Ep.4 -- How Do I Balance it All? : Time Management, Study Skills and Student Advocacy

So many assignments, so little time! Time management and creating a healthy school-life balance can be overwhelming, especially when students have other responsibilities, such as work, family, or personal health issues.

In this final episode, Bri and Sam focus on student success and advocacy. Listen to 3 students' perspectives and their unique experiences with accommodations and support. Co-hosts discuss time as an equity issue and sit down with Alfred Ene, Manager of the Office of Student Community Relations at York, to learn about how advocacy and equity supports benefit student learning.

Backstage Pass is funded by an eCampus Ontario Virtual Learning Strategy Grant, and  is a collaboration between students, staff, and community members based at Ryerson University (Renaming in process) and York University.

Timestamps
01:02  Intro - What Is Time Management?
03:22  Upgrading Skills - Mature Student Perspective with Suzy
05:39  School Life Balance - Mental Health Perspective with Kelsae
09:16  Asking for Help and Communicating Needs - Bri and Sam Discuss
13:11  Time Is An Equity Issue
15:33  Accessibility In University - Disability Perspective with Savannah
17:34  Supporting Student Success with Alfred Ene
36:51  Last Minute Study Tips and Wrapping Up

Resources
Access the transcript and free eLearning modules HERE!
Episode Transcript
eLearning Module

Follow the Project
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Credits
Ryerson University (Renaming in process) Content Experts
Meera Govindasamy, Academic Engagement Specialist, Principal Investigator
Andrew Bisnauth, Manager, Student Life and Campus Engagement

York University Content Experts
Kayla Lascasas, New Student Transition Coordinator
Jair Kallidumbil, Manager, Student Life

Student Advisory Committee
Riya Bhatla
Micah Chu
Karanveer Khadra

Media Production Research Assistants
Samantha McNulty, co-host and technical producer
Brianna Roett, co-host and producer

Designers
Mariam Ahmed, Instructional Designer
Sally Goldberg Powell, Instructional Technologist
Erica Wu, Graphic Designer

Ali Aird, Project Manager

The included music and sound effects from Jamendo and Artlist (and any other vendor) is used with permission in this project, but the user is not free to remix the content containing music, extract and use the music out of the context of the podcast or use the music offline. All other material is licenced under an Ontario Commons License.1.0.

Please see this citation list for all sound effects and music used on the podcast.

Chapters

• 1:02 Intro - What Is Time Management?
• 3:22 Upgrading Skills - Mature Student Perspective with Suzy
• 5:39 School Life Balance - Mental Health Perspective with Kelsae
• 9:16 Asking for Help and Communicating Needs - Bri and Sam Discuss
• 13:11 Time Is An Equity Issue
• 15:33 Accessibility In University - Disability Perspective with Savannah
• 17:34 Supporting Student Success with Alfred Ene
• 36:51 Last Minute Study Tips and Wrapping Up

Transcript

Professor: 0:00

Alright class. I'm going to go over this once and then I'll leave you to explore the course on your own time. Once you log into the course platform, you will find the syllabus, please read through all of it as there is lots of important information, assignment deadlines and more. You will also find the link to three textbooks and 12 course readings you should be completing one reading a week if you hope to keep up with this class. In terms of assignments and participation. I've tried to keep it simple. So three discussion posts after each lecture, and I would like 10 pages of sample writing to get feedback on by the end of the week. Enjoy. Call ended.

New Student: 0:34

Textbooks, course readings, discussion posts, 10 pages of writing? I have four other courses this semester and a part time job. When am I going to have the time to get all of this done?

Funding Partner Announcement: 0:54

This podcast has been funded by the Ecampus Ontario virtual learning strategy grant.

Brianna: 1:02

Hello, everyone. I'm Brianna Rolette and I will be your host throughout this mini series.

Sam: 1:07

And I'm Sam your co host and welcome to the final episode of Backstage Pass podcast

Brianna: 1:12

Made in conjunction with to Toronto universities, our goal for the Backstage Pass podcast project is to shed light on the university experience so that prospective students from Ontario who belong to equity deserving groups feel prepared with the skills and resources that can make going to university feel like a possibility.

Sam: 1:28

We also have free elearning modules that get into some of the issues discussed on the podcast in more detail and will provide you with an overview of how things like money networking and study skills work at the university level.

Brianna: 1:40

For this episode of Backstage Pass, we are going to be talking about something that every student can relate to, time management and studying. A dreaded topic for many we know and sometimes it can feel like there's too many textbooks to read and not enough time in the day. Finding the time to get all of your work done while also prioritizing your mental well being and allowing for leisure can be an impossible task for many students

Sam: 2:03

Language around time management may convince you that it should be simple to make space for the things that matter to you, like education. In reality time is an equity issue. It's not the same for everyone. Thinking about boundaries, priorities and balance allows us to think creatively about making time for school.

Brianna: 2:20

Similarly, study skills can seem like a mysterious toolkit that some people magically just have access to. To those of us who don't have a lot of experience with independent learning might assume that we're not equipped to succeed at university, when in reality, there are lots of different ways to learn, and university students aren't expected to show up on campus with a bunch of skills.

Sam: 2:41

When we talk to students, some of their biggest fears came from being able to succeed academically and to stay on top of their classes health and social life. This episode, we'll be talking to a few students who are working through these issues.

Brianna: 2:52

First meet Suzy, a mature student who returned to school after several years in her industry.

Sam: 3:06

So you were talking a little bit before about having to write essays again after so many years in the workforce. And with that, being able to readjust to the way workloads and the education system interact. Were you able to seek out any support to help you transition back to school?

Suzy: 3:22

Yeah, I mean, that was definitely the hardest part, and something I was really, really nervous about going back into school. And like I the last thing I wrote, was like, yeah, maybe 10, 15 years ago. And like, since then it's only really been emailed format. So I was like, very nervous. I'm like, Oh, my gosh, the last thing I remember is like the hamburger essay, which obviously is not university level. And so I was super nervous about that. But I think it's really great that Ryerson offers the like academic writing class, because that has helped me a lot in terms of producing better essays in all of my classes. So that's a really great resource. And then also being a mature student, like a lot of my friends have already gone through all this. So I'm able to send them my work and be like, can you look at this. So I definitely have a really good support system in terms of getting back into academia.

Sam: 4:20

I love that you touched on having a support system. I think there are a lot of prospective students who don't feel like their skills are up to par with the university standards. What would you say to students who are a bit nervous about looking for support?

Suzy: 4:33

Yeah, I mean, definitely ask questions. Don't be afraid to put yourself out there and say that you don't know how to do something. It can always be really nerve racking being like, Oh my God, I feel like everyone else gets it but me. But I think when you ask a question, almost certainly everyone else is kind of thinking the same thing and wondering if someone else was going to ask that question. So you're helping yourself and you're helping everybody else. And I know that there is like a lot of group chats as well with all of my classes that you can ask questions there too. If you're nervous about asking it to the professor or in front of the class, I think there's a lot of resources and options in terms of like getting one on one help, and going to professors for office hours and talking to them there.

Sam: 5:24

Next, let's hear from Kelsey who walks us through her academic experience and how she balances her mental health.

Kelsae: 5:39

I think if I could give any advice to people, it would be reach out before you get into a bad spot. If you can feel yourself getting overwhelmed, starting to not feel great like that is the time to reach out, not once it's reached a breaking point and you're like, I can't do this anymore. I'm not sleeping, I'm not eating, I'm going to fail this class. And it's hard is so so hard. I have anxiety, I have obsessive compulsive disorder, I've struggled with depression. I absolutely know how mental illness lies and it tells you you're a burden. And you're the only one who feels like this, and everyone else has it together. And that's not true. We're all doing the best we can. And I think that for me checking with my friends to give me some perspective of like, was this you know, am I am I too upset about this realistically, like this person made this comment, like having people who can offer me perspective of like, you know, I think you have too much on your plate right now, or, you know, maybe you need to go to go to bed. And tomorrow, you might be able to handle this a little bit a little bit better. But just for me, like I've been really stressed out recently, I've had a lot of my plate with work and school and personal stuff. And so I reached out to my doctor to adjust my medication because I know that I am showing the symptoms of starting to not go into a great mental health space, and I need to address it now, before I reach the spot where I'm in a dark hole, and I can't work myself out without a lot more time and resources and things getting sacrificed. And it can be difficult. I am now pretty good at understanding when I'm when my mental health is kind of that risk of declining versus when I was first in university. I was not, I'd wake up and be like, Oh, turns out that was a depressive episode. Who knew? So I definitely think that that comes with experience, but also comes from just having friends who can be honest with you to be like, you know, I think you need to talk to somebody who's not me, I think you need to talk to somebody who's better qualified. And that's like, I think that there's a lot of help available. And it's so hard too. I absolutely am not going to be that person's like, just reach out if you need help. It's super easy, because it's not. You feel like you're bothering people you're like everyone else has their own stuff to deal with and what am I doing, but I have received so much help from family, from friends from professional colleagues and acquaintances and teachers when I just asked for and when I say listen, let me be honest with you, I'm struggling. That has brought me a lot of support from people that me not saying anything wouldn't have, because how are they supposed to know if I'm struggling or not? They don't know until you tell them. And sometimes all you can do is say, Can you just be patient with me? Can you just give me some more time? Can you check in with me tomorrow to make sure I actually called my doctor. And I think that it's not helpful to anybody least of all you to say, well, it's not bad enough for this because I think that for a lot of people, it is bad enough. But it doesn't have to be the worst time of your life. But there's a lot of things where it's like, it doesn't have to be this hard. It's not going to be perfect. But it doesn't have to be like this. And that alone is a good enough reason to ask your doctor to ask your teacher to ask your friends to ask your parents to help you and to change something and try to make your experience better because it shouldn't be miserable for four straight years or five years or six straight years. There's stressful periods and there's hard times. But if you're really not enjoying it, if you're just feeling like every single day is challenging, and you're not enjoying yourself, something needs to change and you're the only person who can make that change.

Brianna: 9:16

After listening to all of these students experiences, I think it's important to note that everybody's needs are different. Accommodations can look like a number of things. And not all accommodations and support needs to be formal. So for example, if you're struggling with essay writing, most university programs offer basic writing courses for first year students. And this can be helpful in transitioning to university writing, which is different from some of the ways that we write in high school. So if you know the hamburger method of an essay, that is something that's pretty, pretty pushed in high school and you're supposed to write essays in a very specific format and you're not supposed to stray from it. And then you will get into university and you will have professors tell you they do not want you to write an essay like that ever. And that's kind of hard to wrap your head around, especially when you've been taught for four years to write in a specific way and format in a specific way. So with university, it kind of takes a level of creativity and a new knowledge of understanding on how to write these things. And if you're not 100% sure, there's no shame in that. You can always either ask a professor one on one for help, or if you're a little bit uncomfortable with that, then accessing these services that can actually help you in your writing, and learning.

Sam: 10:28

So along that same note, student teacher relationships are really important. So just having that line of communication with your teacher in terms of what you need, dropping into office hours, and just communicating with them, what is going on in your life, and what you could possibly need to finish an assignment, or just get work done on time. Just communicating, communicating, communicating, that's the biggest thing that we can say and offer is just let people know in your life, what's going on. Even if it's not your prof, it could also just be a friend or a group member, if you're in a group project. Just keeping people in the loop is really important.

Brianna: 11:03

And if you're nervous, especially if you're in a lecture of 100 people or more, it can be a little bit intimidating sometimes to go up to the professor at the end of the class and ask a question. But in that sense, as Sam was saying, there are office hours that you can drop into and speak to a professor one on one. Also emailing I know that I love emailing professors, it's just a little bit less direct. Hopefully you have a professor that emails you back fairly quickly, and can help you with anything that you're going through which most professors are. I've had some professors who do not respond to emails, but for the most part, if you respond to a teacher, they will get back to you. So there are other ways that you can communicate with other academic students or professors in your life without necessarily having to go up to them in person and dump all the reasons why you can't finish a certain assignment for any reason.

Sam: 11:56

Yeah, and just know that it's never too late to go and speak to anybody about what's going on in your life. Your professors usually just want to know, can you get this assignment done on time, what can they do, and even if your professors difficult about it, most universities kind of have the same policies about accommodating students. So there's help for you, just don't be afraid to ask for it. And definitely advocate for yourself when you need to.

Brianna: 12:22

And it can be hard to advocate for yourself. And I think something that we especially want to know in this episode is that you as a student have to take the time to really assess what you can handle. It's very easy to take on a lot of work, a lot of projects at one time, because you believe you can do it. And then burnout happens, stress happens, anxiety happens, and it can be impossible to get all those things done. That is not a rare feeling. Especially in university, those feelings can can arise and can come up. And it's very important that you take the time not to brush those things off. But to address them and find solutions for them before they get too out of hand or you cannot do specific schoolwork or assignments. So it's all about making sure that you're in balance, knowing what you can handle and finding ways to solve it when you know you can't handle it.

Sam: 13:11

For sure. And I think the biggest takeaway that I've seen in these interviews is that no experience is the same. It's all different and that's totally okay. So if you find that like, oh, compared to my peers, I'm not really succeeding, or I don't know how I'm gonna get the assignment done, how come I can't do this. It's really different for everybody, like Brianna was saying, and just knowing yourself and what you need and making sure that you're prioritizing your well-being where you can. It's to your benefit, and you'll stress out a little bit less. universities tend to emphasize clock time. According to the clock, everyone has 24 hours in a day. It's fair and it's simple. The only strategy that's needed to manage clock time is to strategize, organize, and prioritize. This understanding of time and time management represents the idea that all individuals are equally equipped to succeed.

Brianna: 14:14

But the reality of time and time management is far less simple. Time is a resource, and it's different for everyone. A student who balances their studies with parenting and a part time job has a very different relationship to time than a student without a job or any dependents. A student with a disability that prevents them from reading for more than 30 minutes at a time can't strategize, organize and prioritize in the same way that an able bodied student might.

Sam: 14:40

Time as an equity issue. The idea that being a good student is about being able to strategize, organize, and prioritize can be a barrier for people who have different relationships to time as a resource than their peers. Sometimes getting support at school can be difficult even when we reach out, some people like professors may not be as accommodating as we would hope. Next we'll be hearing from Savannah, a student with a disability who has experienced firsthand how asking for support isn't always a straightforward process. Afterwards, we'll hear from Alfred Ene, the manager of Student Community Relations at York University, to further explain this idea of time management and how post secondary institutions can better support students.

Savannah: 15:33

I found that most of my professors have been pretty receptive to providing the accommodations, but I think some, some professors I have found are, like inherently accommodating, they accommodate because they want to, and others are very strict about needing a lot of documentation. Last year, I actually was very, very sick in and out of the hospital. And at one point, I had to email my professor for an extension. And I said, like, you know, I can get your documentation. I can't get it this second, like I was actually like, in emergency. And she was not understanding until I got quite a lot of medical documentation from my doctor. And then once I did get that, then she was fairly understanding. But it took a lot of work to get everything that I needed while I was quite sick. And there wasn't really a lot of understanding. In the meantime, I suppose. And I do understand, like, the importance of needing documentation, but maybe if somebody says, like, I'm sick, I'm in the hospital, it's like, okay, as long as you're able to provide the documentation before you know the end of like the month or before the end of the semester, then we can be lenient. But if not, then obviously there needs to be a conversation. But maybe just giving people the time to get that documentation, if they know the student is sick, erring on the side of caution to like, believe the student if they're saying I'm really sick, or like I'm really struggling, but like I'm willing to be in touch, I'm willing to work with you, I'm willing to do as much as I'm able to do right now for professors to be understanding. And I think like a lot have, I've had a few that have been really great and so incredibly helpful that like I'm super grateful for, and then every once in a while you get one that maybe isn't, as understanding.

Alfred: 17:34

My name is Alfred and the manager, at the Office of Student Community Relations at York University. The premise to provide support is what we apply to everybody. But in that process, what we do is tailored to specific needs based first on the individual. And when you look at it from an individual's lens, you will begin to see other elements or variables that is impacting whatever brings the student to our office. We are very, very cautious and sensitive to where people are coming from. And central to what we do is the understanding that we need to meet students where they are, as opposed to prescribing things that really do not fit what they are seeking for. Intent is to provide information and pathways and then courage them to take the steps that they need to take what they want, what they need, and use it to make a decision for themselves. When a student comes to us, the very first thing we try to do is to reassure them, that academics is secondary to their well being. You need to be well. You need to be in that space to be able to do other stuff. What we do as academic consideration is to inform the people that make that academic decision around accommodation of the need to consider what the student is going through so that they can design something that works out for the student. Keeping in mind as we always do, that equal treatment is not fair treatment.

Brianna: 19:48

I mean, I think it's amazing that like you were saying that you put the well being of the student before their academic success and I think that is a misconception. One that a lot of students have when coming into university, that it's, it's all about marks, and you just have to do well, and there's a disconnect between, you know, your teachers and your learning in specific. But you know, the idea that you're you're putting their needs and their well being and their, their health, in all aspects, and in order to inform their academic decisions is, is something that I think a lot of post secondary universities are in need of that type of system.

Alfred: 20:27

You know, it's, it starts with stereotyping. I have an aunt who is a teacher, at a high school, and she tells me, you know, students should not be having difficulties because we make ourselves available at lunchtime at this place, and at this location where they could just come in and engage and get the help they want. And I said, but the mere fact that I'm coming into that space, at that time, amongst my peers, as a student, highlights me as needing help. And the connotation is, geez, you know, what's going on that you don't have it. So those, taking away those stereotypes, institutionally is something that would advance the interest of higher education, and the comfort of people that find themselves in it. So coming to our office is not something that is perceived, at least to the extent that we've been able to do the public awareness, or awareness building within the community. That it is not something that is exceptional, it's incidental, his career periodic, it could be as a result of what happened today at home. That's why this person is here, it could be as a result of the interpersonal relationship that they've had with classmates online during projects. So we try to reassure students that coming into our office does not make you less of a student, but gives you the opportunity to level the playing field, which is what an academic institution does.

Brianna: 22:24

There's a kind of misconception that when you go into school, that profs are not going to be accommodating that it's not their duty to a lot of the times, especially with academic extensions, and stuff, every single professor is different. And you're not going to get the same, you know, support and answers from everybody. So like, what is the duty for support and accommodation from a professor? And what would you say to students who think that they're definitely, their professors are not going to provide that support for them?

Alfred: 22:53

What I remind them is that there is an institutional framework that mandates accommodation. There is a duty to accommodate policy. And there are guidelines that are in place that would compel a course director to rethink this that, you know- Using York as an example, there is the policy about duty to accommodate. There is also the expectation that the course director has to exercise those principles in dealing with students. And there are also policies and processes that a student could explore in the event that a prof decides to abandon those principles and duty, you know, we talk about deferred exams, students may not know that, first you talk to your course director to say,"Listen, this is what I'm, I'm facing, I will not be able to do the exam with everybody else". Okay. The course director has, is required to explore how to accommodate you. If they can't, and they choose not to, or they choose not to, we also tell the student, you can apply to the department for a deferred exam standing. In which case, somebody else other than the course director will now impose their requirement on the course director to grade the paper at a different time because at times for a variety of reasons, a cost director might say, You know what, I don't have time to, you know, grade this thing again. But when you make an application through the deferred standing process, the committee within the department, if they grant your request, will then mandate say on this day at this time, an exam will be made available for you to do so now, it's a department issue. But at the end, you still get the opportunity to meet your academic obligations. Those are the little types of information that we provide to students to encourage them to take this opportunity and manage it themselves. And we will tell them, you know, you [the prof] don't want to lose control as to when you do this. If they [the student] go the petition route, so if they go the petition route, you're going to still have to deal with it, and you may deal with it at a time that is least convenient for you. One myth I would need students to get rid of is that institutions don't care about them. That they are just a number. The reality is, if not for students, what are universities all about? Okay, so students need to feel empowered, that they matter. And that they matter in the most obvious and serious ways. Because if we don't have students, institutions will cease to exist. Pure and simple, you know, students have to be empowered about that. And that knowledge is what I would encourage students to use, to organize to advocate and want to be heard about their needs, as unique as they may appear, there will be a greater audience that looks and takes those matters into consideration.

Brianna: 26:45

And I guess, what would you just in your opinion, say to those stubborn professors who, you know, say things like, I don't really want to hear about extensions, or I'm going to need at least x as many doctor's notes for you to get this support, you know, what would you kind of say to them?

Alfred: 27:03

You know, compassion fatigue is true, it's a real phenomenon. You know, because everybody keeps telling you, every given day, my dog ate my homework, you know, my laptop, the battery failed and crashed- you know, people will tell you things, and when you have 300 students as an example, which is not unusual, coming to tell you the same thing, and it's coming from different students, but it's the same story. And it all boils down to you doing something as a course director, that creates more work for you. Because that, fundamentally, is at the end of any accommodation process. It either creates more work for the course director, or it interferes with the academic integrity of what they are trying to accomplish. So what I say to them is this, for a student, their dog cannot die twice in a course that you're taking, they cannot come twice and tell you that story. Because if they do the likelihood of you calling up, doing a search to find out emails from Alfred, and it's okay, he told me this or not. So, okay, clearly, the students that lie or misrepresent things, they are at least smart enough to come up with their own narrative. So what I say to course directors is, they cannot do it too many times and get away with it. One. Secondly, if a student is deferring or asking for ability to do something at a later time, they are not trying to avoid that obligation. They are not asking you, oh, I don't have to do the exam anyways. Can you just pass me? No. You know? So if a student is asking for a delay, about on the taking and assessment process, they would run out. And at times, they would ask for delays that it compounds and they find themselves in worse off situation, which is part of what we say to students. If you're going to seek to defer this exam, and you do it for three or four courses. You got to be back here, maybe three weeks later. So we'd say to the course directors, they are not asking to be exempted. They're asking for you to give them a second chance to do this thing at a different time. We recognize it may be more work for you later on. But, you know, we have to take at face value that students are asking for genuine consideration, and it is consideration that within you as a course director because you get nothing by taking it away from them, that you gain a hell of a lot more by giving a student the opportunity to demonstrate that they've learned from you as the course director. So compassion fatigue is a real thing. But it is a temporary thing. But don't let that fatigue, don't use it as a broad brush, and treat everybody the same. That there are unique circumstances that require unique consideration. As I said before, equal treatment is not fair treatment. So we have to be fair, in extending consideration to students, and making the effort to make sure that you've done your best to do that.

Brianna: 31:00

I think that's perfectly put advice. I wish more teachers had that kind of outlook sometimes. So the last section of questions that we're gonna move on to before we wrap up is just student success in general. What are some of the skills you think a student needs to be successful in their academic life?

Alfred: 31:22

Learning is not 100 meter race. Learning is a lifelong skill. Okay, we come to university, or go to higher education, so that we can learn how to learn. You know, I said your first degree, you've only demonstrated that you know how to learn. It opens your mind, it opens your thinking, it opens you to the construct of problem solving, the ability to say, I can take this, apply this, and I will get this outcome. That is what your mind gets trained for. When you come to learn, you learn how to learn. So don't be in a rush. Because working is one thing we do for the rest of our lives. You will work and work and work and work. That is what is left of the rest of our lives. Because at some point, your trajectory of learning may not be as steep at an older age, as it is when you're young. So use that opportunity to build the foundation to learn the foundation to problem solve. Don't be in a rush, you know, it's a three year degree. Okay, and it's spaced out well enough for you to be able to get your 90 credits in three years. You just have to find how you put other things that are of interest to you within that mix. So your success starts with your own sense of confidence and ability, the openness to listen and learn. And also the courage to reach out and ask for help when you find yourself struggling, because asking for help is not an indicator that you're not a good learner. So that is what academic success. For me. That's what I convey to students don't be in a rush. If your learning pattern is such that it is not keeping up with others work within your own abilities, because that's what makes you unique. And once you master it, you master it, and nobody would take that away from you.

Brianna: 34:12

Amazing. And I mean, I guess my last question is to any student who is going to listen to this in the future, and they they're nervous and they still have that fear. Just what general advice would you say to an upcoming student?

Alfred: 34:30

You know, don't let your fears overcome you. You have to have apprehension. But understanding the basis of what you are afraid of, is the best way to overcome your fears. If your fear to come to university is because I don't think I'm smart enough. If you've been accepted, don't worry about that anymore. Because somebody has said, You know what, yeah, come on in. If you think you may not be able to be accepted, find out what you can do, what you need to do to be in that group that gets accepted. Double Up Your effort to know more, learn more, and bring your GPA to where it needs to be. But once you accepted, that is a significant recognition that you've got the right stuff. Okay, you've got the right stuff. Come on in. If you feel out of sorts, look for offices like ours, that empower and reassure students that they are not just a number, but they are an integral part of that community. Get the support you need. Do not fall prey to the stigma that may be associated with going to get help. Because that is the only way you can find your path to where you want to be. You have the stuff feel empowered, you grow, you develop. And eventually you will get an opportunity to be part of the process and give back because that's the circle of life.

Brianna: 36:51

Before we wrap up, we thought it would be best to give you some last minute study advice.

Sam: 36:55

Number one staying present with a clear focused mind. If you're having a hard time focusing, take a break, move your body, drink some water reset and come back to your task or reschedule it for another time. Getting a sense of your natural work rhythm is helpful in planning out your time. For example, are you most focused in the morning in the afternoon or at night? When do you find it easiest to stay present? Essentially planning your tasks around your rhythm

Brianna: 37:19

Number two, setting boundaries. This can include physical boundaries, for example, a desk, a closed door and a quiet room. As well as time boundaries, downtime versus work time saying no to things when you feel overwhelmed. It's okay to put the book down. It's okay to stop reading. If you know what you can handle and you know you've done enough it's alright to set those boundaries.

Sam: 37:40

Number three accountability. No matter what we're doing with our time, it's helpful to create a plan for accountability. This can involve checkpoints with yourself with a peer or with a source of support. Setting regular times to do tasks, including studying is a helpful way to build accountability into your routine.

Brianna: 37:56

And finally, do not be afraid to ask for help. There are academic support centers, programs and advisors whose job it is to help you with what you may be going through. Use the supports and the support that's available and advocate for the support that you aren't currently receiving as well.

Sam: 38:27

For more tips and tricks on how to balance work life during university and for more student perspectives, check out the Backstage Pass eLearning module that goes with this episode. Link to that is in our show notes.

Brianna: 38:37

And if you want to check out either Sam or myself, make sure you follow the project on social media or access the transcription of this episode, and you can find those links in the show notes as well.

Sam: 38:46

Thanks for listening. This has been Backstage Pass with myself Sam McNulty and Brianna Roett.