-step process:

1. Rank Your classes

Rank your classes according to which one is sooner, which one is more important for your major, and/or which one is harder and needs most of your attention.

2. Break Down the tasks needed to study for each class

This varies for everyone’s needs and for the subjects being tested. For example, some people need to carve out time to skim their class notes and lecture slides and then need more time to actually practice their knowledge on old midterms or practice problem sets. Make sure you allocate your time wisely, 30/70 is what we recommend: 30% review and 70% practice.

3. Realistically Assign time for each task for each class

Now that you’ve figured out what you need to do for which class, it is now time to figure out the answer to each task: “for how long?” Some people read slower and may need an hour or two just to skim a chapter or notes, others may require less. The recommendation here is to caution against assigning more than 3 hours per task.

4. Plug in all studying tasks in an hourly schedule

So at this point, you got the which subject, what tasks, for how long, and now you need to know when. Try Google Calendar, iCalendar, or an old-school paper schedule template. Tip: avoid burnout by being realistic vs. overly ambitious in scheduling. Make sure to switch up the subjects so you don’t overload and keep breaks and meals in the schedule as well! Make your time as visual as possible.

If you would like more support on how to do this, come into Weingarten and a learning instructor would be happy to help!

Staff writer: Victoria Gill

At the beginning of each semester, we often formally or informally tell ourselves that we are going to be better about our time management. Perhaps it’s the looming reminder of the stress we endured when juggling multiple assignments at the end of the semester, or it’s the commitment to striking a better work-life balance. Whatever the motivations behind our desires to be better organized one of the first topics that come to mind are calendars and perhaps more specifically planners.

There are many, many, many planners out there. Rather than orient you to a particular market I’ll give you some things to look out for, and an example of what a well-used planner may look like.

Purpose—Before beginning a search for a planner think of the purpose for which you will need it: to keep track of meetings, completed assignments, study schedules, to-do lists, quick note-taking. Identifying your purpose will prioritize the features you’ll find most useful. For example, if your goal is to use the planner as a central location for which to keep your work, study, and assignment schedules then having a planner with sufficient space and perhaps even an extra weekly page will be important.

Layout–Planner layouts are a deal breaker for many. A quick search for planner layouts returns more templates than could be used by one individual. They range from frilly and decorated layouts with coding stickers to plain and simple. While we do not discourage the use of colorful planners–who doesn’t need a little color in their life?–we do warn you from purchasing something that although beautiful may not be functional for your purposes.

Timeline--As an undergrad, I kept an academic planner (usually August-July). As a result, I can tell you what I was up to on any given day in the past many(ish) years, as it pertains to school work. That worked well for me but I remember wishing I had a year-long planner during the school breaks. As a graduate student, a January-December calendar makes a lot more sense for me as my summers and breaks tend to be busier than before. If you’re looking to make a similar shift, this is the perfect time as you won’t lose out on multiple months in your planner.

Durability–Most planners are made to be sturdy so this is more of a reminder. If you’re planning on using your planner year-round read planner reviews and keep an eye out for the materials. In my experience, bounded, thick cardboard covers and thin leather covers work best.

Size—Along with thinking of purpose, think of size. Will a small pocket planner work for you? If you plan on using it as a to-do list organizer then perhaps this is a good option. Consider how and when you will carry your planner with you: backpack on campus, purse to a coffee shop, for example.

With that being said, here is an example from our very own Jen at Weingarten. During her search, Jen stated the availability of sizes was a challenge: she wanted a bigger planner but even reliable online sources were back ordered on the layout she had decided on. Jen, however, prioritized the layout of the planner she found indicating that “the extra page was key” for her, and went with a smaller planner. Here is an example of how she uses the space inside:

Happy organizing!

Staff Writer: Erica Saldívar García