1. Getting someone to write your assignment (also called ghost writing or contract cheating)

Did you know that having a friend, family member or anyone other than yourself write your assignment – paid or not – is considered a breach of academic honesty?

You may discuss your assignment with a friend, but you have to do the actual writing yourself (because you want to learn!). And paying someone or a writing service to write your assignment is a definite no-no. Neither is it acceptable for you to write an assignment for another person.

You can stay clear of this situation by starting early on your assignment. Don’t be afraid to seek help from lecturers, librarians and Learning Advisers. In this way, you can count on yourself to start and complete your assignment writing and meet the submission deadline.

2. Working in groups but submitting individually

Quite often, you could be asked to work collaboratively on a group assignment. You may find yourself sharing similar content through the exchange of information and ideas.

Do take note, however, if you’re asked to produce and submit individual reports. While you may share similar content with your group members, you’re expected to develop your own answer and write the report in your own words.

One way to avoid submitting the same piece of writing is to make your own notes (preferably in your own words) during discussions. Check out the note-taking and paraphrasing resources on StudyWISE in iLearn.

3. Citing fake resources and falsifying data

When you cite scholarly sources such as journal articles in your writing, you’re demonstrating that you can critically evaluate and use them to support your thesis.

Assignment markers are well-versed with the subject, so responsible writers wouldn’t mislead them by providing false or non-existent literature. Similarly, responsible students wouldn’t falsify data in a research project. It is a breach of academic honesty if citations and data are fake.

Again, start your research for your assignment as early as you can. This allows you more time to find and evaluate credible and good sources for your assignment. If you need help looking for resources, talk to a Research Librarian at the Library Info Desk.

4. Uploading Macquarie University’s course materials to websites

It may have crossed your mind to help your peers by sharing course information – such as notes, a lecturer’s Powerpoint slides, assignment questions and guidance notes – with them on the Internet.

Don’t do it. Course materials are the intellectual property of the University and you need to ask for permission from your lecturer before you can share or distribute. Find out more about copyright here.

5. Pretending to be someone else and vice-versa

Sometimes you may feel that you’re not fully prepared or that you’re not feeling well enough to sit for a quiz or an exam. It may be tempting to ask another person to sit for the exam on your behalf. Or, another student might approach you to do so. Don’t.

Such behaviour is considered as a very serious breach of academic integrity and can stop you from earning your degree.

Early in the session, check your unit guides for procedures if you’re ill on the day of an exam. Also, exam preparation need not be a stressful activity. Look at the exam prep strategies on StudyWISE to be exam-ready.

6. Sabotaging and obstructing

You may think that it’s a harmless prank to change your friend’s lab results. Or that it’s okay to withhold information from your group members. Or that forgetting to return library books or breaking laboratory equipment is no big deal.

The fact is that even small actions which sabotage and obstruct another student’s academic work, progression or completion of study are also considered breaches of academic integrity.

Where can I find out all about academic integrity?
The new Academic Integrity Module (which is on iLearn under Student Support) will equip you to fully understand academic integrity.

But how can you get the most out of your tutorials? Here are four strategies suggested by the Learning Skills team and WriteWISE leaders Amanda Fernandopulle and Michelle Vo.

1. Get connected
Uni can be an isolating experience. It’s possible to go through the whole day without speaking to another person. That’s not ideal – not only because it makes you lonely, but because a surprising amount of learning at uni occurs via peer-to-peer interactions. Tutorials, therefore, are a great place to connect with and learn from fellow students.

To do this, try to get to know your classmates while you’re waiting for your class to start, or arrange a study group with others from your tute. Who knows? Aside from supporting one another in your studies, you could be making some lifelong friends.

2. Prepare yourself
Have you ever gone into a tutorial ‘cold’ with no preparation? If you’ve done so, you may have found it’s much harder to keep up with what’s happening, and you may even get bored.

Preparation helps you get the most out of your tutorials. Block out regular times in your week to complete the readings, questions, exercises, worksheets, and mini quizzes that are set for your tutorials. Your commute to uni may be an opportune time.

Make your preparation active. If you just skim over your readings, you probably won’t take in much of what you read. Take notes; put the information you learn into a table; use a mind map to sketch out how your readings help you understand a key concept. Visit our guide to tutorial preparation for more ideas.

When you come across something in your readings that is fascinating, highlight it so you can raise it in a class discussion. Not sure how to approach a problem? Make a note so you can ask about it in class. Preparation not only helps you understand and participate in your tutorials but will probably also help to improve your marks.

3. Participate in class
Participating in tutorials helps you and develop your skills in critical thinking and to stay focused so you can fully engage with your course material. But while tutorial participation, especially speaking in front of a group of people, is painless for some, others find it a daunting experience.

If you find it daunting, it might help to arrive at your tutorial with a pre-prepared (and perhaps even pre-rehearsed) observation or question so you have at least one thing that you can confidently contribute. Try to say something in the first tutorial of each subject. This will get you into the mode of speaking in that specific setting. And check out this advice if you’ll be discussing controversial issues.

Also note that you don’t need to wait until you have a knock-down idea before you speak. You can contribute to a discussion by building upon another student’s idea or asking another student to clarify his or her comment. Listening carefully is also an important part of participating.

4. Make the most of your tutor
Your tutors are experts in the subject you’re studying and their role is to help you in your academic development. Make the most of your time with your tutors.

Many tutors start their classes with question time. Do you have a query about a concept from the previous week’s lecture, the next assignment, or something you’d like to know about the discipline? Arrive on time so there’s time to ask your questions.

If you’re struggling, don’t be slow to approach your tutor for assistance. Make the effort to drop in or call during your tutor in consultation hours, or to make an appointment to see him or her.

We hope that these strategies will help you not only survive, but also enjoy, and get the most out of, your tutorials this session. for more information, visit the StudyWISE web pages.

Starting university can be overwhelming for the new undergraduate. You can be anxious about settling into campus life and worried about meeting new people. You can also find attending to studies within your faculty quite daunting. But there are programs devised to make sure you feel right at home. Here’s one from the Faculty of Business and Economics (FBE).

To ensure new students get the most from their studies and to facilitate a smooth transition into university life, FBE initiated the First Step Mentoring program in Session 2, 2013. It is an academic-to-student program in which a third-year and above student can be a peer mentor to a first-year student. The peer mentor organises social outings for the mentoring group and develops business skills in team management and mentoring. In addition to meeting with the peer mentor and socialising with other mentees, the first-year student will also have the opportunity to meet regularly with an academic.

In this Q&A below, FBE academic mentor Associate Professor Catriona Lavermicocca, peer mentor Shaniya Kumar and a first-year mentee Maryrose Sukkar each explain how the First Step Mentoring program works for them and, most importantly, they outline the many benefits of the program. FBE First STEP Mentoring group photo. Left to right: Peer mentor Shaniya Kumar, Associate Professor Catriona Lavermicocca and first-year mentee Maryrose Sukkar.

The Academic Mentor

Associate Professor Catriona Lavermicocca, Associate Dean (Programs and Pathways) Postgraduate and an academic mentor. 

What are your professorial responsibilities and academic interests here at Macquarie?
I teach taxation law at both undergraduate and postgraduate level, but I’ve also been involved in writing learning materials for Chartered Accountants Australia and New Zealand and the Tax Institute as well at co-ordinating and developing Macquarie University’s close relationship with professional accounting bodies. My research looks at corporate social responsibility, tax risk management practices, tax transparency, reputational risk and the income tax compliance behaviour of large corporations. Most recently I’ve participated in governance committees in the Faculty of Business and Economics and am currently the Chair of the Macquarie University Academic Standards and Quality Committee (ASQC).

Why did you want to be an academic mentor?
I am passionate about embedding employability skills into university qualifications and the need for education programs to address the changing skill set required in current day graduates. For this reason, I really want to help students settle as quickly as possible into university. From my experience, each time I am involved in the First Step program, I learn a lot more than the mentees. For example, I learn about the challenges that first-year students face and the diversity of issues outside university that have an impact on their experience here. Family, work and friends, to varying degrees, are brought into our discussions.

As a teacher, what’s the best thing about being a First Step mentor?
The best thing is that mentees provide me with insights I can use to inform the courses and units that I am involved in. As a result, I am better able to deliver programs that students connect with.

What are your first impressions of your mentees?
They are mostly a little shy and nervous but that soon changes and they become comfortable and relaxed.

How often do you meet? How has your relationship grown and what help were you able to give your mentees?
The program has guidelines around how often we meet but I think it is at least three times. The relationships on the whole grow over the session. The students often have questions they are unable to ask someone else, but they do ask me. That’s great as I love to help! Sometimes a mentee does drop out and it is often due to the student being really busy or because they feel they aren’t getting anything out of the program. That’s okay, because it is not meant to be a burden.

Can you offer three anecdotes of mentoring students that surprised you, you found funny or made you feel extra satisfied you were making a difference to a student’s experience within the Faculty.
One mentee had an explicit goal to be a federal politician one day, one mentee came to the University to study applied finance after a career as a qualified truck mechanic, and another mentee was so young and naïve when I first met her I wasn’t sure how she’d turn that around, but now, three years down the track, she has become a mentor herself!

What advice have you given your mentees about networking, communication skills and how to succeed in a business environment?
I am often talking to students about the importance of the soft skills necessary to get and keep a job – especially in this gig economy. Most importantly, and reflecting on my own career, I encourage students to participate in whatever comes along. If someone asks you to be involved, say yes, unless there is a clear reason not to.

The Peer Mentor

Shaniya Kumar is a peer mentor who is currently completing a Bachelor of Commerce, majoring in accounting and human resources.

What’s your background? Tell us about yourself.
While studying, I work in an accounting firm in Sydney CBD, and have secured an internship at Deloitte at the end of 2018. As for my other major of human resources, I am learning more about that through interning in the Macquarie University Business School, specifically for First STEP Mentoring program. Outside of Macquarie, I love spending time with my family and friends and also play netball.

Why did you apply to be a FBE mentor?
I have been involved in many leadership roles and the idea of helping students settle into university has been one of my greatest achievements. Hearing about the challenges new students face always makes me want to be there for them as much as I can through high levels of support and guidance. This program is a great way for first-year students to start feeling comfortable and confident.

What’s the best thing about being a mentor? The best thing about being a peer mentor for FBE is the sense of accomplishment you feel at the end of the session when students have become more proactive. You see them joining clubs and societies and pursuing leadership roles themselves. Overall, it’s great to see them becoming engaged. It shows me how well I have helped them accomplished their goals. As for my own experience, I had a mentor from ANZ Bank who gave me the confidence to apply for internships and succeed in interviews.

Tell us about your first impressions of your mentees?
At first, they are incredibly shy, however, over time they become more open and relaxed.

How often do you get together with your mentees? How has your relationship grown and what help were you able to give them?
The mentees and I meet for social events throughout the session. Sometimes it’s difficult to find a time in our busy schedules to pin a date to a social event, however, we do our best to come together and socialise as often as possible. We often meet off campus in casual situations so that students can relax and be themselves.

What advice did you give your mentees about networking, communication skills and how to succeed in the business environment?
I encourage students to join groups and societies to enhance their social skills and to attend FBE-endorsed events to develop their soft skills of meeting, greeting and speaking. Going to the other general MQ events, such as Study Abroad Fairs or Careers Week, will also build their confidence when it comes time to apply for internships or to look for job opportunities.

The First-year Mentee

Maryrose Sukkar, is a first-year undergraduate student studying Bachelor of Law and Bachelor of Commerce (International Business).

Why did you apply to be a FBE mentee?
I applied to the First Step Mentoring program because I wanted to understand the ins and outs of what uni life is about. I wanted to experience my first year to its full potential. I feel that this FBE program has helped me do that.

What’s the best thing about your mentor?
My academic mentor is Catriona Lavermicocca. She has been a warm, caring and motivational mentor who has allowed me to understand what uni is all about.

What has been some specific advice she’s had for you that helped you in your studies and plans for the future?
Catriona explained what women empowerment stands for and has encouraged me and other mentees and students to take on our study with passion and determination. Through discussing her own life, she has illustrated what women can achieve. She inspires me to further pursue my objectives in my Law/Commerce degree and has made me realise that passion is the most important attribute for success.

What are some of the things that you’ve learned in the program?
There are probably three things I’ve learned that will be important to my studies: to stay focused throughout the year, to give myself a break when needed and to always keep on top of my notes. Catriona explained that if I kept up to date, I wouldn’t have to catch up later on. This has helped me tremendously.

What have been some of the things you’ve learned about through meeting other student mentees?
Knowing that I have had many of the same worries as my fellow first-years has made me feel more settled. For example, I discovered I wasn’t the only one who was feeling nervous about starting at Macquarie Uni. It was also good to hear about everyone’s past experiences and why they chose certain courses. I found it intriguing that one of my fellow mentees has the same degree as I and we had chosen it for similar reasons.

What have been the benefits of the First Step program?
Via the program, I now better understand what the University has on offer. I also got to meet like-minded people with similar goals and ambitions. I’ve also been able to develop good relationships with my mentors and fellow mentees, which has been really beneficial in creating a support network.

Through understanding my academic mentor’s achievements in her work and family life, I’ve been able to think about life beyond my studies. I now aspire to support women who do not have access to education (there is an estimate of 31 million girls of primary school age who are not in school).  I would like to take this opportunity to wholeheartedly thank my mentor Catriona and all those who have made this program possible. I highly recommend first-year students to apply for this program.

So how can you apply to become a mentee or peer mentor in Session 1, 2019?

If you are interested in becoming a first year student mentee, then please click on this link. If you are currently in your third year and above studying in the Faculty of Business and Economics and are interested in taking on a leadership role, then visit the First STEP mentor webpage to find out how to apply to become a peer mentor for 2019.

Photo: Joanne Stephan

Whatever you’re feeling and whatever your situation, you need to bring your A game to Weeks 10-13. Making positive study choices will fuel your motivation and empower you to regain control of your learning. Here are seven suggestions for a strong finish in Session 1:

1. Stay organised – use a timetable for your study schedule.
2. Break up complex assignments into smaller, stepped tasks. Not only does this give you a step-by-step plan for meeting submission deadlines, it also helps you to be less overwhelmed by your to-do list.
3. Form a study group or team up with a study buddy, even if it’s just for a coffee after class to discuss the lecture or tutorial.
4. Study in the library. Working in a quiet environment without familiar distractions can increase your productivity.
5. Know what help is available and how to ask for it.
   • Check your lecturer’s weekly consultation hours (found in your unit guide) if you’d like to discuss what you’re learning.
   • Drop by your faculty’s support centre to ask about PAL/PASS or other subject-specific support.
   • Get assignment writing advice from a Learning Adviser in person or online, contact a Librarian for help finding sources, or get in touch with the Numeracy Centre.
   • Make an appointment with Wellbeing for counselling, medical or other help.
6. Get physical – schedule time for exercise and play.
7. Don’t forget the big picture. Remind yourself how each small accomplishment this session contributes to realising your longer-term personal and professional goals.

What messages do you want to receive from your convenors and when? Tell us here for your chance to win one of two JB HiFi $50 gift vouchers!

But as the day-to-day stuff gets sorted, classes start to speed up, and more assessments are due. Complex topics, research, detailed instructions and new assignment types can seem a bit daunting. In this post, the Learning Skills team and WriteWISE leaders (trained student writing leaders) Monique Van Acquoy and Olivia Newsome share their tried and true strategies for getting a move on long assignments.

1. Read the question
   Then read it again and again, until you understand what it’s asking you to do! Check the meaning of the task instruction words, or use a template to help you break down the question. Looking at the marking rubric will help ensure you’ve addressed every part of the question.
2. Have a strategy
   Before you jump in and madly start writing, make a plan. Break down your project into smaller and more manageable steps, then plot them into your calendar/diary. You can even set yourself an advance due date (a few days before the real due date) to give yourself a buffer.
3. Start early with your research
   Don’t start by writing your essay/report/assignment, then try to find sources to fit into your answer. Instead, after you’ve read (and understood) the question, develop your position/angle through reading and research.
   Put off by databases? Check out the Library’s subject specific LibGuides or talk to a librarian about search strategies for your assignment.
4. Give yourself realistic goals
   To make sure you stay productive and on-task, set yourself goals for each study session (we like SMART goals: Specific, Measurable, Achievable, Realistic and Time-Bound). Track your progress as you work. If your sessions aren’t going well, try a different strategy or ask someone for help (see Point 8).
5. Take breaks and reward yourself
   It’s easy to crash and burn when doing Uni work, but taking breaks can help you stay sharp and focused. The Pomodoro Technique (multiples of 25 minutes of focused study followed by a five-minute break) is a good tool to make your study time productive.
6. Disengage from technology
   Technology and social media kill productivity, and they can derail your project quickly. The easiest way to avoid wasting time is to disengage completely. You can always check your phone in your breaks as a reward for keeping on task. If all else fails, site blocking software such as Cold Turkey and FocusMe will prevent you from being distracted.
7. Give yourself some variety
   Working on one project full time can kill your motivation, and prevent you being critical about your work. You’ll often feel fresher if you build variety into your study, for example, using one study session on a task for one class, then the next session on a different class.
8. Find help
   If you’re still worried or unsure, there are plenty of avenues for help.

• First port of call is your tutor or lecturer. They like it if you check your unit guide first!
• Some units offer PAL/PASS sessions (peer tutoring) or booked consultations with a WriteWISE leader- check on iLearn or in your unit guide.
• Librarians are available at the InfoDesk, online or though virtual chat.
• Learning Advisers are at the InfoDesk lunchtimes Mon-Fri or send them an email using the form on this page.
• If stress or personal issues are getting too much, drop in, call or email Campus Wellbeing.

1. Maintain focus with ‘timeboxing’
Do you find it difficult to use small amounts of time effectively? Or do you put off starting complex tasks?  Try timeboxing!

Timeboxing involves applying pre-determined time limits to small study-related tasks. It increases your productivity by focusing time and energy on achievable goals. Timeboxing requires no special skills or equipment – all you need is the timer on your phone. Start by choosing the ‘size’ of your timebox (we suggest 25 minutes per ‘box’ as recommended in the Pomodoro Technique) and a study goal. Then commit yourself to working on your task – without distractions! –until the timer runs out.

Timeboxing is also an excellent weapon in the battle to slay the procrastination monster! Do you have a tendency to avoid challenging readings, difficult problem sets or complicated assignments? Set a five-minute timebox and work diligently. At the end of five minutes, you’ll have started the task that previously seemed unpleasant or impossible! More importantly, you’re then likely to benefit from the Zeigarnik Effect: the psychological tendency to finish tasks we’ve already started.

Pro tip: Do you need to turn off your phone so you’re not distracted while studying? You can easily find a timer online.

2. Space your study sessions
Imagine you’re preparing for a class test. Is it more effective to study in a single hour-long block the evening before the test, or to schedule three x 20-minute study sessions over the preceding fortnight? If you chose to space your study over 3 x 20-minute sessions, you’ve got science on your side! Research shows that you’re more likely to retain and recall information that you’ve learned during spaced or ‘distributed’ study sessions.

Pro tip: Are you sitting tests or exams this session? Schedule spaced study sessions into your personal timetable.

3. Prioritise sleep
It might seem counterintuitive, but getting adequate sleep is a simple strategy for powering up a study session! Sleep is fundamental to productive study because it allows the brain to consolidate information acquired during the day. If you’re not sleeping enough (or even at all!), the processes by which the brain stabilises newly encoded memory and consolidates them into long-term storage are disrupted. Sleep deprivation not only affects your ability to recall information, it also makes concentration, focus and mood regulation more difficult. To sum up: if sleep isn’t a priority in your schedule, you’re more likely to be cranky, forgetful and less able to learn effectively.

Pro tip: Do you find it difficult to maintain a regular sleep schedule? Try using Bedtime in the Clock app on your iOs device, or download Sleep Cycle for Android.

1. Recognise that you aren’t the only one at uni who feels a bit uncertain about what to expect.
   First-year students, returning students, students from different academic cultures…in fact, thousands of other students will be feeling like you do.The imposter syndrome describes the situation in which you feel that you are not as intelligent or capable as others and that everyone will find out that you’re a fraud someday. Some studies have estimated that 70% of people feel like imposters at some time in their life – being in new and different surroundings can often provoke that feeling.In fact, what you know is most likely pretty similar to what other people know. By your second session, you’ll be settling in and giving advice to the next lot of newcomers feeling their way.
   

   Imposter Syndrome: be honest with yourself about what you know and have accomplished & focus less on the difference. pic.twitter.com/VTjS5KdR6Y

   — David Whittaker (@rundavidrun) April 13, 2015

2. Manage your time effectively.
   Sure, being smart is important. You’re at university because you’re smart enough. But what you may not know is that student success rests as much on good study strategies and time management as it does on your intelligence.During the early part of the session, it is useful to put all your assignment due dates on your calendar and schedule time to prepare for each of them.Find out more about strategies for managing your time.
3. Be an active learner
   Learning actively means is not only more effective than passive learning, but more enjoyable too. You’ll remember more and learn more deeply when you engage with your learning through strategies such as participating in discussions in your classes or online forums, asking questions and listening actively, and doing things with the information you receive, such as summarising and taking notes.Read more about strategies for activating your memory and being an active learner.
4. Balance study with all the other important things – friends, fun, family and physical activity.
   University is a place of discovery, and not just in terms of academic pursuits. It might be a chance to discover new skills and new friends by engaging with the many societies and clubs or by participating in sport and recreation on campus. Whatever you choose, you’ll study more effectively if you are refreshed and rested.
5. Know where to find help (and seek it when you need it).
   One of the marks of a successful student is using the help available. Some of the help available on campus includes:

Learning Skills – academic literacy workshops, consultations and online resources

Numeracy centre – help with mathematical skills

Wellbeing – counselling, student advocacy, disability and medical services

CareerWISE – help in preparing for your career

Technology – service desk, online spaces, wireless, software downloads and access to systems

Got any tips for those of us returning to study? Share them below in the comments! 

Sign up to participate in current economic research – and make money while doing it – just by participating in experiments at the state-of-the-art MGSM Experimental Economics Laboratory.

The fun and interesting research requires students to make economic decisions during the experiments, which usually last between 1-3 hours. You’ll be paid in cash – on average $20 to $25 per hour – at the end of each session.

Students can sign up to the experiment by clicking here. Your details will be stored in a database which provides further opportunities to participate in other research to be offered for the rest of the academic year.

To receive email invitations to all of MGSM’s economics experiments, register here. For more general information, visit the economics lab website.