U.S. Academic System

A. Broad Education
The American academic system, as a whole, is intended to provide a broad education for as many people as possible. There is no screening examination that directs a student at an early age into academic or non-academic area. A high percentage of the population completes secondary school, and secondary school is not as challenging as it is in countries where access to education is more limited. A high percentage of the population attempts some kind of post-secondary education, such as university studies. 

B. Specialization
The U.S. educational system also produces specialists, people who have studied a limited range of topics in depth. Specialization comes later in the U.S. system than it does in some others. In most majors, it is not until the second (sophomore) year of undergraduate work that a student concentrates on the study of his major field. In a technical major, specialization begins immediately.

C. Education
It is considered important in the U.S. to evaluate the work that students do. Therefore, there is a grading system that is used to rank and compare students' academic work. A student's grades receive considerable attention in competition for scholarships and fellowships, for admission to universities and graduate schools and for jobs.

D. Academic Honesty
In general, in the U.S., independence and individual efforts are admired. In the academic world, independent thought is valued. The most serious offense in the academic world is that of representing another person's work as your own. Copying another person's work without acknowledging that someone else is responsible for it is called “plagiarism.” 

This discussion is limited to higher (post-secondary) education. If you have questions about primary and secondary education in the U.S., you can address them with any U.S. student or teacher.

A. The Semester System
The academic year is comprised of two semesters of approximately 16 weeks each. Many U.S. universities like Northwestern use this semester system or a similar variation. UNW also breaks each semester in half, resulting in two “quads” consisting of approximately 8 weeks each. Classes may be either quad length or full semester length. Limited summer courses are also available.

B. Academic Advisor
Your academic advisor is a faculty member who helps you plan your program in a way that will best enable you to fulfill your graduation requirements and at the same time tailor your studies to your interests. You may also wish to seek advice from the Academic Support Specialist, other faculty members and students.

C. Credits
The quantity of academic work a student does at the university is measured in credits. The number of credits a course is worth usually depends on the number of hours per week that it meets. The semester hour is the unit for calculating credits at Northwestern and is defined as one hour of class work per week, or its equivalent, pursued for one semester. For example, a four credit class meets four hours per week. On average, 2–3 hours of homework are necessary for every hour of classroom time. Credit for laboratory work will count as indicated in the course descriptions contained in the catalog. At UNW, the number of credit hours required depends upon the major you select.

D. The Grading System

A grade may be defined as an indication of the professor's judgment of the quality of the work accomplished by the student in a course. Each grade carries a designated number of points per credit.

Academic Load
You do your best academic work when you have sufficient time to attend all classes, complete extra reading assignments and prepare homework. In addition, it is necessary for you to have sufficient time for rest, relaxation, and participation in student life and ministry related activities. Academic load is defined as the number of semester hours of course work for which you are enrolled during a given semester. The typical recommended academic load is 14–16 hours. Overload is considered more than 18 credits. Permission to take an overload is contingent on cumulative GPA, and the form used for request of the overload must be signed by your academic advisor. Consult the Registration Guide and Class Schedule for further information.

Academic Year
The academic year is divided into two semesters—fall and spring. Although a student may enter Northwestern at the beginning of any semester, we strongly urge that first time international students begin only at the fall semester. Any student may complete the undergraduate education at the end of any semester during which he/she has met all of the requirements for graduation. Graduation exercises are held each year at the close of both fall and spring semesters. Some short summer courses are offered as well.

There are two devices outlined in the Registration and Class Schedule that give flexibility to students who want to maintain reasonably high grade point averages:

1. The Course Repeat Procedure available in undergraduate programs

Under this option, students may retake a course in which they have received a low grade, and the grade earned for the most recent enrollment will be used in calculating the cumulative GPA.

2.  Adding and Dropping Courses

International students must remember that the U.S. Immigration regulations require them to be registered full-time (12 semester hours). You must go to the Registrar’s Office to add or drop any course.

Each faculty member at the university has his or her own philosophy and methods of grading. Some use fixed grading scales whereby each assignment or examination that is graded can receive a fixed maximum of points. Others grade "on the curve," a system where a formula is used to assure that there will be a certain number of A’s, a certain number of B’s, and so on. Under this system the new students in the class are competing with each other for high grades. It is most helpful to learn the philosophy and method of grading that each of your professors use.

If you receive a low grade and do not understand why, or you think the professor may have made a mistake, it is acceptable to ask the professor for the reason for the grade. However, it is not acceptable to "bargain" for a grade you do not deserve.

E. Grade Points

Grade points are the numerical value assigned to each letter grade for comparative purposes.
Grade point values for authorized grades are shown below:

A = 4.00
B = 3.00
C = 2.00
D = 1.00

Grade point average (GPA) is the average grade point per semester hour for a student. Grade point averages are computed for each semester and used as a basis for completing requirements for graduation or for permission to remain in school each succeeding semester.

To compute the GPA:

1. Assign the numerical value to each grade
2. Multiply the numerical value by the number of credit hours assigned to each course
3. Divide the total number of hours carried (taken) during the semester

Example:

Chemistry               A (4 hours)            4x4 = 16
Calculus                 A (3 hours)            4x3 = 12
English                   C (3 hours)            2x3 = 6
U.S. History            B (3 hours)            3x3 = 9
Biology                   D (4 hours)            1x4 = 4

Grade Points        47 credit hours / 17 = 2.77GPA

F. Grade Report

You will receive a grade report from the Registrar’s Office each semester indicating your grades, grade points and earned credit hours, your grade point average for the semester and cumulative grade point average. If there are errors or you have questions, contact the Registrar’s Office.

A. Lectures
The most common method of instruction here is the classroom lecture. The lectures are supplemented by classroom discussion (especially when classes are small), by discussion groups (especially when classes are large), by reading assignments in textbooks or library books and perhaps by periodic written assignments and class presentations.

It is important for students to contribute to the discussion in the classroom. In some countries, it is disrespectful for the student to question or challenge the professor. In this country, questioning or challenging the professor is viewed as a healthy sign of interest, attention and independent thinking. In many classes your grade will be determined in part by your contribution to class discussion. If you sit in respectful silence, it is likely to be assumed that you are not interested in what is being said in class or that you do not understand any of it.

When the class is too large to permit questions and discussion, or if for some other reason you do not have the opportunity to raise questions in class, you may visit privately with the professor during office hours or make an appointment to see him/her in the office. Professors usually announce their office hours at the first meeting of the class or in the course syllabus. In the case of large classes, usually there are also teaching assistants who are available to answer questions.

B. Seminars
A seminar is a small class. It is likely to be devoted entirely to discussion. Students are often required to prepare presentations for the seminar, based on their independent reading or research.

C. Laboratories
Many courses require work in a laboratory where the theory learned in a classroom is applied to practical problems.

D. Term Papers
In some courses you will be required to write a term paper (often called simply a "paper"). A term paper is based on study or research you have done in the library or laboratory. Your professor will usually assign a term paper in the early part of the course. You are expected to work on it during the semester and submit it by a given date. The grade you receive on the term paper may constitute a significant portion of your grade for the entire course. It is wise to complete term papers in advance of their due date, so there is time to ask another person to review your paper and suggest revisions.

Information is available in the Writing Center (N4012) for formatting of a term paper, including the use of citations and bibliographies. Information is also available online in Moodle. If you have questions about a particular term paper assignment, you should discuss them with the professor or contact the Writing Center.

Written work is to be submitted in typed form, not handwritten. It is possible to hire someone to type your paper for you, but it is expensive to do so. There are computers available in the computer labs in Riley Hall, the library and in the Student Center.

In preparation of term papers and in doing assignments for your classes, you are likely to use the library more than you have in the past. It is important, therefore, to learn how the library is organized. The library has trained employees who are happy to answer your questions about the library's organization, the location of specific materials, bibliographies, etc.

E. Examinations

You will have many examinations. Many have a mid-term examination near the middle of the semester, and nearly every class has a final examination at the end of the semester. There may be additional tests or quizzes given with greater frequency, perhaps even weekly. All these tests are designed to assure that students are doing the work that is assigned to them and to measure how much they are learning. There are two general types of tests:

1.  Objective Examinations

An objective examination tests the student's knowledge of particular facts. International students can have difficulty with objective examinations, not because they do not know the material on which the test is based, but because they are unfamiliar with the format of the test and because their English linguistic proficiency is not advanced enough to enable them to distinguish subtle differences in meaning. There are five different kinds of questions commonly found on objective examinations. You will want to learn to deal with each of them.

1. 1. Multiple Choice—The student must choose from among a series of answers, selecting the one (or more) that is most appropriate.
   2. True and False—The student must read a statement and indicate whether it is true or false.
   3. Matching—The student must match words, phrases or statements from two columns.
   4. Identification—The student must identify and briefly explain the significance of a name, term or phrase.
   5. Blanks—The student must fill in the blanks left in a phrase or statement in order to make it complete and correct.
2. Subjective ExaminationsUsually called essay questions, subjective examinations require the student to write an essay in response to a question or statement. This kind of examination tests a student's ability to critically reflect and analyze, to organize, and to relate his or her knowledge of a particular subject.
3. Take-Home Examinations
   This type of exam is similar to homework. Students are given a question or number of questions to answer within a specified number of days. To justify the length of time allowed, a high quality of work is expected. All non-original sources and materials used or referred to should be acknowledged in citations and bibliography.
4. Open-Book Examinations (sometimes administered online in Moodle)
   Students are allowed to bring and consult textbooks during the exam. These exams usually consist of essay questions that are more complicated than those of a simple essay exam.

Professors may sometimes tell you what type of exam to expect, provide and study guide, or give you an example of possible questions. If not, it would be helpful to ask about the structure of the exam. In-class exams are limited in time, which can be a disadvantage for students who do not have a high level of English proficiency or who write very slowly. If you think you might have difficulty for this reason, discuss in advance with the professor the possibility of being allowed extra time. Also ask the professor if you can use a dictionary if you feel you will have difficulty understanding some words. Use caution, however, in how much time of the test you spend using the dictionary.

You should not look at other students' papers during an examination. To "cheat" on an examination by getting answers from other students or from materials brought to the test can result in a failing grade for the examination and in disciplinary action including dismissal from school.

In general, the U.S. educational system rewards students who can study a large amount of material concerning a broad range of subjects, who can synthesize (that is, combine into a meaningful whole) material from many sources and who can take examinations effectively. These activities require skills that can be learned. Some of these skills are mentioned and briefly discussed here. For additional ideas, information or assistance with study skills, you can go to Academic Achievement to express your desire for help with study skills. Often during the semester, workshops are offered to help students develop better study skills. Study skills courses may also be offered. Credit may be available for these courses as well. Learn more about these helpful options from Academic Achievement staff. CLT (Culture, Language & Transition) also offer assistance to intercultural students, in particular, who may experience difficulty in transitioning. Academic Coaching is a wrap-around service for students using strategies that include academic coaching and mentoring to support long-term success. Academic Coaching works with students to develop an individualized plan for success at UNW. Typically students work with Academic Coaching to develop academic skills, such as time management, organization, study skills, note-taking skills, test anxiety, etc., and for accountability. If you want to grow in any area related to academics, Academic Coaching is a great place to start. Academic Achievement is located at N4012.

A. Organizing Your Time

You will have a large amount of work to do and a limited amount of time in which to do it. In that situation, you need to use your time effectively. A good way to use your time effectively is to make a study schedule for yourself. You can start with a schedule covering one week's time. Indicate the time periods devoted to sleeping, eating, personal activities and attending class. That will leave time that could be used for studying. Look at the course outlines (or syllabi) you get at the beginning of the term, and notice how much you will need to read and how many things you will have to write for each class during the semester. Divide the semester in half to determine how much work must be done by mid-term. Divide again and again, down to a unit of a week, and you will have an idea of what you must accomplish each week. Fill in your study schedule accordingly, and follow it. If it appears later that your schedule is out of balance with too much time devoted to some courses and not enough to others, modify your schedule and adhere to the new one.

B. Reading Effectively

When you see the length of the reading lists your instructors give you, you will realize that it is not possible to memorize all of your reading materials for the semester or even to study them in reasonable depth. That is not what you are expected to do, in general. You are usually expected to familiarize yourself with the main points from each reading. Keep in mind that learning does not take place simply in reading, but rather in the re-reading of material. To draw the main points from a large number of readings, here are some things you can do:

1. Skim—Skimming means looking over a reading quickly, paying attention to the table of contents (if it is an entire book), the titles of the chapters, the headings of the various sections of the chapter, the topic sentences that begin most paragraphs and the summary paragraphs or sections.

2. Read—Go over the material again, this time more carefully, looking for the main points, the conclusions and the contentions. Write down notes about the main points, following the outline of the reading itself.

3. Question—Rather than passively accepting what the writer has written, ask yourself questions about it. “What are the major points?” “What is the major issue the writer is addressing?” “What is the writer’s thesis, or solution to the issue they addressing?” "Why is the writer saying this?" "What is the evidence for that?" "Does that agree with what this same writer said earlier or with what another writer on the same subject said?"

4. Review—Skim again. Look at your notes again. Try to retain in your mind the main points of the reading.

5. Write—Take summary notes of what you have learned.

If you find that you are reading very slowly, or that your vocabulary seems inadequate, you can get assistance. Tutors in difficult subject areas may be helpful. Check with the Writing Center staff people for help or see the Academic Achievement Program Manager in for personal tutoring (N4012).

C. Learning As Much As Possible From Classes

Since attendance at and participation in classes is such an important part of the academic system in the U.S., it is prudent to try to gain as much from your classes as you can. Here are some suggestions:

1. Read in advance—If you have reading assignments that relate to a lecture you will hear in a class, do the reading before the class so that you will understand the lecture better. From the reading, you might have questions to ask in the class.
2. Take notes—Write down the main points that the lecturer makes. Many lecturers will use phrases that will help you identify the points they think are important and that you should therefore note. Examples of such phrases are "There are three major reasons for this. The first is..." "The next major development was..."; or "The main thing to keep in mind about this is..."
3. Review—After the class, go over your notes. Fill in things you left out. Mark things you still have questions about. Talk to another student if you missed getting some key points in your notes.
4. Seek assistance if you need it—If you have specific questions or if you are having general difficulty understanding what is happening in a class, get assistance. Talk to the professor. Try to find another student in the class who seems to understand better and who is willing to answer your questions. If you are having difficulties, consider going to the professor to see if they can help you identify a tutor. The Writing Center also has tutors available. Another option is to seek assistance through CLT (Culture, Language & Transition).
5. Try not to be discouraged—International students, especially new ones, will inevitably have some difficulties understanding what is happening in at least some of their classes. Many things contribute to this: the teacher talks too fast and/or does not give well organized presentations; fellow students' comments are incomprehensible because they use so much slang; the entire setting seems strange and confusing. As time passes and you have more experience, these difficulties will diminish. Be patient. Ask questions.

D. Coping with Quizzes and Examinations

Here are some suggestions that can help you cope with many quizzes and examinations you will have while in school:

1. Keep up-to-date on your studies—If you fall behind on your reading or assignments, you will have difficulty preparing adequately for tests.
2. Schedule your time to review—Before the test, go over your notes from lectures and readings. Try to anticipate what the instructor will ask on the test by recalling the points that were emphasized during lectures.
3. Study with a group—Form a study group to review information from the class and readings with other classmates. This can be a vital tool to enhancing your learning because you will be able to compare notes with other students and quiz each other on important information. It is also helpful to hear the subject explained differently from peers and to explain points that you understand well to others, thereby solidifying those points in your own understanding as well.
4. Rest before the test—Most people perform better after adequate sleep the previous night.
5. Read test instructions carefully—Notice how much time you have, what choices you have among questions and which questions count more than others. Notice whether you are allowed to use scratch paper, calculators or dictionaries. Follow instructions carefully.
6. Schedule your time—Decide how much time you can afford to spend on each question. Avoid spending all of your time on only one or a few of the questions. Some instructors will allow international students additional time to complete examinations if it appears that a language barrier, rather than a lack of knowledge of the subject matter, is the factor that prevents the student from completing the examination in the allotted time. If language skills are preventing you from demonstrating your knowledge on a test, the professor may grant additional testing time.